Education and Support after Death for Bereaved Minors in Schools and Local Communities as an Important Task of PC Teams. Comparison of Activities in the UK, Ireland, and Poland

Author(s):  
Ewelina Legowska
2003 ◽  
Vol 7 (3-4) ◽  
pp. 244-261 ◽  
Author(s):  
Prue Chiles

In 2000, the UK Government Department for Education and Skills (DfES) piloted 27 new primary school projects around the country in an initiative called ‘Classrooms of the Future’. Starting with a polemical question: what is ‘a Classroom of the Future’?, it encouraged both a design-led approach and an exploration of where the theory of the classroom design meets teaching practice. David Miliband, the government minister involved, described the challenge as ‘designing inspiring buildings that can adapt to educational and technological change’ (DfES, 2002a). Chris Bissell from the DfES, the initiator of ‘Classrooms of the Future’ summed up his expectations: ‘to deliver the best and most effective education exploiting all the possibilities of the information age, school buildings need to reflect advances in technology. They need to provide a pleasant and comfortable environment for learning and to use architectural and design features to stimulate children's imaginations. And they need to be open to wider use, binding schools to their local communities.’ (DfES, 2002a)


Author(s):  
Kerill Dunne

There has been a growing concern regarding political disengagement among citizens within western representative democracies. This concern has brought about calls for local communities to be empowered by giving citizens more control over local decision making. The objective of this paper is to examine if local political online forums can be built to empower local communities. That is to say, this paper will test if the E-Democracy.org’s Local Issues Forum Guidebook recommendations (A to do list for building successful online forums) actually work and produce forums which facilitate citizens to have a greater say on local decision making and thus, induce empowerment. In order to test these recommendations a two-pronged methodological approach was taken. Firstly, using these recommendations an online forum was constructed in-conjunction with a local authority within the UK. Secondly, the recommendations were tested again except in this second approach a sample of online forums from around the world was examined. This paper argues that the E-Democracy.org’s recommendations do not always produce forums which empower local communities - Based on lessons learned from both experiments new guidelines are provided.


1970 ◽  
Vol 15 (2) ◽  
pp. 73-74
Author(s):  
Andrew Chodkiewicz

BY ELLAYNE FOWLER AND JANE MACE (EDITORS)National Institute for Adult and Continuing Education (NIACE) 2005, 21 De Montfort Street, Leicester, ISBN: 1 86201 223 7, 142 pages.  http://www.niace.org.uk Outside the classroom: researching literacy with adult learners is another of those interesting publications from the National Institute for Adult and Continuing Education (NIACE) in the UK that take on the important task of linking the theory and practice of teaching and researching literacy with adult learners. 


2015 ◽  
Vol 6 (1) ◽  
pp. 46
Author(s):  
Neetu Ganapathy

'Why do I need a teacher when I've got Google' is a thought provoking book by Ian Gilbert on the changes in the field of education in the 21 <sup>st</sup> century and the chal - lenges faced by teachers under the circumstances. The author is an educational innovator, writer, entrepreneur, founder of 'Independent Thinking' and an inspirational speaker. He trains teachers in schools and colleges in the UK and across the world to become better teachers who have the important task of bringing out the best in their students.


2021 ◽  
Author(s):  
John Ratcliffe ◽  
Paul Galdas ◽  
Mona Kanaan

As the SARS-COV-2 pandemic hit, the UK, like many countries, introduced severe restrictions on social contact, and injunctions of 'social distancing', to reduce transmission. This led to a concern that loneliness may increase, facilitating poorer mental and physical health. Twenty qualitative interviews were conducted, with a diverse group of UK-based men, between January and March 2021, during severe restrictions. Our aim was to generate new insights into men's experience of loneliness during the pandemic, and consider the ramifications of these for continued/future restrictions, the easing of restrictions, and the future beyond the pandemic. Thematic analysis, focused on semantic themes, was employed as part of a 'grounded' epistemology whereby the stated perspectives of the interviewees drove the content of the study. Six themes were constructed: i) people to see and things to do (broken, changed, and new); ii) rethought and renewed recognition of what is important; iii) loneliness with a purpose; iv) loneliness as normal; v) anxiety of social contact; and vi) easier for some than others. The restrictions did cause some loneliness, particularly because of lost routines and opportunities, and the reduction in face-to-face interaction. However, a need to reduce transmission of SARS-COV-2, and a fear of catching it, became important features of participants lives that also affected loneliness and its causes. Remote forms of interaction were often utilised, and though they were imperfect, those that were dependable, were smaller than might be desired in person, and ensured a chance to speak, were constructed as more positive. The fear of Covid-19, and a loss of social skills, may mean that reducing restrictions alone will not return everyone to pre-pandemic levels of loneliness. Some believed the building of supportive local communities, and a destigmatisation of loneliness, may allow for the building of a more compassionate and less lonely society.


2008 ◽  
Vol 33 (2) ◽  
pp. 40-51
Author(s):  
Maurice Mitchell

There is a growing desire amongst students of architecture to work, either in the UK or in developing countries, in situations where technical and cultural change is rapid and resources are scarce. At the same time self organizing local communities have become recognized as the most effective client and interlocutor for generating meaningful debate on the transformation of their everyday environment. Diploma Studio 6 at the Department of Architecture and Spatial Design of London Metropolitan University has worked with specifically local, low income and marginalized communities in Kosovo (2000 + 2001) and India: Gujarat (2002), Meerut (2003), Delhi (2004 +2005) and Agra (2006) to generate proposals for meaningful change and improvement. This paper seeks to draw out some of the major themes of debate which have emerged.


2021 ◽  
pp. bmjstel-2020-000764
Author(s):  
Andrew Reeves ◽  
Marc Auerbach ◽  
Maybelle Kou ◽  
Elizabeth Sanseau ◽  
Magnus Hamann ◽  
...  

With increasing use of open access platforms, simulation-based resources are being shared across geographical borders. There are benefits to designing resources with language and content which is understandable and applicable to learners in different countries. This report aims to assess the differences between scenarios from different groups and explore whether common terms can be used to make internationally relevant simulation resources in future. In collaboration between two groups producing Free Open Access Medical Education simulation resources in the UK and USA, we present observations of terms used in our simulation resources. The content within a series of simulation scenarios from both groups was reviewed, with notable differences in language collected. There are areas of overlap between the terms used in the UK and USA. Semantic, cultural and system differences were found which could prevent scenarios from being transferred between countries. The differences we describe highlight that language choice is important if simulation producers are intent on developing scenarios with international impact. There is work to be done to ensure that resources can be used internationally—embracing linguistics has the potential to aid this process, with the use of simplified language and feedback from local communities being key steps.


2014 ◽  
Vol 38 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Ian Dempsey ◽  
Kerry Dally

Although professional standards for Australian teachers were developed several years ago, this country is yet to develop such standards for special education teachers. The lack of standards for the special education profession is associated with the absence of a consistent process of accreditation in Australia and a lack of clarity in the pathways that teachers may pursue to achieve accreditation. In this paper, we review professional standards for special education teachers in the UK and the US, and the related yet limited work completed in Australia. Substantial commonalities across these jurisdictions demonstrate that much of the groundwork has been completed in the important task of developing special education standards in this country.


Sign in / Sign up

Export Citation Format

Share Document