INTERNATIONAL EDUCATION FOR MEDICAL STUDENTS: AN INTERNATIONAL PROGRAM DESIGN IN PUBLICH HEALTH

Cultural Perspectives in Public Health: An International Education Program for Medical Students proposes a six-week international mobility course for medical students at Università Cattolica del Sacro Cuore. The course design was inspired by a request from the UCSC medical student cohort to expand credit-bearing international program opportunities. The program will introduce participants to Kolb’s (1984) experiential learning cycle in an effort to provide students with a framework to use when evaluating common practices in the medical field. The course aims to increase academic collaboration between Università Cattolica del Sacro Cuore, an Italian based Higher Education Institution, and the Higher Education are in the United States. The program proposes a design that unites Università Cattolica with a U.S. Higher Education Institution (HE) through a program that will be co-hosted by two institutions and team-taught. The research performed for this program design included a literature review of global trends in international programming for medical students and a needs assessment designed to assess gaps in programs at Unviersità Cattolica del Sacro Cuore. The findings shed light on two reoccurring themes that prevent medical students from participating in international education program which, when combined could be summarized as a lack of short-term credit-bearing opportunities in an international context. These themes, along with other needs identified during the research, have established the foundations for Cultural Perspectives in Public Health program design

‘Oh no, the stick keeps falling!’: An analytical framework for conceptualising young children’s interactions during free play in a woodland setting

It is widely accepted that play and ‘free play’ in particular, is beneficial to young children’s holistic development. However, there is a lack of evidence of the role that the natural environment can have in relation to young children’s play. This study examined the elements of ‘free play’ of children aged 4–5 years within a woodland university campus setting. The children chose to wear camera glasses which recorded both the gaze and speech of the individual. This provided a valuable insight into the ‘free play’ of the children and provided a rich data set to enable the development of an analytical framework which maps out the interactions which took place during the ‘free play’ within the woodland environment. Results showed that the children engaged in six key interactions including interactions with the natural environment as part of their play, including the use of sticks, leaves and branches as tools and props ‘as is’ (i.e. in its current form) and ‘as if’ (in conjunction with children’s imaginations). The framework highlights key aspects of their play which tended to be autonomous, child led and imaginary. Recommendations for future research include the use of the framework in alternative environments to explore the impact of different physical environments on the interactions of children within their ‘free play’

Black, Male and Teaching: Exploring the Experiences, Perspectives, and Teaching Practices of Black Male Teachers

As America’s K-12 student population continues to become more diverse, it is important that the ethnic background of the teacher population reflect this change. A crucial aspect of this diversification effort includes black male teachers. The purpose of this study was to explore and examine the experiences and perspectives of African American male K-12 teachers. In doing so, this study would help to tell us more about their identities, teachings and relationships with other educational staff and students. Other secondary focus areas include black male teacher experiences within their educational settings and how black male teachers describe their relationships with minority students-especially males. In conducting the study one-on-one face-to-face interviews were conducted along with participant observations. Emergent themes that surfaced were: lack of black male teachers, being the only black male teacher, being a role model, being a disciplinarian, and teaching being a gendered and ethnic dominated profession. The participants highlighted issues that questioned notions of gender matching teachers and students along with debating the assurance of acceptance of black male teachers from minority students solely on the basis of their ethnic background. Additionally, participants described issues of ascribed and self-defined identities as black male teachers. Findings in this study can be used by teacher preparation programs, educational policy makers and administrators to facilitate positive change in the continued diversification of America’s teacher workforce for the purpose of improving academic achievement for K-12 students. Advisor: John Raibl

Questioning ‘voice’ and silence: Exploring creative and participatory approaches to researching with children through a Reggio Emilian lens

There has been much debate around the ‘voice’ of the child in qualitative research. This paper contributes to these discussions by drawing on the philosophy of Reggio Emilia, which emphasizes dialogical encounters that recognize the value of children’s subjectivities. The paper critically reflects on a qualitative study of primary education during the COVID-19 pandemic that involved children aged 5–7 (n= 30), teachers (n=6) and parents and carers (n=18) in Wales. The study generated data using creative methodologies, field notes and qualitative interviews. The philosophy of Reggio Emilia was utilized to be reflexive about the processes of research design, fieldwork, data analysis and dissemination, questioning tensions between voice and silence and how research teams can face and respond to the challengingissues that complicate the intent of respecting children’s subjectivities and perspectives. A key lesson from this process of reflection and questioning was the need to be attentive to and attuned with the subtleties of children’s paralanguage and to maintain a level of flexibility in research design and processes that respected children’s requirements and preferences. While the study focussed on children’s experiences, the lessons learnt from evaluating the study in relation to the philosophy of Reggio Emilia have value for wider qualitative projects with diverse communitie

Combining Quantitative Eye-Tracking and GIS Techniques With Qualitative Research Methods to Evaluate the Effectiveness of 2D and Static, 3D Karst Visualizations: Seeing Through the Complexities of Karst Environments

Karst environments are interconnected landscapes vulnerable to degradation. Many instances of anthropogenic karst disturbance are unintentional, and occur because of the public\u27s lack of understanding or exposure to karst knowledge. When attempts are made to educate the general public about these landscapes, the concepts taught are often too abstract to be fully understood. Thus, karst educational pursuits must use only the most efficient and effective learning materials. A technique useful for assessing educational effectiveness of learning materials is eye-tracking, which allows scientists to quantitatively measure an individual\u27s points of interest and eye movements when viewing a 2D or 3D visualization. Visualization developers use eye-tracking data to create graphics that hold the observer\u27s attention and, thereby, enhance learning about a particular concept. This study aimed to assess and improve the educational effectiveness of 2D karst visualizations by combining eye-tracking techniques with Geographic Information Systems, knowledge assessments, and semi-structured interviews. The first phase of this study consisted of groups of 10 participants viewing 2D karst visualizations with one category of manipulated visual stimuli. The second phase consisted of groups of 10-15 participants viewing 2D karst visualizations that were created based on the results from the first phase. The results of this study highlighted both effective stimuli in karst visualizations and stimuli that hinder the educational effectiveness of visualizations

The Masterless Society: Observations on American Democracy by Alexis de Tocqueville

French political theorist Alexis de Tocqueville’s views concerning American democracy were examined in order to discern key aspects of democratic thought and practice in America. Tocqueville found certain fundamental premises such as individual freedom and “equality of conditions” at the base of democracy in America. From these basic premises come several paradoxical results, namely the masterless society, economic materialism and “tyranny of the majority.” These paradoxes are controlled by safeguards of associations, the press and the judiciary within the system. It was found that Tocqueville’s detachment and foresight give his thought greater meaning than that of many contemporary social and political thinkers such as Jean-Jacques Revel and others. This high degree of foresight and detachment make it possible for students to discover and rediscover basic facets of American society today

Measuring the Impact of COVID-19 on Early Education and Care in the UK: Perspectives of Teachers and Practitioners

COVID-19 has impacted all aspects of society, and especially education. However, families and children are often hardest hit "Lockdown has been a seismic shock for every family" (Saunders and Hogg, 2020), particularly for vulnerable families (Conti, 2020). Related research suggests that childcare providers will have been financially impacted during the lockdown period (Blanden et al., 2020). There is thus much to be concerned in terms of the access and quality of young children’s education and care; however, little evidence is available to ascertain the impact of COVID-19 on early years settings, practitioners and children. Much of the media focus has been on school-age learners or higher education (Watermeyer et al., 2020); measuring this impact on Early Childhood Education and Care (ECEC) is vital to better understand this essential societal provision for supporting the education of our youngest learners. This paper reports on a project which explored the impact of the COVID-19 pandemic on UK ECEC provision.Policy and guidance documents abound across the four UK nations, providing ECEC settings with detailed information about current regulations. The voluntary sector has also been key to providing operational advice (NDNA, 2020). However, little empirical research exists to date that captures and analyses the experiences of ECEC settings in their efforts to translate this emerging policy into practice, as well as the impact this is having on practitioners’ workplace, themselves and the children in their care.This research aims to explore the perspectives of the UK’s ECEC workforce using a realistic epistemological position to gather quantitative and qualitative data from an anonymous online survey. The online survey has been completed by over 400 practitioners, childcare workers, setting managers, and teachers working with children aged 0-8 years old across the UK. The survey explored the impact of any changes that had been made within settings as a result of the pandemic, especially new ways of working. The survey also examined practitioner perceptions of these changes; focusing on the impact of coronavirus on early years pedagogy, practitioners and children. Initial analysis suggestions some of the following findings; the impact of COVID-19 has negatively impacted on the health and wellbeing of ECEC staff and children, with management facing challenges in adhering to the evolving regulations. Parents have expressed their concerns about the changes in available childcare hours, and to not being able to enter premises and meaningfully engage with staff and children. A number of respondents were concerned about the financial sustainability of the sector, potentially requiring government support to ensure that services remain available and accessible to all.The findings from this research provide vital insight into UK ECEC settings, acknowledging the crisis response to the pandemic and the short, medium and longer-term impact of COVID-19 on learners and practitioners, as well as the potential for reimagining learning if/when we revert to a post-COVID normal. We aim to inform emerging policy and practice across the four nations of the UK, to better support settings in dealing with current and future scenarios of this kind