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This study explored how social representations of food and health fit into the development of masculinities. In what ways does the transition into Higher Education impact on students' eating and drinking behaviours? And where do representations of food and health fit into the development of masculinities? A total of thirty-five students from two separate higher education establishments in Ireland took part. Fourteen semi-structured individual interviews (7 males, 7 females) and four focus groups (6 males in one, 5 males in two and 6 females in another) were conducted. A thematic analysis indicated that increasing unhealthy behaviour among young people is not just about their disinclination to engage with an active comprehension of the implications of their behaviour for their future. Rather, their choice of food and drink, and the quantity of alcohol they consume has more to do with attaining and maintaining their gendered identities within a community of students.

AbstractConcerns have been expressed for some time about a decline in emphasis on therapeutic work in social work, notably articulated in the Munro Review. Further concerns have been expressed in child care that social workers have increasingly had to focus on child protection work rather than earlier stages of prevention. However, there remain opportunities for social workers through the development of new programmes. One development has been that of Behaviour and Education Support Teams: multi‐professional teams, containing as a key element social workers, and encouraging novel practices designed to help emotional stability and improved behaviour and education performance. This study reports on an evaluation of a social worker delivered school‐based social skills programme, which can contribute to the important area of resilience. This showed significant and sustained improvements in pro‐social behaviour and friendships. The implications of this for the therapeutic potential and professional role of social work are discussed.

Spiritual Care is everybody's business (SEHD, 2002, SGHD, 2008), presenting many challenges as we go about our daily work; therefore education is important in helping us prepare to meet such challenges. A small e-learning unit (GLIDER™) aimed at all healthcare workers who have contact with patients and their families was developed in partnership with the University of Dundee and NHS Tayside, supported by NHS Greater Glasgow and Clyde, funded by NHS Education Scotland. Common themes of change were noted in participants including them becoming more focussed in their thinking, more aware of the needs of their colleagues and considerate to the place of faith as appropriate to the individual.The GLIDER™ is now a compulsory part of the undergraduate nursing programme at the University of Dundee whilst currently being considered for inclusion in both the medical and dental school undergraduate programmes as part of the university's commitment to interprofessional learning.

Again and again scholars evoke a seriously dysfunctional relationship between management research and education on the one hand, and the practice of management on the other. We share this viewpoint, and with this appraisal intend to (re-)open the debate. We expose some views on the intellectual and sociological roots of the malaise, advocating a philosophical stance rooted in pragmatism and particularly in John Dewey's pragmatic stance. We outline a number of essentially workable, albeit for debate's sake provocative and unpolished proposals for the redesign of academic institutions and of their publishing process. We sketch out radical redesign of academia—with, inter alia, (a) permeable academic and practical careers, so that executives and scholars could move between and act within each others' realities; (b) a focus of management education on post-experience graduate level; and (c) an academic publishing process worthy of the real-time era of the Internet.

Although most Americans agree that postsecondary education is the clearest path to later financial security, many families have trouble saving money to help their children in this process. This article focuses on the struggles of middle-income families as they attempt to negotiate their daily financial realities with their aspirations for their children's postsecondary education. In particular, the article examines the discord between the high educational aspirations these middle-income families have for their children and their daily financial constraints. We do so by analyzing in-depth interviews with 31 middle-income families living in the greater Philadelphia area. The middle-income parents in our sample are acutely aware of the importance of college for their children's upward mobility, and they ideally would like to support their children in this pursuit. However, their current financial insecurity, their lack of government support, and the rising costs of college make preparing for this dream increasingly difficult.

The objective was to identify the dimension of the process of nursing work in a unit of the Family Health Strategy and correlate the necessary competences for the development of managerial activities. It is a descriptive study using the technique of non-participant observation during 160 hours of activities of four nurses from a unit of the Family Health Strategy, from March to May, 2011. The results showed that the care dimension holds 42% of the time spent by nurses in their activities, followed by management (33%), education (20%) and political participation (2.5%). In managerial dimension, managerial competences were classified as follows: communication (55%), leadership (33%), permanent education (8%) and decision making (4%). These competences are interrelated and developed together with administrative functions: planning, coordination, direction and control. For the development of their attributions in the Family Health Strategies the nurse professionals uses administrative tools demanding constant mobilization of different competences.

I argue that John Locke's epistemology leads him to an understanding of the subject as highly malleable, and that his writings on education are best understood as a response to this. In my account, Locke's educational program is an early manifestation of what Michel Foucault would later identify as "discipline," those institutional practices that work subtly and unceasingly to normalize subjects. Locke's goal in Some Thoughts Concerning in the Education is the creation of a subject that internalizes certain moral norms and thus allows for the possibility of liberal government. The proto-liberal institutions that he is famous for developing are predicated upon the shaping of subjects into this form; Locke's subjects are non-autonomous constructs of power that regulate themselves on the basis of habit and implicit belief. I argue that the program of child-rearing Locke envisions represents an embryonic form of the kind of power that dominates modern life.

Quality of school meals is one of the major concerns of governments and international organizations worldwide. This study aims to evaluate nutritional compliance of meals served at a Portuguese primary school considering the portions stated by Portuguese Education Ministry. To evaluate adequacy of portions served, weighing of all meal components offered to students and leftovers was performed during ten consecutive days at two different moments. Plate waste (%) was calculated by the ratio of food discarded and food served to the children. Nutritional evaluation of menus was made using the Portuguese Food Composition Table. Meals evaluated showed a percent contribution to energetic daily intake higher than recommendations. Meals served to children were considered high energy and protein dense. No significant waste of soup was accounted and the main meal components wasted were fish and vegetables. It will be necessary to adjust portions indicated by Ministry of Education in order to comply with recommendations and reduce food waste.

This paper considers the optimal control of tuberculosis through education, diagnosis campaign and chemoprophylaxis of latently infected. A mathematical model which includes important components such as undiagnosed infectious, diagnosed infectious, latently infected and lost-sight infectious is formulated. The model combines a frequency dependent and a density dependent force of infection for TB transmission. Through optimal control theory and numerical simulations, a cost-effective balance of two different intervention methods is obtained. Seeking to minimize the amount of money the government spends when tuberculosis remain endemic in the Cameroonian population, Pontryagin's maximum principle is used to characterize the optimal control. The optimality system is derived and solved numerically using the forward-backward sweep method (FBSM). Results provide a framework for designing cost-effective strategies for diseases with multiple intervention methods. It comes out that combining chemoprophylaxis and education, the burden of TB can be reduced by 80 % in 10 years

Статтю присвячено особливостям реформування загальної середньої освіти НДР і ФРН у другій половині ХХ ст. та здобутим результатам у реформуванні освіти об'єднаної Німеччини. Описано шляхи розвитку шкільної освіти у кожній із країн у контексті стратегічних орієнтирів освітньої політики держав та існуючі проблеми після їх об'єднання.Статья посвящена особенностям реформирования общего среднего образования ГДР и ФРГ во второй половине ХХ века и полученным результатам в реформировании образования объединенной Германии. В статье описаны пути развития школьного образования в каждой из стран в контексте стратегических ориентиров образовательной политики государств и существующие проблемы после их объединения.The article deals with the peculiarities of reforming general secondary education in the late 20th century in Germany. The comparative analysis of educational systems in Eastern and Western parts of Germany stressed the differences in the administration, educational management, curricular, assessment, school structure.In the article the emphasis is laid on the state political impacts on education and professional training.

En este capítulo se tratarán aspectos de la represión cultural en el área educativa a lo largo de la última Dictadura argentina (1976-1983); en particular, se abordará la política de los libros, focalizando en textos destinados a la infancia. Como dispositivo metodológico, se explorarán fuentes primarias, circulares, resoluciones, decretos y discursos de la época, examinando, a partir del análisis crítico del discurso ideológico, la política educativa concretada en el plano nacional y de modo específico en la provincia de Santa Fe. ; In this chapter we consider aspects of cultural repression treated in education over the last dictatorship Argentina (1976-1983); in particular, the policy will address books, focusing on texts for children. As a methodological device , primary , circular fountains, resolutions, decrees and speeches of the time , examining, from the critical analysis of ideological discourse, education policy materialized at the national level and specifically in the province of Santa Fe will be explored.

У статті розглянуто головні чинники удосконалення управління педагогічним процесом у школах Великої Британії; розкрито зміст понять «педагогічна команда», «педагогічне лідерство», визначені базові компетентності, якими має володіти керівник навчального закладу. В статье представлены инновации в оценивании учебных достижений учащихся в странах Европейского Союза, которые состоят в акцентировании важности формирующего оценивания в учебном процессе школ. Автор раскрывает взгляды зарубежных ученых на сущностные характеристики этой методологии оценивания, позицию Брюсселя относительно ее роли в образовании в Сообществе и опыт государств-членов в сфере ее применения.Innovations in the sphere of students' achievements assessment in the European Union countries which consist in the stressing of the importance of the formative assessment for school education have been presented in the article. The author characterizes views of foreign scholars at its essence, the standpoint of Brussels with regard to its role for education within the Community and the member-states expertise in the area of its application.

This paper examines the progressive understanding of art advanced by Albert Barnes, and asks how the educational vision for his large collection of art might be preserved as it has now moves from its location in the idyllic suburban setting in Merion, PA to the hustle and bustle of central Philadelphia. I submit that the vision will be endangered unless the intent of the collector, Barnes, is clearly understood. For Barnes the collection was for the purpose of educating and not just for viewing. While the move in itself need not diminish this purpose it will take considerable attention to realize the education vision in the way that Barnes intended. In the process of making this argument I examine the mutual influence of Albert Barnes and Dewey on progressive views about aesthetic education and also on their views about the role that aesthetics plays in democracy. I conclude with my own impression of the new home for the Barnes.

Статтю присвячено особливостям реформування загальної середньої освіти НДР і ФРН у другій половині ХХ ст. та здобутим результатам у реформуванні освіти об'єднаної Німеччини. Описано шляхи розвитку шкільної освіти у кожній із країн у контексті стратегічних орієнтирів освітньої політики держав та існуючі проблеми після їх об'єднання.Статья посвящена особенностям реформирования общего среднего образования ГДР и ФРГ во второй половине ХХ века и полученным результатам в реформировании образования объединенной Германии. В статье описаны пути развития школьного образования в каждой из стран в контексте стратегических ориентиров образовательной политики государств и существующие проблемы после их объединения.The article deals with the peculiarities of reforming general secondary education in the late 20th century in Germany. The comparative analysis of educational systems in Eastern and Western parts of Germany stressed the differences in the administration, educational management, curricular, assessment, school structure.In the article the emphasis is laid on the state political impacts on education and professional training.

This chapter uses reflection on the author's involvement in the movement known as 'language through literature' or 'pedagogical stylistics' as a way into describing how the field emerged, its relations with different theoretical positions in English Language Teaching (ELT), and its main achievements as regards syllabus reform and methodological innovation. Arguments now made in favour of incorporating the study of literary texts into second-language (L2) English programmes are assessed, as well as some arguments commonly made against. The chapter concludes by identifying present and future challenges, ranging from specifics of course design and pedagogy through to a need to respond to the political imperative of vocational relevance in nearly all fields of education. Each kind of issue, the chapter argues, must be a concern for teachers and others who believe that both a cultural and a professional dimension in English language education are essential, if linguistics is to be 'applied' in socially relevant ways.