Rationale, aims and objectives To compare the pharmacotherapeutic approaches to diabetic hypertension of family physicians (FPs) and general practitioners (GPs). Methods A retrospective prescription-based study was conducted in 15 out of a total of 20 health centres, involving 115 primary care physicians – 77 FPs and 38 GPs, representing 74% of the primary care physicians of Bahrain. Prescriptions were collected during May and June 2000 to comprise a study population of 1266 diabetic-hypertensive patients. Results As monotherapy, angiotensin-converting enzyme (ACE) (...) inhibitors (37.9%) and β-blockers (38.3%) were the most commonly prescribed classes of antihypertensives by FPs and GPs, respectively. Calcium channel blockers (CCBs) were ranked third by both categories of physicians. For two-drug combinations, a β-blocker and an ACE inhibitor was the combination of choice for both physician categories. Patients managed by the FPs were more likely to receive a β-blocker–CCB combination (17.4 vs. 14.9%) or a diuretic–ACE inhibitor combination (16.7 vs. 11.4%) and less likely to receive a β-blocker–diuretic combination (11.8 vs. 16.7%) than those managed by the GPs. The proportion of patients receiving antihypertensive combinations was 40.6 and 38.5% for FPs and GPs, respectively. While the GPs prescribed CCB as a monotherapy to the elderly most often, the FPs choice was a β-blocker. Diuretics were less preferred by both FPs and GPs. β-Blocker–ACE inhibitor was again the most preferred combination of both FPs and GPs. FPs prescribed CCB–β-blocker combinations more often than GPs (P = 0.01), whereas CCB–ACE inhibitor combinations were less preferred (P = 0.09). A trend towards excessive use of short-acting nifedipine as monotherapy for elderly patients, both by FPs and by GPs, was noticed. Glibenclamide, alone or in combination with metformin, was the foremost antidiabetic drug prescribed by FPs and GPs. Middle-aged (45–64 years) patients seen by GPs were more likely to receive glibenclamide than those treated by FPs (P = 0.001) and less likely to receive gliclazide (P = 0.01). Combinations of a β-blocker with either glibenclamide or insulin were prescribed considerably more often by GPs.Conclusions Within the same practice setting, a substantial difference was observed between FPs and GPs in terms of preference for different classes of drugs in the management of diabetic hypertension. The compliance of both FPs and GPs was suboptimal; overall, the compliance of the FPs was closer to the recommended guidelines, however. Educational programmes should specifically address these inadequacies in order to improve the quality of health care. (shrink)

The paper links a debate in the history of medical science between statistics and the experimental method with contemporary diabetes educational practices. An empirical example of a tension between neglect and concern in diabetes self-regulation frames the subsequent theoretical discussion between first, Claude Bernard and statistics and afterwards, Georges Canguilhem as a correlative to Bernard. Through these philosophers of medical science a connection between the experimental method and education is demonstrated. Finally, a case description of an experimental (...) approach to alcohol and experimentation frames and highlights the educational aspect of the methodological discussion. (shrink)

Against an increasingly authoritarian background of testing and instruction, concern is growing about disengagement and loss of depth and quality in education at all levels. Child Centred Education seeks to explore the role of Primary education within this debate. This book inspires teachers seeking to make their practice more genuinely educational. Authors Christine Doddington and Mary Hilton capture the current opinion that primary schools can begin to reclaim some of their autonomy, be innovative, and become more creative. (...) Based on wide ranging research, the book sets out to revive the creative alternative to the rigid and impoverished learning experienced by too many primary school children. The authors trace the origins and history of the child-centered tradition; set out its fundamental beliefs and values; and explore its place in education today. This book is for teachers, school governors, local authority officers, undergraduate and graduate teacher training, and professional development courses. (shrink)

It is important for educators to recognise that the various calls to decentre the subject—or self—should not be interpreted as necessarily requiring the removal of the subject altogether. Through the individualism of the Enlightenment the self was centred. This highly individualistic notion of the sovereign self has now been decentred especially through post‐structuralist literature. It is contended here however, that this tendency to decentre the subject has been taken to an extreme at times, especially by some designers of school frameworks (...) and curricula, who have eliminated the subject altogether. Such elimination is argued to contribute to the numbers of youth who are dropping out of school. By adopting an existential perspective and by drawing mainly upon Kierkegaard's subjective truth and Dewey's notion of centeredness, the case is made that for education the subject should not only be included but should actually be centred—at least momentarily. (shrink)

It is important for educators to recognise that the various calls to decentre the subject—or self—should not be interpreted as necessarily requiring the removal of the subject altogether. Through the individualism of the Enlightenment the self was centred. This highly individualistic notion of the sovereign self has now been decentred especially through post‐structuralist literature. It is contended here however, that this tendency to decentre the subject has been taken to an extreme at times, especially by some designers of school frameworks (...) and curricula, who have eliminated the subject altogether. Such elimination is argued to contribute to the numbers of youth who are dropping out of school. By adopting an existential perspective and by drawing mainly upon Kierkegaard's subjective truth and Dewey's notion of centeredness, the case is made that for education the subject should not only be included but should actually be centred—at least momentarily. (shrink)

P S Wilson; Child-Centred Education, Journal of Philosophy of Education, Volume 3, Issue 1, 30 May 2006, Pages 105–126, https://doi.org/10.1111/j.1467-9752.1969.

Charles Clark; Child-centred Education and the ‘Growth’ Metaphysic, Journal of Philosophy of Education, Volume 22, Issue 1, 30 May 2006, Pages 75–88, https://do.

In Europe, welfare state provision has been subjected to 'market forces'. Over the last two decades, the framework of economic competitiveness has become the defining aim of education, to be achieved by new managerialist techniques and mechanisms. This book thoughtfully and persuasively argues against this new vision of education. This in-depth major study will be of great interest to researchers in the sociology of education, education policy, social theory, organization and management studies, and also to professionals (...) concerned about the deleterious impact of current education policy on children's learning and welfare. (shrink)

MENDENHALL TJ, BERGE JM, HARPER P, GREENCROW B, LITTLEWALKER N, WHITEEAGLE S and BROWNOWL S. Nursing Inquiry 2010; 17: 359–372 The Family Education Diabetes Series (FEDS): community‐based participatory research with a midwestern American Indian communityIndigenous people around the globe tend to struggle with poorer health and well‐being than their non‐indigenous counterparts. One area that this is especially evident is in the epidemic of diabetes in North America’s American Indians (AIs) – who evidence higher prevalence rates and concomitant (...) disease‐related complications than any other racial/ethnic group. As researchers and AI communities work together to transcend conventional top‐down, service‐delivery approaches to care, community‐based participatory research is beginning to show promise as a way to partner contemporary biomedical knowledge with the lived‐experience, wisdom, and customs of Indigenous people. This study describes the Family Education Diabetes Series (FEDS) as an example of such effort, and highlights pilot findings assessing its value and impact across key diabetes‐relevant variables. Following 36 intervention participants across baseline, 3‐month, and 6‐month time periods, data show significant improvements in weight, blood pressure, and metabolic control (A1c). Strengths and limitations of this investigation are presented, along with suggestions about how to further advance and empirically test the work across other Indigenous communities. (shrink)

P S Wilson; Child-Centred Education, Journal of Philosophy of Education, Volume 3, Issue 1, 30 May 2006, Pages 105–126, https://doi.org/10.1111/j.1467-9752.1969.

ABSTRACT Changing fashions in how the school curriculum is organised are sometimes seen as a regular shift from child‐centred to subject‐centred education, and back again. At the present moment, the British Government is enforcing ‘subject‐centredness’, partly as a reaction to criticism of declining standards attributed to less rigorous child‐centred approaches. On the other hand, other Government initiatives hark back to child‐centred principles. This apparent paradox is partly resolved through a closer analysis of one particular tradition of ‘child‐centred’ education, (...) and of what is represented by ‘subjects’. Such analyses take us necessarily into ethics and epistemology. (shrink)

Margaret B Sutherland; Centring on Child-centred Education, Journal of Philosophy of Education, Volume 29, Issue 3, 30 May 2006, Pages 441–445, https://doi.org/.

Prior to its election to office in 2007, the Australian Labor Party announced a commitment to introduce Trade Training Centres (TTCs) into all Australian secondary schools as an initiative of its Education Revolution. TTCs were proposed as a key element of Federal Labor's education and training policy that aimed to manage future risks to Australia's competitiveness in the emerging global economy and to support school-to-employment transitions for young people. This analysis adopts a governmentality framework to conceptualise the (...) Federal Government's introduction of TTCs alternatively as a key strategy for nationalising social investment politics in Australia. The paper draws on recent Australian policy documents to argue that TTCs are social technologies that work to open up social spaces in and around schools for governing relationships between schools and other community stakeholders, particularly businesses and families. The paper concludes by examining policy implications, including those of social justice, for promoting school community partnerships through TTCs. (shrink)

Gert Biesta has published his latest book, World-Centred Education: A View for the Present. He calls the book ‘the fifth volume of the “quintet”’ (Biesta 2022, p. ix)1. The relevant questions then...

Discourses of public education reform, like that exemplified within the Queensland Government's future vision document, Queensland State Education‐2010 , position schooling as a panacea to pervasive social instability and a means to achieve a new consensus. However, in unravelling the many conflicting statements that conjoin to form education policy and inform related literature , it becomes clear that education reform discourse is polyvalent . Alongside visionary statements that speak of public education as a vehicle for (...) social justice are the visionary or those reflecting neoliberal individualism and a conservative politics. In this paper, it is argued that the latter coagulate to form strategic discursive practices which work to secure dominant relations of power. Further, discussion of the characteristics needed by the ‘ideal’ future citizen of Queensland reflect efforts to ‘tame change through the making of the child’ . The casualties of this vision and the refusal to investigate the pathologies of ‘traditional’ schooling are the children who, for whatever reason, do not conform to the norm of the desired school child as an ‘ideal’ citizen‐in‐the‐making and who become relegated to alternative educational settings. (shrink)

School as counter-public" is the hermeneutic key with which Ralf Koerrenz interprets the school model of the Jena Plan. Similar to the Dalton-Plan or the Winnetka-Plan, the Jena Plan is one of the most important concepts of alternative schools developed in the first half of the 20th century as part of the international movement for alternative education, the?World Education Fellowship?. 0Peter Petersen's "Jena Plan" concept must be understood from his educational philosophical foundations. The didactic levels of action at (...) school (teaching, learning) as well as the reflection of theory in pedagogical practice are made understandable by "school as a counter-public". Not least with a view to the today's Jena Plan schools, the question is asked for a context-independent core of what makes a school a Jena Plan school. The opportunities and ambivalences of the model thus become equally visible. (shrink)

Discourses of public education reform, like that exemplified within the Queensland Government's future vision document, Queensland State Education‐2010 (QSE‐2010), position schooling as a panacea to pervasive social instability and a means to achieve a new consensus. However, in unravelling the many conflicting statements that conjoin to form education policy and inform related literature ( ), it becomes clear that education reform discourse is polyvalent ( ). Alongside visionary statements that speak of public education as a (...) vehicle for social justice are the (re)visionary or those reflecting neoliberal individualism and a conservative politics. In this paper, it is argued that the latter coagulate to form strategic discursive practices which work to (re)secure dominant relations of power. Further, discussion of the characteristics needed by the ‘ideal’ future citizen of Queensland reflect efforts to ‘tame change through the making of the child’ (, p. 201). The casualties of this (re)vision and the refusal to investigate the pathologies of ‘traditional’ schooling are the children who, for whatever reason, do not conform to the norm of the desired school child as an ‘ideal’ citizen‐in‐the‐making and who become relegated to alternative educational settings. (shrink)

Diabetes self-management is a crucial part in the management of diabetic patients. Most randomized controlled clinical trials reported significant benefits by diabetes self-management education on DSM behaviors and metabolic control. Although the randomized clinical trials are the gold standard method in assessing the effectiveness of any intervention, including DSME interventions, the outcomes of these studies may reflect exaggerated effects; because in most of these studies, subjects in control group receive usual care with no any DSME. The lack (...) of such education in the control group had many drawbacks: make blindness impossible; at which non blinded studies may result in false-positive findings; it may be unethical to recruit patients for participation in DSME studies as control subjects, most of these studies with long periods of follow up, without any direct benefit to them during the study period; the lack of direct benefit to control subjects in any clinical trial may results in high attrition rate. The high attrition rate in clinical trials especially in the control group can lower the statistical power of the study results; thus, the DSME program would appear to have positive effects even if the program had no real benefit. This problem of the DSME exaggerated effects can be solved partially through providing control subjects with education about some DSM behaviors or comparing the effect of DSME through different educational approaches. (shrink)

This article examines how ethical values are integrated into legal education in Hong Kong, a prominent financial hub in Asia. It focuses on two aspects of integration: the integrative use of prescriptive and experiential teaching methods and the integration of legal ethics education into the curricula of law schools. Effective implementation of legal ethics education in Hong Kong faces challenges due to inadequate commitment to the integrative approach in law schools. While integrating legal ethics education into (...) the curriculum alone is insufficient, there is also a lack of effective integration of prescriptive and experiential teaching methods. To address these needs and challenges, the article proposes a dedicated core course on legal ethics supported by seminars and workshops led by experienced practitioners. This approach aims to foster ethical conduct among law students, enhancing Hong Kong’s reputation as an Asian financial centre by cultivating a culture of ethical responsibility, which is vital for the development and sustainability of Hong Kong’s legal landscape. (shrink)

Free universal primary education has been promoted globally since the declaration of Education for All in 1990. As a result, the number of school-going children in the developing world has increased at an unprecedented scale and governments have run short of educational facilities and qualified teachers. Millions of children have been left without access to school and those who enrolled received poor quality education. Low-fee independent schools, which charge small fees, have mushroomed everywhere in response to parental (...) demand for access and quality education. Low-income families began to send their children to LFISs rather than government schools. Despite the critical role they play in providing access and quality education, LFISs were faced with challenges that hindered them from unleashing their full potential. Edify was founded in 2009 with the vision of flourishing Godly nations to stand alongside Christian LFISs through the provision of loan capital, training and education technology services to enable them to improve and expand sustainable Christ-centred education globally. During its eight years of operation, Edify has cumulatively partnered with around 3500 schools, having an impact on 1 million children. Over 20,000 school leaders and teachers have been trained in conjunction with local training partners. With the recycling of repayment through local lending partners, Edify has dispersed US$21.9 million in total loans to schools. With a brief historical background of LFISs, this article presents the rationale, content and modus operandi of Edify’s programme. (shrink)

David Carr; Knowledge and Curriculum: four dogmas of child-centred education, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 151–162.

David Carr; Knowledge and Curriculum: four dogmas of child-centred education, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 151–162.

In the face of challenging circumstances, many teachers turn to spirituality for sustenance and strength. Yet spirituality’s place in education and in educators’ lives has long been a matter of confusion and contention, not least because of the ambiguity of the term in its common usage. What is its relationship to religion? And what defines it? In this article, I submit that the later work of Michel Foucault offers a helpful approach to spirituality that displaces those questions—drawing attention away (...) from beliefs and/or attitudes professed, and towards the process of practical self-transformation that subjects undertake for the sake of a truth that is actualised in the body. To be spiritual in this sense is more a matter of what one does than what one believes or who one is. To offer a sense of why it matters in the lives of educators, I draw on the experiences of a San Diego high school teacher confronting interlocking personal, professional, and political challenges as a detailed example. (shrink)

This paper explores the condition of stultitia, which is described by Michel Foucault in The Hermeneutics of the Subject as a condition one is in, before having started to care for the self. The purpose is to shed light on one of the paradoxes of patient education by introducing and elaborating an aspect of Foucault’s literary activities, which has not, to my knowledge, been investigated empirically before. To illustrate this condition, the paper targets the relation between type 2 (...) class='Hi'>diabetes, contemporary norms of healthy living, diabetes education, and the situation that sometimes occurs when individuals are not capable of, or motivated to, taking care of themselves. It specifically targets a situation, which is both incomprehensible to health professionals and patients alike; when patients desire a healthy life, but at the same time do not pursue it according to the recommendations. Thus, it is a condition of madness, which is investigated; madness in the sense that patients have internalised a rationality, against which their own behaviour rebels. (shrink)

Background There is increasing use of the Internet by patients as an educational tool prior to a surgical procedure. However, the quality of information is highly variable, and it is imperative that as clinicians, we are aware of the information available to ensure that consent is valid and avoid unrealistic expectations. Our aim is to assess the quality of medical information available on the Internet related to common surgical procedures. Methods Analysis of the quality of patient information on 10 websites (...) for six common surgical conditions was assessed using the DISCERN questionnaire and, for readability, using the Flesch reading ease test. Results There was high variation in the DISCERN score from 1.34 to 4.4. Overall, poor quality of patient information is available. Consistent scoring below 55 on Flesch reading ease score suggests a reading level beyond the majority of the patient population. Conclusion The majority of patient-centred health education on the Internet is poor. Therefore, improved verbal and written information during consultation combined with local, national and international websites is important to meet patient’s expectations and avoid issues regarding consent. (shrink)

This study examined the perceived effects of examination special centres on teaching and learning of English language and the quality of education in Nsukka Local Government Area, Enugu State, Nigeria. The study employed a descriptive survey design. All the 123 English language teachers from 31 secondary schools, five secondary school principals, three religious priests and three traditional leaders in Nsukka Local Government Area of Enugu State, Nigeria were sampled for the study. The researchers developed a 15-item-structured questionnaire for (...) data collection from the 31 teachers; while 3 structured interview questions were used to elicit responses from the principals, religious priests and traditional leaders. Mean and standard deviation were used to analyse the data collected with questionnaire; while the oral interview was analysed qualitatively through thematic analysis. The study revealed that examination special centres have detrimental effect on the teaching and learning of English language in secondary schools and the quality of education in Nsukka Local Government Area, Enugu State, Nigeria. It was recommended among others that private and public secondary schools, and tutorial centres that have been turned into examination special centres should be closed down by Enugu State Ministry of Education. (shrink)

The use of preimplantation genetic diagnosis (PGD) has expanded both in number and scope over the past 2 decades. Initially carried out to avoid the birth of children with severe genetic disease, PGD is now used for a variety of medical and non-medical purposes. While some human studies have concluded that PGD is safe, animal studies and a recent human study suggest that the embryo biopsy procedure may result in neurological problems for the offspring. Given that the long-term safety of (...) PGD has not been clearly established in humans, this study sought to determine how PGD safety is presented to prospective patients by means of a detailed website analysis. The websites of 262 US fertility centres performing PGD were analysed and comments about safety and risk were catalogued. Results of the analysis demonstrated that 78.2% of centre websites did not mention safety or risk of PGD at all. Of the 21.8% of centres that did contain safety or risk information about PGD, 28.1% included statements highlighting the potential risks, 38.6% presented information touting the procedure as safe and 33.3% included statements highlighting potential risks and the overall safety of the procedure. Thus, 86.6% of PGD-performing centres state that PGD is safe and/or fail to disclose any risks on their websites despite the fact that the impact of the procedure on the long-term health of offspring is unproven. This lack of disclosure suggests that informed consent is inadequate; this study examines numerous factors that are likely to inhibit comprehensive discussions of safety. (shrink)