Suchergebnisse

Teaching Young Adult Literature: Developing Students As World Citizens (by Thomas W. Bean, Judith Dunkerly-Bean, and Helen Harper) is a middle and secondary school methods text that introduces pre-service teachers in teacher credential programs and in-service teachers pursuing a Masters degree in Education to the field of young adult literature for use in contemporary contexts. The text introduces teachers to current research on adolescent life and literacy; the new and expanding genres of young adult literature; teaching approaches and practical strategies for using young adult literature in English and Language Arts secondary classrooms and in Content Area Subjects (e.g. History); and ongoing social, political and pedagogical issues of English and Language Arts classrooms in relation to contemporary young adult literature. [From Amazon.com] ; https://digitalcommons.odu.edu/teachinglearning_books/1003/thumbnail.jpg

The scandals surrounding organ removal and retention throughout the United Kingdom provoked several Inquiries and ultimately led to law reform. Although the medical professions were well represented at the Inquiries, little was heard of the voices of those at the 'coal face'. In this scoping study, funded by the Wellcome Trust, we interviewed a number of doctors and others engaged in the uses of human tissue and organs to explore their hopes, concerns and fears about the role of the law in their practices. We found that those involved in transplantation were more aware of, and more actively involve with, the law, whereas others, such as pathologists, had less direct engagement with the law. Most of those we interviewed expressed the hope that law reform would provide much-needed clarity. Although some expressed concern that the law might be over-intrusive, most felt that the placing of authority firmly in the hands of the person him or her self to decide what should happen to their bodies was to be welcomed.

English
While many of the drivers for evidence-based policy and practice are UK wide, there are some distinctive features of the policy and practice contexts in Scotland that have shaped the way in which evidence-based implementation is being forged. Within the field of health improvement policy and practice in Scotland, this paper focuses on what Nutley (2003) refers to as one of the prerequisites of evidence based policy and practice – the development of collaborative mechanisms for bringing closer together those working across research, policy and practice. The first part of the article looks at research–policy–practice collaborations in the development and evaluation of two public health interventions: needle exchanges and teacher-delivered sex education in secondary schools. The second part of the article considers the development of professional roles that are intended to facilitate cross-boundary linkage and exchange between research, policy and practice.