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The Scottish Curriculum for Excellence is framed, without visible theory, in language embedding the value of children’s experiences. In association with a policy encouraging practitioners to develop healthy home/school links, early childhood practitioners develop pedagogical practices in support of this curricular language of experience. One aspect coming into focus is children’s experiences in general rather than only those which take place within institutional walls. One way children introduce their out-of-school experiences into classrooms is by voluntarily bringing treasured objects from home to early childhood setting doors. By jointly engaging with John Dewey’s view that worthwhile educational experiences are developed through interactions and continuities, the pedagogic practices of twelve early childhood practitioners and the view that each child-initiated object episode could be viewed as part of a child’s experience this research aims to better understand practitioners’ development of educational experiences through their responses to the objects forty children voluntarily brought to school. In support of this aim three research questions focused on 1) what objects children brought? 2) what practitioners said and did with the objects? and 3) what practice similarities and differences were visible across two consecutive age groups: 3-5 year olds in a nursery (preschool) and 5-7 year olds in a composite Primary 1/2 class (formal schooling)? During an eight month period in 2009 data were collected by classroom observations, collection of photographic images and practitioner interviews in a government-funded, denominational, early childhood setting in a Scottish village school. Data were analysed for the physical and social properties of children’s objects, practitioner’s pedagogic practices when engaging with the brought-in objects and similarities and differences in object-related classroom behaviours as epitomised in the relationships in each classroom. The findings were that practitioners made use of three main pedagogical practices when engaging with children’s brought-in objects: transforming objects into educational resources, shaping in-school object experiences and building a range of relationships around these objects. While the broad patterns of practice used in both classrooms were similar the details of practice showed underlying framings of children and their futures were different in each classroom. It is argued that what Dewey’s views offer, in the context of these findings, is a theoretical framing of experience that opens new possibilities for practitioner’s individual and group reflections on their current practices and collaborative practice development. His is one of the languages of experience available as practitioners and policy makers around the world grapple with educational questions.

If the issue of prisoners of war has given rise to numerous studies in recent years, nevertheless, this topic is far from exhausted. Built on a large corpus of archival sources, this study fuels the debate on ransoms and prisoners with new material. Its originality lies in its broad chronological framework, i.e. the duration of the Hundred Years War, as well as its perspective – that of lower ranking as well as higher-ranking prisoners on both side of the Channel. What does it mean for those men to live in the once coined ‘golden age of private ransoms’? My investigations hinge around three different themes: the status of prisoners of war, the ransoming process and the networks of assistance. I argue that the widespread practice of ransoming becomes increasingly systematic in the late Middle Ages. More importantly, I show how this evolution comes ‘from below’; from the individual masters and prisoners who faced the multiple obstacles raised by the lack of official structure. Indeed, the ransoming of prisoners remained the preserve of private individuals throughout the war and no sovereign could afford that this became otherwise. It is specifically the non-interventionism of the crown and the large freedom of action of individuals which shaped the ransom system.

Habilitation - Universität, Köln, 2005/06. / Includes bibliographical references (p. [485]-541) and index.

Cost-utility analysis is one method of determining the cost effectiveness of nursing interventions. It is heralded by the World Health Organization as the measure to determine allocation of resources. This method of measurement includes calculation of both the cost of quality-adjusted life years (QALY) and the cost of disability-adjusted life years (DALY). The purpose of this article is to present cost-utility analysis as a relevant measure for describing the value of registered nurses. First the article will present a short overview of cost effectiveness, along with a discussion of two cost-effectiveness measures, cost-effective analysis and cost-utility analysis. Then the measurement of quality-adjusted life years and disability-adjusted life years will be presented. The article will conclude by challenging nurses to develop cost-utility analyses into a meaningful and useful methodology that can provide nursing with a process to measure the economic outcomes of our nursing interventions.

Cost-utility analysis is one method of determining the cost effectiveness of nursing interventions. It is heralded by the World Health Organization as the measure to determine allocation of resources. This method of measurement includes calculation of both the cost of quality-adjusted life years (QALY) and the cost of disability-adjusted life years (DALY). The purpose of this article is to present cost-utility analysis as a relevant measure for describing the value of registered nurses. First the article will present a short overview of cost effectiveness, along with a discussion of two cost-effectiveness measures, cost-effective analysis and cost-utility analysis. Then the measurement of quality-adjusted life years and disability-adjusted life years will be presented. The article will conclude by challenging nurses to develop cost-utility analyses into a meaningful and useful methodology that can provide nursing with a process to measure the economic outcomes of our nursing interventions.

Made available in DSpace on 2016-04-28T20:56:31Z (GMT). No. of bitstreams: 1 Yuska Natasha Bezerra Felicio Garcia.pdf: 1032605 bytes, checksum: 3e2c28e61a9e3cab84e946e1f0e25fba (MD5) Previous issue date: 2012-06-05 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This present research had as main problem to investigate the feelings and emotions of the educators in their work with the students of six years old that are into the nine years High School, as well the six years old students feelings and emotions into this period of admission that represents to them a transition between Pre-School and High School, so giving subsidies to the student and teacher s comprehension, so their interaction and the place of affection in teaching-learning process. For having as priority to investigate the affect dimension, the theoretical framework chosen was the Henri Wallon s development theory. This research had a qualitative approach and, for the information production, were first done interviews with two High School s teachers that have been teaching from the past years in old eight years High School first grade period that the students had seven years old followed by a continuous observation of two classes with 45 students at all, witch in the first one were 24 students and in the second one 22 and their teachers with their daily school dynamics. From the observations done, it was created episodes and boards to help analysis and information discussion. The main results founded were: 1) The most of the feelings and student s inducing situations were related to the teacher; 2) the pleasant students feelings referent to the first grade s experience were preponderant, which was the opposite of the unpleasant feelings; 3) the new High School s system adaptation wasn t only for the kids, but for families, teachers and for the educational institutions, as well; 4) the students expectations of reading and writing outperforms all the existing gaps inside High School. It is concluded there is the necessity of adaptation into the school, as a physical place, to receive those children as better they can and minimize the differences in this period of basic education to pre-school transition process, so the necessity of the teachers - no matter what year they teach - to demonstrate affection, comprehension and flexibility with their students, to favor the teaching-learning process and to remain success on the fulfillment of school s functions / A presente pesquisa teve como objetivo central investigar, compreender e analisar os sentimentos e emoções dos educadores no trabalho com crianças de seis anos no Ensino Fundamental de nove anos, bem como os sentimentos e emoções dos educandos de seis anos de idade neste ano de ingresso que representa para eles a transição entre a Educação Infantil e o Ensino Fundamental e assim, dar subsídios à compreensão do aluno e do professor, da interação entre eles e do papel da afetividade no processo ensino-aprendizagem. Por ter prioridade investigar a dimensão afetiva, o referencial teórico escolhido foi da teoria de desenvolvimento de Henri Wallon. A pesquisa teve uma abordagem qualitativa e, para a produção de informações, foram realizadas, inicialmente, entrevistas com duas professoras com exercício da docência no Ensino Fundamental de nove anos que atuaram, em anos anteriores, como docentes na antiga 1ª série do Ensino Fundamental de oito anos em que regularmente os educandos tinham 7 anos de idade seguidas da observação contínua de duas turmas de 45 alunos ao total, sendo 24 alunos em uma e 22 em outra e seus professores em suas dinâmicas escolares cotidianas. A partir das observações realizadas, episódios e quadros foram elaborados para auxiliar na análise e discussão dos dados. Os principais resultados encontrados foram: 1) a maioria dos sentimentos e as situações indutoras dos alunos estão relacionados à professora; 2) os sentimentos dos educandos de tonalidades agradáveis referentes às suas vivências no contexto do 1º ano foram preponderantes, em oposição aos sentimentos de tonalidades desagradáveis; 3) a adaptação ao novo sistema de Ensino Fundamental não é somente das crianças, mas também das famílias, dos professores e das próprias instituições de ensino; 4) o anseio em aprender a ler e a escrever dos alunos supera todos as lacunas existentes na escola de Ensino Fundamental. Conclui-se que há a necessidade de adaptação do meio físico da escola, a fim de receber melhor as crianças de seis anos no Ensino Fundamental minimizando as diferenças no processo de transição entre essa fase da educação básica e a Educação Infantil, assim como, pela também necessidade de todos os professores independentes do ano em que atuem demonstrarem afetividade, compreensão e flexibilidade com seus alunos, no sentido de favorecer o processo de ensino-aprendizagem e o sucesso no cumprimento das funções da escola

Within a climate of continual change this study offers insights into the academic pressures experienced by rural adolescents to achieve at school. In the often challenging transition from childhood to adulthood expectations from others place additional pressures on adolescents' lives. To better understand these pressures, I conducted a qualitative study of six students (ages nine to 15) and their teachers in the Middle Years of Schooling within rural Victoria, Australia. Students were studied prior to the Victorian Certificate of Education (VCE) in order to examine the pressures on students facing the Middle Years of Schooling. The study was carried out over a 6 month period using a Naturalistic Inquiry process with semi-structured interviews and participant observation. This allowed access into the participants' subjective insights. A Collective case study approach was employed to situate the information in its holistic environment and offer thick and information rich narratives depicting the experiences of these early adolescents. The case studies also involved examination of the school experiences of the early adolescents. Academic pressure was then broadly viewed in light of these experiences and recommendations offered. The findings from this research revealed that the early adolescents in the study all experienced degrees of academic pressure and demonstrated varied abilities to cope with these pressures. External support provided by parents, the school, teachers and peers tended to provide support more than fostering resilience.

The concept of disability adjusted life years (DALY) came forward in the early 1990’s to be used as a measurement of the burden of disease. The DALY combines the burden with regard to premature death and years lived with a disease. Much criticism has been raised since then with regard to e.g. ethics. This thesis focuses on the lack of contextual aspects of the DALY-concept because the measurement has a universal standard for all diseases in all countries. One aim of the study is to describe how regional and cultural context influence the view of disability and therefore contradicts with the underlying approaches of the DALY-concept. The regional and cultural differences are illustrated by examples like paraple-gia. Published burden of disease studies are examined for contextual considerations. The conclusion of the analysis is that regional and cultural issues are not taken into ac-count when using the DALY-approach of health assessments in public health. The second aim of the study is to discuss who should value the life of disabled. Follow-ing the transition of health, different views of fair health have developed and the need of health care. Underlying this assessment is an implicit valuation of disabilities among lay-people and health care professionals. If one uses DALY as a general measurement for the burden of disease and prioritising resources for disabled it is discussed who should be involved in the calculation of disability weights and a model for the collabo-ration is described. The conclusion is that lay people must be involved in a facilitated process. Overall the thesis show that the development of DALY is a serious attempt to give a simple tool for understanding and prioritise the complex challenges in public health. At present, an agenda for development of contextual DALY’s is needed. / Begrebet Disability Adjusted Life Years (DALY) kom frem i starten af 1990’erne som et redskab til at måle sygdomsbyrde. DALY kombinerer sygdomsbyrden med hensyn til for tidlig død og år levet med handicap. Megen kritik af DALY er rejst fx i forhold til etiske aspekter. Denne opgave fokuserer på manglen på kontekst i DALY-konceptet fordi instrumentet anvender en universel standard for alle sygdomme på tværs af lande. Ét formål med opgaven er at beskrive hvorledes regionale og kulturelle sammenhænge influerer synet på handicap og dermed er i modstrid med de bagvedliggende antagelser i DALY-konceptet. De regionale og kulturelle forskelle er illustreret ved eksempler som paraplegi. Publicerede sygdomsbyrde studier gennemgås i sammenhæng med regionale eller kulturelle overvejelser. Analysen konklusion er, at regionale og kulturelle hensyn ikke indarbejdet i DALY tilgangen. Det andet formål med opgaven er at diskutere, hvem skal vurdere handicappedes liv. Som følge af udviklingen af befolkningernes sundhedstilstand har opfattelse af helbred og adgang til sundhedsvæsenet ændret sig. I bedømmelsen heraf ligger en implicit vurdering af handicap bland såvel lægfolk som sundhedsprofessionelle. Hvis man anvender DALY som generelt mål for sygdomsbyrden og prioriterer på baggrund heraf, så diskuteres hvem der skal deltage i værdisætningen af vægtene, der indgår i beregningerne. En model for samarbejde omkring vægtene beskrives. Konklusionen er, at lægfolk bør involveres i processen med støtte af udefra kommende konsulenter. Overordnet viser opgaven, at udviklingen af DALY er et seriøst tiltag på et simpelt værktøj til at forstå og prioritere komplekse udfordringer i folkesundheden. For indeværende er der behov for en dagsorden for videreudviklingen af kontekstrelateret DALYs. / <p>ISBN 91-7997-155-5</p>

This thesis aims to further our understanding of the emergent phenomenon of Theatre for Early Years (TEY) in Scotland. It interrogates a series of artistic practices – traditional, postdramatic, participatory – with the aim of proposing a possible dramaturgy of arts for the very young. Practice typically precedes theory in new fields of performance. TEY currently lacks a coherent theoretical framework or dramaturgy, instead drawing on interdisciplinary strands of psychology, pedagogy and existing dramaturgical practices from older forms of theatre for children. This study explores artists' embodied knowledge as a repository of skill, while also recognising external factors that impact on creative production, from belief systems to training, the search for funding and the struggle for recognition. Using Grounded Theory as a method to analyse interviews with 26 leading Scottish practitioners, this project undertakes a qualitative investigation of current practice in the devising and production of performing arts for very young audiences. The thesis also considers debates around legitimation and human rights for the very young, as well as cognitive models of infant development from psychology. The process points towards a Grounded Theory which proposes that Scottish Early Years artists undergo an attitudinal shift towards a belief that children should access high-quality cultural experiences on the same basis as adults. Secondly, it suggests that these artists believe they possess a unique skill-set worthy of recognition. The theory points towards an associated dramaturgy centring on equality, and the generalisability of both is then assessed via an innovatory Practice-as-Research case study converting a TEY production into a digital app. While the project is geographically limited to Scotland, its findings may have international applicability. This study could contribute to a wider praxis of arts for the very young beyond theatre, giving practitioners across the cultural sphere the opportunity to engage with the proposed dramaturgy.