School food: top marks - A summary report on food in schools research in Northern Ireland

Thisreport highlightsthe barriers that schools in Northern Ireland have experienced in implementing nutritional standards. In particular, it identifies the potential adverse impact that external sources of food may have on pupils’ healthy eating practices within the school setting. It also illustrates how the accessibility of food and drinks contradicting the standards, within the school, may limit the success of the standards. This report further emphasises how practical constraints within the school meals system, such as queues, can negatively influence pupils’ uptake of healthy foods. The report outlinesa number of recommendations to aid the implementation of the School food: top marks programme.

School food: top marks - A summary report on food in schools research in Northern Ireland

This�report highlights�the barriers that schools in Northern Ireland have experienced in implementingnutritional standards. In particular, it identifies the potential adverse impact that external sourcesof food may have on pupils��' healthy eating practices within the school setting. It also illustrateshow the accessibility of food and drinks contradicting the standards, within the school, may limitthe success of the standards. This report further emphasises how practical constraints within the

Report of the Benzodiazepine Committee

This comprehensive Report, which marks the fruition of extensive work and consultations undertaken by the Benzodiazepine Committee represents a major step towards addressing inappropriate benzodiazepine use in this country. It sets out in some detail the facts about benzodiazepine usage in Ireland and makes recommendations across a number of areas. It also includes Good Practice Guidelines to assist clinicians in adopting best practice in what is a complex and difficult area.   Download document here

Interim Report on Progress of European Working Time Directive Pilot Projects

Interim Report on Progress of European Working Time Directive Pilot Projects The establishment of the National Implementation Group EWTD and the subsequent commencement of a number of EWTD pilot projects marks a significant stage in the implementation of the European Working Time Directive in Ireland. Click here to download PDF 780kb

Establishing a whole school food policy

This guide has been written to help your school develop, write and implement a whole school food policy. It is designed to be easy to follow and based firmly in the context of real school life. This resource was originally developed and produced by the Health Promotion Agency for Northern Ireland as part of the School food: top marks programme and is now the responsibility of the Public Health Agency. It was jointly funded by the Department of Education and the Department of Heath, Social Services and Public Safety.

PHA supports World Hospice and Palliative Care Day

Saturday 8 October 2011 marks World Hospice and Palliative Care Day. The Public Health Agency would like to celebrate and support hospice and palliative care around the world by raising awareness and understanding of the needs - medical, social, practical and spiritual - of people living with a life-limiting illness, and their families.This year's World Hospice and Palliative Care Day theme is 'Many diseases, manylives, many voices - palliative care fornon-communicableconditions'.The theme will focus on how people living with conditions thatare notinfectious can benefit from palliative care.Non-communicable diseases (NCDs), which include cardiovascular diseases, cancers, chronic respiratory conditions and diabetes, make up60% of deaths worldwide. The majority of thesedeaths occur in low and middle income countries, where palliative care is often not available. To get involved in World Hospice and Palliative Care Day, log on to www.worldday.org/get-involved/ which gives you ideas and suggestions on what you can do on the day to support people living with life-limiting illnesses, and their families.Mary Hinds, Director of Nursing and Allied Health Professions, PHA, and Chair of the Implementation Process for End of Life Care in Northern Ireland, said: "Good quality palliative and end of life care will be important for us all. 'Living Matters, Dying Matters' is a five year strategy for palliative and end of life care in Northern Ireland, established to ensure that any person living with a life-threatening illness lives well and dies well, irrespective of their condition or care setting. "It has been encouraging to see the plans being taken forward by the Health and Social Care Trusts in partnership with local hospices and other providers, and involving local people."We aim to ensure that people receiving palliative care, their families and carers, are provided with high quality care across all settings and conditions, and are supported to enjoy a good quality of life, maximising their potential through the course of their illness."There is still some progress to be made within the context of the review of health and social services. We are looking for statutory and voluntary services to work together to make a significant difference in improving access to high quality services for those with life-limiting conditions, and to develop innovative approaches to care."

White Paper on Adult Education Learning for Life

This is Ireland’s first White Paper on Adult Education and marks the adoption of lifelong learning as the governing principle of educational policy. The Paper reflects on the role of adult education in society, builds on the consultation process following publication of the Green Paper, and sets out the Government’s policies and priorities for the future development of the sector. It does not aim to provide a policy blueprint for the training sector given that this work is being advanced through the National Employment Action Plans and previous publications, and the work of the Task Force on Lifelong Learning recently established by the Department of Enterprise, Trade and Employment. Rather, it seeks to ensure that there is a fit and complementarity between education and training provision, so as to ensure that learners can move progressively and incrementally within an over-arching co-ordinated and learner-centred framework.