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Universities of applied sciences in Europe face the challenge of preparing students in health and social care for working with older people and contributing to the innovations needed in light of the ageing of society, along with changes in the health and social care systems in many countries. Dealing with the special needs of older people and the increasing burden of chronic diseases requires specific competencies for health and social care professionals, as well as an integrated approach to health and social care. Research has found that many educational programs lack adequate preparation for students in health and social care when it comes to the correct competences. To identify the competences needed for all health and social care professionals in Europe, who work with older people, the European Later Life Active Network (ELLAN) has conducted research and developed a verified competence framework. This “European core competences framework for health and social care professionals working with older people” describes roles and competences that students in health and social care programs need to learn in order to provide good care and support for older people. Within the ELLAN consortium, 26 universities of applied sciences from 25 European countries collaborated in this research and development process. The framework has been verified by two Delphi rounds among a group of 21 experts and a group of 21 researchers from 19 countries. The framework includes awareness of diversity and different cultural backgrounds. This makes it a useful document for educational purposes all over Europe. 相似文献
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Michael T. Hayes Gina Mikel Petrie 《International journal of qualitative studies in education》2013,26(4):499-517
In this article the authors present their analysis of preservice teachers’ video production. Twenty‐eight students in the first authors’ Social Foundations of the Elementary Curriculum course produced a 5‐ to 10‐minute video as the major assignment for the class, interviews were conducted with six of the seven video production groups and the videos were analyzed with regard to the interviews and theories of visual culture. The authors suggest that in the video products and in the production process the students exhibited a cultural logic of media imagery. The particular logics of audience and entertainment served as a concealed organizing principle for how the students thought about their videos and the processes involved in making them. Embedded in this logic was an overarching concern that their work occupy a public space, thus troubling the boundaries of consumption and production that frame how we consider the role media culture plays in the processes of human meaning‐making. 相似文献
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Amanda Petrie 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,41(4):477-500
This paper discusses the various definitions of home education and how the term can give rise to misinterpretations. In addition it covers recent changes to legislation and policy relating to home education in some European countries, such as France, Ireland, Luxembourg and Belgium. These changes have been based on a misunderstanding of the nature of home education. Little attention has been paid to the difference between children who are absconding from school and those who are being conscientiously educated by their parents at home. By contrast, there has been a slight but positive change in attitudes towards home education in some of the Länder (regions) of Germany. The author argues that governments should conduct well reasoned, objective research before considering measures to limit home education in any way. 相似文献
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Amanda J. Petrie 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(3-4):285-296
Conclusions In education literature, there is often confusion between compulsory provision of education and compulsory schooling, falsely giving the impression that schooling is compulsory. This is not the case. Home education is permitted in some form or other in all the European countries studied except Germany.Where the alternative of home education is denied to children who are in difficulty, such as very young children of itinerant workers, or children who are school phobic, one has to question whether the good of the individual child is being considered, rather than the ideals or convenience of education administrators. Home education is a welcome alternative to those children who need it and benefit from it and there is no evidence in academic literature or general writing on education to suggest that home education does not usually offer a good alternative to the children involved, both academically and socially.Much research has been undertaken into home education in the US, there have been a few studies within the UK and a study in Switzerland of the laws which apply to home educators within each canton and an assessment of the numbers of home educated children in both Austria and Switzerland. In other European countries, there has been little or no research into the numbers of home educated children, the ways in which home educated children learn, efficient methods of monitoring home education, or whether home education is effective. Perhaps it is by looking more closely at these families that the effectiveness of schooling can be better assessed: fundamental questions can be asked about the added value of schooling.My preliminary investigations indicate that, with the exception of Denmark, where it is easy for parents to set up small schools with financial help from government, there are instances of home education in all the countries studied. 相似文献
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Tsz Lun Chu Scott B. Martin Trent A. Petrie Christy Greenleaf 《Psychology in the schools》2019,56(2):163-175
Guided by the biopsychosocial model, we examined (a) the prevalence of weight control behaviors (WCBs; i.e., trying to stay the same weight, lose weight, gain weight, or do nothing about weight) among early adolescent boys by race/ethnicity and grade level, and (b) how the boys’ perceptions of sociocultural pressures (from parents, peers, and media) to lose weight, gain weight, exercise, and diet predicted their WCBs while accounting for body composition and grade level. Early adolescent boys ( n = 508) in middle schools completed survey measures of WCB and sociocultural pressures and objective assessment of body mass index as body composition. Multinomial logistic regressions revealed that sixth graders were more likely than seventh and eighth graders to be trying to lose weight. Moreover, greater pressure to gain weight and lower pressure to exercise predicted a greater likelihood of trying to gain weight. The significant roles of grade levels and different sociocultural pressures in predicting WCBs suggest that health professionals and school staff should consider these factors when intervening with early adolescent boys. 相似文献
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Abstract Nine trained trackmen were divided into experimental (nonmilk) and control (milk) groups. Both groups participated in eight weeks of training. The experimental group was not permitted any milk, cheese, or ice cream except in those dishes in which milk was used in cooking. The controls consumed a minimum of three pints of milk daily and about two pints of ice cream each week. Steady state and all-out treadmill measures were obtained as well as diet recall records. During the period of this investigation no significant effects which might be attributed to milk were observed on performance. With exclusion of milk from the diet the intake of calcium, vitamin A, and riboflavin dropped significantly and below the recommended minimum allowances. 相似文献
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A total population study to analyse socio-economic status (SES) concomitants of violent and nonaccidental deaths involving children in Queensland, Australia is reported. Cases were traced from coronial files of the Institute of Forensic Pathology, Queensland. All children dying of nonaccidental injuries, neglect, and murder were included. Children were excluded where death was part of the neonaticide syndrome of pregnancy-parturition-concealment. Socioeconomic status scores were assigned to each case using the Congalton four point scale of occupational status. Of the 43 children in the study, 58% were girls. The age of greatest risk of death was in the 1st year of life. A second modal age at 3 years was evident for children who were murdered. Differences in age distribution and socioeconomic status were evident between children who died as a result of nonaccidental injury (N.A.I.), and those who were frankly murdered. All of the children who died as a result of N.A.I. were from lower socioeconomic groups. However, the socioeconomic status distribution for all violent deaths (N.A.I., murder and neglect) is not unlike the socioeconomic status distribution for the general population. 相似文献