Coping with international atrocities through criminal law : a study into the typical features of international criminality and the reflection of these traits in international criminal law

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The ELY Centre for Southwest Finland is involved in everyday life

The ELY Centre for Southwest Finland is a diverse and broad-ranging development and service centre. Our goal is to strengthen wellbeing in Southwest Finland and Satakunta. The aim of our operations is to ensure sustainable wellbeing, a vibrant business community, attractive municipalities and the wider environment, and a satisfied population through clustered collaboration.

From statin efficacy to everyday effectiveness: Studying the gap in between.

Statins are indicated for preventing cardiovascular disease events. Patients with diabetes have a risk of major cardiovascular events double the risk of their peers without diabetes. Thus, clinical treatment guidelines recommend statins for the management of diabetic dyslipidemia. The evidence base for statin use in cardiovascular disease derives from the randomized controlled statin trials designed to prove statin efficacy under ideal conditions, among a homogenous study population meeting strict trial eligibility criteria. This thesis was implemented as four pharmacoepidemiological statin studies using register data on realworld statin users. The overall purpose was to evaluate the trends, patterns and effectiveness of statin use in everyday life. More specifically, nationwide secular trends in statin use in Finland were analysed, especially among patient groups which had been underrepresented in the statin trials. Furthermore, the benchmarking statin trials in diabetes, the Heart Protection Study and the Collaborative Atorvastatin Diabetes Study, were evaluated for their representativeness for real-world diabetes care with the emphasis placed on adherence to statin use. The association between good adherence and the incidence of major cardiovascular events in the real-world was further investigated in diabetes. These studies demonstrate that statin initiations increased from 1995 to 2005 in Finland. The increase was most pronounced among those aged at least 75 years and was observed already before the publication of rigorous trial data conducted in elderly subjects. Thus, statins seem to have been initiated in clinical practice also going beyond the strict trial eligibility criteria. Nonetheless, low adherence to statin use among the real-world patients with diabetes was found not only to limit the representativeness of the trials for clinical care but also to attenuate in all likelihood their benefits in the real-world. In fact, good adherence to statin use was found to associate with a decreased risk for major cardiovascular events in patients with diabetes. In conclusion, these studies highlight the importance of good adherence to statin use in clinical practice in order to obtain the full therapeutic value demonstrated in the statin trials. Simply increasing the number of statin users will not alone suffice in sharing our common resources appropriately.

The Transfer of Wilderness Trips to the Everyday Lives of Young People: A Case Study

There has been considerable research that investigates the outcomes, benefits, and perceptions of wilderness trip experiences. However, the transfer of learning from a wilderness trip to the everyday lives of youth trip participants, that has deliberately explored post-trip experience, is minimal. Using a qualitative multi-case study approach, methods of data collection included interviews with six youth program participants, six parents/legal guardians, and three program staff, as well as document solicitation. Reports from the participants suggested that the key content transferred to a post-wilderness trip context were interpersonal skills; life skills; and instances of personal growth. Participants applied their learning content from the wilderness trip to school; sports; community and international volunteering; work and career aspirations; family and home life; and social life contexts. Implications for adventure programming and curriculum design, instruction, and transfer are considered.

Mindfulness Practices and Children’s Emotional and Mental Well-Being: Activities to Build and Strengthen Everyday Resilience Adapted for Primary School Teachers

This project reviewed current research on mental health and Canadian children, and then examined the practice of mindfulness as a means of supporting well-being and circumventing the potential detrimental effects of mental health problems. By contextualizing these findings within the recently released educational vision of the Ontario Ministry of Education (2014), which identifies well-being as one of the core principles of education in Ontario, this project investigated how mindfulness-based practices can be brought into the primary grade classroom. The ultimate purpose of this project is the development of a handbook for Ontario teachers of students in grades 1 to 3 (ages 6 to 8). This resource was developed from a comprehensive literature review and provides educators with easy-to-follow activities to use in the classroom to encourage the development of resilience and emotional well-being through mindfulness. The handbook also includes additional information and resources regarding both mindfulness and mental health that may be helpful to teachers, students, and parents.

Everyday Ethics: Framing youth participation in organizational practice

Much of the literature on ethical issues in child and youth participation has drawn on the episodic experiences of participatory research efforts in which young people’s input has been sought, transcribed and represented. This literature focuses in particular on the power dynamics and ethical dilemmas embedded in time-bound adult/child and outsider/insider relationships. While we agree that these issues are crucial and in need of further examination, it is equally important to examine the ethical issues embedded within the “everyday” practices of the organizations in and through which young people’s participation in community research and development often occurs (e.g., community-based organizations, schools and municipal agencies). Drawing on experience from three summers of work in promoting youth participation in adult-led organizations of varying purpose, scale and structure, a framework is postulated that presents participation as a spatial practice shaped by five overlapping dimensions. The framework is offered as a point of discussion and a potential tool for analysis in ecipation in relation to organizational practice.

The Dynamic Structure of Everyday Life

Computational theories of action have generally understood the organized nature of human activity through the construction and execution of plans. By consigning the phenomena of contingency and improvisation to peripheral roles, this view has led to impractical technical proposals. As an alternative, I suggest that contingency is a central feature of everyday activity and that improvisation is the central kind of human activity. I also offer a computational model of certain aspects of everyday routine activity based on an account of improvised activity called running arguments and an account of representation for situated agents called deictic representation .

Ways of doing : students explore their everyday and classroom processes.

Recurso para que los estudiantes lleguen a trazar sus propios procesos mentales, sus esquemas, sus sistemas de representación, y así ayudarles a construir un nuevo cuerpo de conocimientos profesionales, investigados por los mismos estudiantes. Basado en gran medida en principios humanistas, ofrece más de cien actividades destinadas a animar a los alumnos a pensar, hablar y escribir en inglés sobre áreas que, probablemente, nunca han discutido en su lengua materna. Las actividades, que son adecuadas para una variedad de niveles y edades, se ocupan de: examen de los patrones y procesos de los estudiantes en su vida cotidiana tanto en la exploración de la lengua materna como de la lengua extranjera; dinámica de grupo; formas de aprendizaje; la corrección y la retroalimentación. También hay una sección especial en el desarrollo del profesor.