This study explores history teachers’ conditions for planning teaching based on progression. It focuses on transition processes: what information is passed on as pupils move from one stage or school form to the next, and how do the receiving teachers deal with the extent and character of that information in their own planning. Previous research on transitions has mainly focused on the transition from pre-school to schooling, indicating that social stability promotes positive educational effects. By contrast, our study covers a broader spectrum of stage transitions and focuses specifically on history teaching, thereby highlighting that teachers who receive new pupils also need information on the curriculum contents they have encountered, and what knowledge they have developed. The study is based on semi-structured interviews with seven teachers from grade four to upper secondary school. The interviews centre on the teachers’ perceptions of the information they receive from the previous stage, their descriptions of how transition practices are organised, their use of information for planning, and their understanding of what progress in history teaching means. These concerns are reflected in the theoretical point of departure, emphasizing the conditions for predictability and the creation of information continuity in complex social systems. To this end, we have used Niklas Luhmann’s concepts of person, role and program, to disentangle the different ways in which information continuity can be achieved within school organization.  The results of the study show that the teachers do encounter programs for passing on information about social aspects and learning difficulties. Information about curriculum content, however, is not mandatory and transition practices here are both varied and less rich in information. This is consonant with the pressure exerted by school legislation to document aspects pertaining to individuals and their rights, and the lack of binding demands on the organization of teaching and subject matter. One consequence of this is that transition practices cannot be relied upon to ensure information continuity. Nor is the curriculum in itself sufficiently specific and time-ordered to serve as program in this sense. It gives teachers little guidance for selection, thus creating information insecurity throughout the educational chain. A second result of the study concerns how receiving the teachers’ conceptions and practices are shaped by the way they deal with this information insecurity. They either set out to find the information they need, or they limit their planning to what they can control, and do not consider what their new pupils have studied at the previous stage. A third result is that only two of the teachers interviewed understood progression in history as progression in the subject matter from grade one to upper secondary school. The teachers tended to think about progression in terms pupil/student achievement and their assessment of these achievements.

No description available.

No description available.

In 2012 the American Academy of Pediatrics (AAP) revised its recommendations regarding neonatal male circumcision, transitioning from a recommendation against it to endorsing the practice. The current recommendations are based on the findings of three studies performed in Sub-Saharan Africa. In those studies, the researchers suggested that circumcision may result is reduced rates of Human Immunodeficiency Virus (HIV) transmission via heterosexual intercourse. In addition to the above studies there are several studies suggesting that circumcision can have benefits in reducing the rates of penile cancer, human papilloma virus transmission, and urinary tract infections. Based on the AAP recommendations some third-party payers have revised their policies regarding reimbursement procedures. While circumcision practices are a topic of debate in the United States, non-therapeutic circumcision is not recommended by the European Academy of Paediatrics and is not reimbursed by third-party payers. For instance, the National Health Service in Great Britain discontinued the practice of routine non-therapeutic circumcision in the mid twentieth century. This presentation will give a thorough review of the existing body of knowledge regarding the practices of non-therapeutic male infant circumcision. Existing studies regarding HIV risk reduction will be discussed in detail. At the same time, the generalizability and transferability of the above studies to the US health care system will be discussed. Finally, third-party reimbursement practices, costs associated with circumcision, and ethical issues related to this issue will be discussed.

<p>Technology evolves at such a rapid pace nowadays, keeping up with education on cyber security tends to fall. Even with the rising threats, people put their personal information in their computers without knowing who could access the information. Many people keep their personal information online when they do shopping, banking, or on social media. These online activities attract adversaries that may have malicious attentions. The lack of cyber security practices is evident as we often hear the news of large-scale cyberattack incidents against financial institutions that leads to breach of personal information of their users. Cyber-attacks can have long term damaging effects. Cybersecurity awareness is necessary to start at an early age. If this subject is delivered to young users as an interactive tutorial, using game-based principles, then it is more likely to be learned in an entertaining manner. Hence, this thesis project focuses on a framework development for interactive and engaging cybersecurity education and its evaluation. </p> <p>The framework is developed to educate the users various cybersecurity related topics, such as malware, web security, and network security. It consists four stages for each topic: information, interaction, explanation, and assessment. In the information module, the user is presented details related to the topic. To maintain users’ interest, interaction module allows users to interrelate with common hacking attacks from real life situations. Explanation module provides the discussion of interaction module and introduces defense techniques. The users are tested in the Assessment module to measure their learning to be able to advance to next levels within the same topic. The developed framework is customizable since more modules can be integrated and existing modules can be swiftly modified. In addition, multiple surveys were conducted to analyze whether this framework explains the cybersecurity topics easily. </p>

Philosophiae Doctor - PhD / Parenting practices are known to influence the development of children and family functioning. However, the extent to which these generational influences stretch, and the continuities brought forth between generations has not been adequately studied. Therefore, this study aimed to explore intergenerational parenting in Genadendal for the purpose of developing guidelines for parents and practitioners. The concept of parenting was extensively unpacked to understand the intergenerational transmitted parenting factors being transferred from one generation to the next, in order to examine the parenting styles, parenting practices, parenting traits, and how these are transmitted over generations.

Over 60,000 hospital patients die each year from complications associated with hospital-acquired pressure injuries (HAPIs). Pressure-injury rates have increased by 2% within the past decade as life expectancy has also increased due to high cost in Medicare. Evidence shows that the incidence of pressure injuries (PIs) in healthcare facilities is increasing, with high rates of occurrence in intensive care units (ICUs). At the clinical site for which this project was developed, multiple in-services had been provided to staff regarding PIs, but uncertainty persisted about how knowledgeable the nurses were. This project, using the Academic Center for Evidence Star Model of Knowledge Transformation improved the nurses' knowledge and their practice related to PI prevention in the ICU, as well as to translate evidence into nursing practice. A literature review was conducted on PI prevention to inform the project. The project provided an educational program for intensive care nurses on PI prevention and determined, based on participants' pre- and posttest responses, that nurses' knowledge improved as a result of participation. This project, involving 55 nurses, includes information on the Pieper-Zulkowski Pressure Ulcer Knowledge Test (PZ-PUKT) measuring pressure knowledge which resulted in an 85% improvement on injury prevention, 76% in wound description, as well as, 62% in the Braden Scale. Improvements in knowledge and practice resulting from nurses' participation in an evidence-based education session on PI prevention may bring positive social change to the organization at which this project was conducted.

Medial Tibial Stress Syndrome (MTSS, Shin splints) is very common in military personnel accounting for up to 35% of incidences, which is almost twice the incidence seen in the average active individual. Each year there is in increase number of injuries in Army recruits. Though Army Reserve Officer Training Corps (ROTC) programs are known for commissioning approximately 60% of 2nd Lieutenants and 40% of generals on active Army duty, no research has been done examining MTSS occurrences in relation to military management practices. Therefore, the purpose of this study is to explore the relationship between military management practices and the prevalence of shin splints in Army ROTC cadets. The study consisted of 63 Army ROTC cadets. The data was explored by addressing frequencies, descriptive statistics, crosstabs and correlations of the data. MTSS incidences had a significant relationship with days missed, endurance training, ROTC classification and ROTC club participation.

No description available.

No description available.