A bibliography of aerospace books and teaching aids for secondary school students and teachers. Compiled for Educational Service Branch, National Aeronautics and Space Administration.

Mode of access: Internet.

The Alzheimer disease afflicted : understanding the disease and the resident instructors guide and teaching materials /

On cover: New horizons in long term care.

Measuring the global burden of disease and epidemiological transitions: 2002-2030

Any planning process for health development ought to be based on a thorough understanding of the health needs of the population. This should be sufficiently comprehensive to include the causes of premature death and of disability, as well as the major risk factors that underlie disease and injury. To be truly useful to inform health-policy debates, such an assessment is needed across a large number of diseases, injuries and risk factors, in order to guide prioritization. The results of the original Global Burden of Disease Study and, particularly, those of its 2000-2002 update provide a conceptual and methodological framework to quantify and compare the health of populations using a summary measure of both mortality and disability: the disability-adjusted life-year (DALY). Globally, it appears that about 5 6 million deaths occur each year, 10. 5 million (almost all in poor countries) in children. Of the child deaths, about one-fifth result from perinatal causes such as birth asphyxia and birth trauma, and only slightly less from lower respiratory infections. Annually, diarrhoeal diseases kill over 1.5 million children, and malaria, measles and HIV/AIDS each claim between 500,000 and 800,000 children. HIV/AIDS is the fourth leading cause of death world-wide (2.9 million deaths) and the leading cause in Africa. The top three causes of death globally are ischaemic heart disease (7.2 million deaths), stroke (5.5 million) and lower respiratory diseases (3.9 million). Chronic obstructive lung diseases (COPD) cause almost as many deaths as HIV/AIDS (2.7 million). The leading causes of DALY, on the other hand, include causes that are common at young ages [perinatal conditions (7. 1 % of global DALY), lower respiratory infections (6.7%), and diarrhoeal diseases (4.7%)] as well as depression (4.1%). Ischaemic heart disease and stroke rank sixth and seventh, retrospectively, as causes of global disease burden, followed by road traffic accidents, malaria and tuberculosis. Projections to 2030 indicate that, although these major vascular diseases will remain leading causes of global disease burden, with HIV/AIDS the leading cause, diarrhoeal diseases and lower respiratory infections will be outranked by COPD, in part reflecting the projected increases in death and disability from tobacco use.

Heteronormativity and teaching: A phenomenological study of lesbian teachers

The purpose of this phenomenological study was to understand what impact “heteronormativity” has on a lesbian teacher's perception of her instructional style, content, and context of curriculum taught. Through taped interviews with lesbian educators, this research examined the lived experience of the lesbian teacher. The framework for this study included theories related to historical, sociocultural, and psychosocial development while the methodology included a qualitative design using primary elements of a phenomenological study outlined without ignoring the influence associated with contextualism. Due to the sensitive nature of the study nine women who were the focus of this research were volunteers with the first serving as a “gatekeeper” to assist in the pilot study. The subsequent group evolved as a result of “snowballing” to gain more participants. ^ The data in the form of narrative derived from the interviews was transcribed, color-coded, and organized into four themes and associated sub-themes, based upon the perceptions of these educators. These themes characterized the coming out process of a lesbian, which directly paralleled the personal and professional development of the lesbian educator, emerged as a result of the analysis. They included: (a) self-acknowledgement; (b) self-indentification; (c) coming out to other lesbians by overcoming fear and establishing relationships; (d) coming out to others by overcoming heteronormativity by using support groups in defining a lesbian's role as a teacher. ^ The results of this study showed that the acceptance of the lesbian culture, shared with the acknowledgement, rather than compliance or defiance, of cultural hegemony can allow the lesbian educator to develop a curriculum and a classroom climate that will foster understanding and even generate social change among colleagues, parents, and students, one person at a time. ^

Global, regional, and national comparative risk assessment of 79 behavioural, environmental and occupational, and metabolic risks or clusters of risks in 188 countries, 1990-2013 : a systematic analysis for the Global Burden of Disease Study 2013

Global, regional, and national incidence, prevalence, and years lived with disability for 310 diseases and injuries, 1990–2015 : a systematic analysis for the Global Burden of Disease Study 2015

Global, regional, and national life expectancy, all-cause mortality, and cause-specific mortality for 249 causes of death, 1980–2015 : a systematic analysis for the Global Burden of Disease Study 2015

Global, regional, national, and selected subnational levels of stillbirths, neonatal, infant, and under-5 mortality, 1980–2015 : a systematic analysis for the Global Burden of Disease Study 2015

Global, regional, and national comparative risk assessment of 79 behavioral, environmental and occupational, and metabolic risks or clusters of risks, 1990–2015 : a systematic analysis for the Global Burden of Disease Study 2015

Global, regional, and national levels of maternal mortality,1990–2015 : a systematic analysis for the Global Burden of Disease Study 2015

Global, regional, and national disability-adjusted life-years (DALYs) for 315 diseases and injuries and healthy life expectancy (HALE), 1990–2015 : a systematic analysis for the Global Burden of Disease Study 2015

A case study of teaching and learning practice in a Chinese adult institution

Résumé: Cette recherche s'est réalisée dans une institution chinoise de formation des adultes. Il existe très peu d'études présentant la pratique de l'enseignement et de l'apprentissage en Chine. Aussi, il semble que cette étude de cas puisse être utile. Elle porte sur le personnel de formation en administration économique dans un centre de formation de Tianjin. Le but premier de cette recherche est de décrire ce qui se fait à cet institut de formation des adultes. Les aspects couverts vont de la sélection du contenu de formation et des modalités d'enseignement jusqu'à la compréhension de l'enseignement et de l'apprentissage. À partir de l'expérience des professeurs de ce centre de Tianjin, cette étude cherche précisément à décrire leurs perceptions et leurs attitudes en regard d'un enseignement centré sur l'apprentissage et développé selon un mode de collaboration. Les fondements théoriques retenus s'inspirent des conceptions andragogiques de Knowles, de celles de Brookfield qui ont trait aux rôles des formateurs et formatrices d'adultes et de Conti qui présente une conception de l'enseignement qui se développe selon un mode de collaboration. Les données sont été retenues à la suite d'interviews et de questionnaires. Ce dernier instrument a été administré à 70 professeurs de formation aux adultes. Les résultats obtenus sont décrits et analysés. Les principaux éléments indiquent que la pratique actuelle de formation des adultes à ce centre de Tianjin ne tient pas compte des principes de l'éducation des adultes présenté selon un mode de collaboration. La formation est centrée sur l'enseignement. Il est à souhaiter que cette recherche contribuera à développer une meilleure compréhension de l'enseignement et de l'apprentissage en Chine tel que perçus par les formateurs et formatrices. Quelques suggestions de recherche complémentaires sont proposées à la fin.||Abstract: The present study grew out of one Chinese adult institute. Relatively few works are available that present a view of what actually happens in Chinese adult teaching and learning practice. Accordingly, it is believed that a case study on Tianjin Institute of Training Economic Management Personnel (TITEMP) which has been working for years in varions forms of adult programs, will be very useful addition to the knowledge of Chinese adult teaching and learning. The primary purpose of the present study is to serve as an introduction to one Chinese adult institute (TITEMP) in terms of characteristics of teaching, including selecting teaching content and teaching pattern, and to expand the understanding of Chinese adult teaching and learning. Based on the experiences of teachers at TITEMP, the study seeks to investigate the issues of teacher's perceptions and attitudes of teaching and learning to obtain implications toward learning-centred and collaborative mode. The theoretical foundations include andragogical conceptions (Knowles), roles of adult teachers (Brookfield), and conceptions of collaborative teaching and learning mode (Conti). The main sources of data are: the interviews and results of the questionnaire. Questionnaire responses from 70 teachers with knowledge of adult teaching and learning are described and interpreted. The general findings of the study are that the existing adult teaching practice at TITEMP does not adequately account for the principles of adult learning in a collaborative mode with adult students. Adult learning is teaching-centred. Some suggestions for further research are offered. It is hoped and believed that this research will contribute to a better understanding of Chinese adult teaching and learning in general, more particularly to the empirical study of the teachers from teaching and learning perspective in a Chinese adult higher learning setting. The research findings will be used as basis for the exploration of Chinese adult teaching.