Coronary heart disease trends in England and Wales from 1984 to 2004 : concealed levelling of mortality rates among young adults

Background: Trends in cardiovascular risk factors among UK adults present a complex picture. Ominous increases in obesity and diabetes among young adults raise concerns about subsequent coronary heart disease (CHD) mortality rates in this group.

Objective: To examine recent trends in age-specific mortality rates from CHD, particularly those among younger adults.

Methods and results: Mortality data from 1984 to 2004 were used to calculate age-specific mortality rates for British adults aged 35+ years, and joinpoint regression was used to assess changes in trends. Overall, the age-adjusted mortality rate decreased by 54.7% in men and by 48.3% in women. However, among men aged 35–44 years, CHD mortality rates in 2002 increased for the first time in over two decades. Furthermore, the recent declines in CHD mortality rates seem to be slowing in both men and women aged 45–54. Among older adults, however, mortality rates continued to decrease steadily throughout the period.

Conclusions: The flattening mortality rates for CHD among younger adults may represent a sentinel event. Deteriorations in medical management of CHD appear implausible. Thus, unfavourable trends in risk factors for CHD, specifically obesity and diabetes, provide the most likely explanation for the observed trends.

Teachers' stories of change : an interpretive study of behavioural studies teachers' experiences of change in Tasmanian schools and colleges 1984-1994

Major changes in teachers’ work in Tasmania occurred in the decade 1984-1994. Understanding of those changes has, to date, primarily come from the perspective of educational administrators. A different perspective on the changes comes from the stories told by teachers of Behavioural Studies, teaching grades 11 and 12 in government and non-government schools. Twenty teachers participated in taped interviews or videorecorded focus groups. Their stories were transcribed and analysed using an adapted form of grounded theory to explicate the meaning(s) of the changes for these teachers. Interpretation of the teachers' stories has also been framed by understandings drawn from narrative studies of teachers and their work. The core analytic category of the teachers’ stories of educational change is the conflict between the ideologies of teacher professionalism and economic rationalism. The major themes of the teachers’ stories are systemic and administrative change, control, histories of the Behavioural Studies subject, workload, students and stress.

Communicative language teaching of a foreign language : the Indonesian 1984 senior high school English syllabus

This thesis examines the implementation of the 1984 English syllabus, which is claimed to be communicative. The study was conducted in three government Senior High Schools in Singaraja, northern Bali. The results indicate that the implementation of the Communicative Approach has been constrained by the limited resources, inadequate professional development and the national examination system, the EBTANAS.

Activism, reflection and Paulo Freire – an embodied pedagogy

This paper explores the critical pedagogy of activists as they participate in activism on some of the most important human rights issues of our time. I argue the pedagogy of activism is critically cognitive and embodied in a practice that is inherently social. The paper commences with some writing on what I claim is Freire’s own activism, always working towards a struggle for social justice and social change. His educational practices were never removed from sites and movements of struggle and resistance and he encouraged teachers to be political, that their teaching should never be disassociated from a critique of the political and social realities that impact on and create impediments to a democratic education.The paper then outlines empirical research on the learning dimensions of activists conducted in Australia and draws on some of the personal narratives of activists. I explore the reflexivity of activists as they work within and against the state, on issues of indigenous self-determination, racism, religion, homophobia, urban development, climate change, civil liberties, economic inequality and others. I argue for a critically reflexive pedagogy, as Paulo Freire reminds us, activism without purposeful reflection has the potential to become what he termed “naïve activism’’. That is, a focus on the theory and philosophical underpinnings of activism, and the tactics and strategies necessary to instigate social change, can create a pedagogy that is wanting in praxis. Yet the urgency of activism and the desire for significant social change often prevents a critical space for reflection to occur.The paper concludes with some suggestions for how Freire’s writing on praxis, can improve activists important practice.