Building Bridges Online

2010 ◽  
pp. 189-198
Author(s):  
Roger Austin ◽  
John Anderson
Keyword(s):  
Young People ◽  
Knowledge Economy ◽  
Knowledge Construction ◽  
Social Software ◽  
Collaborative Software ◽  
School Settings ◽  
School Based ◽  
On Line ◽  
Key Drivers ◽  
Formal School

This article indicates that there are four key drivers for school-based use of collaborative software; a. The speed at which ‘social software’ has been taken up by young people outside school which has led some educationists to review the potential of such software in more formal school settings. b. Helping pupils to develop ’knowledge construction skills’ which are relevant to a knowledge economy. c. Enabling more pupils to access a wider curriculum. d. The promotion of inter-cultural education through citizenship. In the case of the fourth driver, the article examines in detail the research basis for extending the concept of the ’contact hypothesis’ through communication technology. It uses evidence to show that well managed on-line collaboration between school-based students can be a powerful vehicle for intercultural education through citizenship.

Consent in School-Based Research Involving Children and Young People: A Survey of Research from Systematic Reviews

2007 ◽  
Vol 3 (2) ◽  
pp. 35-39 ◽  
Author(s):  
R.W. Rees ◽  
J. Garcia ◽  
A. Oakley
Keyword(s):  
Health Promotion ◽  
Young People ◽  
Research Design ◽  
Systematic Reviews ◽  
Children And Young People ◽  
Research Participants ◽  
School Settings ◽  
Codes Of Practice ◽  
School Based ◽  
Study Characteristics

This study examines the way that consent is reported for participation in school-based research involving children or young people aged from 5 to 16 years. Databases containing descriptions of research identified during systematic reviews were surveyed to determine to what extent consent is sought, and from whom, and to see whether reporting varied by study characteristics such as the age of participants, the country in which the research was carried out, research design and substantive area of study. Of a total of 489 studies in school settings involving children or young people, less than a third (n=145:30%) reported seeking consent. Only one in seven (n=66:13%) sought consent from children or young people themselves. Consent was reported significantly more frequently in studies sourced from health promotion reviews, when compared to those sourced from education reviews. Codes of practice indicate that researchers should seek consent from research participants. This study demonstrates that these principles are often not reflected in practice.

Teen Spirit

2020 ◽  
Author(s):  
Paul Howe
Keyword(s):  
Young People ◽  
The Public ◽  
School Settings ◽  
Private Realm ◽  
Generation Me ◽  
Adult World ◽  
Core Components ◽  
Political Economic ◽  
Social Turmoil ◽  
Formal School

This book offers a novel and provocative perspective on how we came to be living in an age of political immaturity and social turmoil. The book argues it's because a teenage mentality has slowly gripped the adult world. It contends that many features of how we live today — some regrettable, others beneficial — can be traced to the emergence of a more defined adolescent stage of life in the early twentieth century, when young people started spending their formative, developmental years with peers, particularly in formal school settings. The book shows how adolescent qualities have slowly seeped upward, where they have gradually reshaped the norms and habits of adulthood. The effects over the long haul, the book contends, have been profound, in both the private realm and in the public arena of political, economic, and social interaction. Our teenage traits remain part of us as we move into adulthood, so much so that some now need instruction manuals for adulting. This book challenges our assumptions about the boundaries between adolescence and adulthood. Yet despite a cultural system that seems to be built on the ethos of Generation Me, it's not all bad. In fact, there has been an equally impressive rise in creativity, diversity, and tolerance within society: all traits stemming from core components of the adolescent character. The book helps make sense of the impulsivity driving society and encourages us to think anew about civic reengagement.

Medicaid 101: A Primer for Speech-Language Pathologists in Education Settings

2011 ◽  
Vol 12 (1) ◽  
pp. 3-11
Author(s):  
Janet Deppe ◽  
Marie Ireland
Keyword(s):  
State Level ◽  
The State ◽  
Speech Language Pathologists ◽  
Inspector General ◽  
Medical Necessity ◽  
School Settings ◽  
Speech Language Pathologist ◽  
School Based ◽  
Emerging Trends

This paper will provide the school-based speech-language pathologist (SLP) with an overview of the federal requirements for Medicaid, including provider qualifications, “under the direction of” rule, medical necessity, and covered services. Billing, documentation, and reimbursement issues at the state level will be examined. A summary of the findings of the Office of Inspector General audits of state Medicaid plans is included as well as what SLPs need to do in order to ensure that services are delivered appropriately. Emerging trends and advocacy tools will complete the primer on Medicaid services in school settings.

scholarly journals Objective Measures to Assess Active Commuting Physical Activity to School in Young People: A Systematic Review Protocol and Practical Considerations

2020 ◽  
Vol 17 (16) ◽  
pp. 5936
Author(s):  
Pablo Campos-Garzón ◽  
Javier Sevil-Serrano ◽  
Yaira Barranco-Ruíz ◽  
Palma Chillón
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Young People ◽  
Web Of Science ◽  
Cochrane Library ◽  
Objective Measures ◽  
Active Commuting ◽  
School Based ◽  
Review Protocol

There are no systematic reviews that have identified the existing studies assessing active commuting physical activity (PA) to and from (to/from) school using objective measures, as well as the contribution of both walking and cycling to/from school to PA levels. To fill this gap in the literature, this systematic review will aim (a) to identify existing studies that assess active commuting PA to/from school with objective measures in young people and to examine the contribution of walking and cycling to/from school to PA levels, and (b) to propose an appropriate methodology and practical considerations to assess active commuting PA to/from school based on the studies identified. The review protocol was registered in PROSPERO (CRD42020162004). We will conduct a systematic search up to 2020 in five databases: PubMed, Web of Science, SPORTdiscuss, Cochrane Library, and National Transportation Library. Both the risk of bias and the quality of the identified studies will be evaluated through different instruments according to the design of each study. This systematic review will help to choose the most appropriate objective measures to assess active commuting PA to/from school and to promote walking and cycling to/from school to increase PA levels.

‘I don’t want to go to a crummy little university’: social class, higher education choice and the paradox of widening participation

2009 ◽  
Vol 12 (3) ◽  
pp. 209-224 ◽  
Author(s):  
Tina Byrom
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Young People ◽  
Working Class ◽  
Summer School ◽  
Widening Participation ◽  
Education Choice ◽  
School Based ◽  
Institutional Habitus ◽  
Participation In Higher Education

Whilst there has been growing attention paid to the imbalance of Higher Education (HE) applications according to social class, insufficient attention has been paid to the successful minority of working-class young people who do secure places in some of the UK’s leading HE institutions. In particular, the influence and nature of pre-university interventions on such students’ choice of institution has been under-explored. Data from an ESRC-funded PhD study of 16 young people who participated in a Sutton Trust Summer School are used to illustrate how the effects of a school-based institutional habitus and directed intervention programmes can be instrumental in guiding student choices and decisions relating to participation in Higher Education.

scholarly journals An Ethical Issue After the Nuclear Accident in Fukushima: Young People’S Perspectives of Thyroid Cancer Screening and its Harms

2021 ◽  
Author(s):  
Sanae Midorikawa ◽  
Akira Ohtsuru
Keyword(s):  
Thyroid Cancer ◽  
Cancer Screening ◽  
Young People ◽  
Ethical Issue ◽  
Screening Program ◽  
Nuclear Accident ◽  
School Based ◽  
Cancer Screening Program ◽  
Opt Out ◽  
Thyroid Cancer Screening

Abstract Background Overdiagnosis of thyroid cancer has become a major global medical issue. Ultrasound-based thyroid cancer screening has promoted overdiagnosis, and recently international recommendations indicate that such screening should not be conducted, even after a nuclear accident. The Fukushima thyroid cancer screening program was initiated in 2011 as a health policy after the nuclear accident, although the risk for radiation-induced thyroid cancer was unlikely given the low radiation levels. However, the thyroid cancer screening program has continued at 2-year intervals with a relatively high participation rate and is now in its fifth round. Therefore, it is crucial to clarify whether those targeted for screening understand the disadvantages of screening and identify factors that influenced their decision to participate. Methods We conducted an anonymous mail-based questionnaire that included young people from Fukushima (subjects) and a neighboring prefecture that was not targeted for screening (non-subjects). We asked them about the significance of the thyroid cancer screening in Fukushima, the reasons for taking or not taking a screening, their perception of the harms of screening, and their opinions on thyroid examination at school. Then we compared the results of the questionnaire between subjects and non-subjects and examinees (who accepted screening) and non-examinees (who declined screening). Results Only 16.5% of respondents were aware of the harms associated with thyroid cancer screening, with most perceiving that the benefits outweighed the harms. Comparison of subjects’ and non-subjects’ responses showed there were no significant differences between subjects and non-subjects. In addition, among subjects, there were no differences of responses between examinees and non-examinees. The most common reason for participation in screening was that the screening was conducted in schools and perceived as obligatory. Conclusions These results highlighted a serious ethical issue in that school-based screening leads to making young people think that it is mandatory screening in an opt-out and default setting manner, with a lack of knowledge about the disadvantages of screening. Based on the autonomy of the subjects and the ethical principle of the post-disaster, surveys after a nuclear disaster should be conducted in an opt-in style without an opt-out style such as school-based screening.

Suicide prevention in educational settings: a review

2018 ◽  
Vol 26 (2) ◽  
pp. 132-140 ◽  
Author(s):  
Jo Robinson ◽  
Alison L Calear ◽  
Eleanor Bailey
Keyword(s):  
Suicide Prevention ◽  
Randomised Controlled Trials ◽  
Future Research ◽  
Controlled Trials ◽  
Educational Settings ◽  
Positive Effects ◽  
School Settings ◽  
School Based ◽  
Randomised Controlled ◽  
The University

Objectives: Youth suicide rates are unacceptably high. Schools have long been accepted as an appropriate setting for suicide prevention activities. This review aims to synthesise the evidence for all types of suicide prevention interventions across educational settings. Methods: The review draws on two previous reviews conducted by the authors. In order to be included, studies had to test a specific suicide prevention intervention in an educational setting, have a suicide-related outcome and target young people. Results: A totally of 21 studies were included: 17 were conducted in school settings and four in universities. Seven of the school-based studies (41%) and one of the university studies (25%) were randomised controlled trials. Overall, the trials conducted in schools reported positive effects, as did four of the non- randomised controlled trials. Two of the university-based studies reported positive effects. Both universal and indicated interventions showed positive results; no iatrogenic effects were reported. Conclusions: School-based studies can have a positive impact on suicide-related behaviour and, overall, do not appear to cause harm. Study quality is variable, and the number of studies conducted in school settings far exceed those conducted in universities. These gaps need to be addressed by future research.

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