The Impact of Education and Socioeconomic and Occupational Conditions on Self-Perceived and Mental Health Inequalities Among Immigrants and Native Workers in Spain

There is limited evidence on the influence of social determinants on the self-perceived and mental health of immigrants settled at least 8 years in Spain. The aim of this study was to examine differences between workers related to migrant-status, self-perceived and mental health, and to assess their relationship to occupational conditions, educational level and occupational social class, stratified by sex. Using data from the Spanish National Health Survey of 2011/12, we computed prevalence, odds ratios and explicative fractions. Mental (OR 2.02; CI 1.39–2.93) and self-perceived health (OR 2.64; CI 1.77–3.93) were poorer for immigrant women compared to natives. Occupational social class variable contributes 25 % to self-perceived health OR in immigrant women. Settled immigrant women workers are a vulnerable group in Spain.

Doctoral Theses in History of Education: Spanish Balance (2000-2010)

The analysis of doctoral theses conducted in a scientific field is one of the pillars for the status of the field and this has been raised within the project Mapping the Discipline History of Education. With this work we intent to broaden and deepen our previous studies in the field of Doctoral thesis in History of Education. We have already presented some results about Doctoral thesis focused in one particular subject (History of Education in Franco’s times) in 2013, and Doctoral thesis registered in the Spanish database for dissertations, TESEO, in 2000, 2005 and 2010 in 2016. Starting from the works already presented about the thesis in France, Switzerland, Portugal and Italy, the aim of that article was to study the thesis included in TESEO which have among their descriptors “History of education”. We have analyzed variables such as national or local character, the study period and the duration. In ISCHE 38 (Chicago 2016), we intend to analyze the Doctoral thesis presented in Spanish universities during a decade but focusing neither on a particular subject nor on a database. Thus the main differences with our earlier researches are the criteria: On the one hand, we are going to decide if a doctoral thesis belongs or not to our field, and on the other hand we are not going to use only a database but we will try to find the Doctoral thesis in any base, repository or source.

Optimising the impact of education for community pharmacy in Australia

Aims & rationale/Objectives : This paper examines the extent to which different models of community pharmacist continuing education (CE) are evidence-based. It also describes the impact of varying education models on attendance and attitudes within the profession.

Methods : A literature review was conducted to establish principles that should be applied to health professional education, and pharmacy in particular. Interviews were conducted with representatives from four organisations involved in the education of pharmacists to understand their current models. Four focus groups were held with community pharmacists to understand their educational experiences and attitudes.

Principal findings : The purpose of CE is to improve the clinical performance of health practitioners. Literature examining outcomes from CE underlines the importance of adult learning principles. Focus groups supported the view that consideration of these principles is beneficial. These principles, including problem-based learning, clinical applicability, relevance, and active involvement in the learning process, are currently incorporated into educational models to varying extents. Access problems such as cost, distance, insufficient flexibility in delivery, and poor promotion of educational opportunities prevent many pharmacists from taking responsibility for their own learning. A lack of appropriate assessment by some registering authorities is counterproductive to achieving CE outcomes in clinical practice. Participants already engaged in continuing professional development (CPD) agreed with the principles of its introduction.

Discussion : Optimising outcomes from CE requires considerable input from numerous stakeholders. The recent introduction of mandatory pharmacist CPD across Australia should encourage an individual focus on learning outcomes. Focus group participants are likely to be education enthusiasts and may not represent the views of the entire profession.

Implications : This study identifies the need for a system-wide approach for achieving outcomes from CE. It is therefore advisable that a coordinated strategy be developed by all stakeholders for education delivery so as to optimise the impact of CE.

Geosynthetics in Antarctica: performance of a composite barrier system to contain hydrocarbon-contaminated soil after three years in the field

An overview of the design and performance of geosynthetics in composite barrier systems for biopiles used to remediate hydrocarbon-contaminated soil at Casey Station, Antarctica, is presented. Seven instrumented biopiles were constructed over three field seasons. To minimize the risk of hydrocarbon migration to groundwater, composite barrier systems were used (each using different combinations of geosynthetic clay liners (GCLs), high density polyethylene (HDPE) geomembranes (GMB), and geotextiles (GTXs)). One biopile used a co-extruded geomembrane (HDPE with an ethylene vinyl alcohol (EVOH) core). The liner system was subject to a combination of coupled phenomena that could interact and affect the GMB-GCL composite barrier performance. The exposure conditions involved potential freeze-thaw cycling, hydration-desiccation cycles, cation exchange, direct and diffusive exposure to hydrocarbons. The effect of these phenomena was investigated by monitoring GCL and GMB sacrificial coupons. GCL coupons were placed between the main GCL component and the main geomembrane component of the composite liner and GMB coupons placed between the main GMB sheet and the GTX protection layer. Coupons were exhumed from the biopiles each year. The exhumed GCL field moisture content values ranged from 162% to 22%. After three (3) years in the field, GCL coupons that had undergone at least one hydration/desiccation cycle showed no significant change in swell index values or fluid loss values. The measured hydraulic conductivity of exhumed GCL coupons from Biopiles 1 and 2 (3 × 10-11 m s-1) was within the expected range and not significantly different from the values for virgin GCL. GMB coupons exhumed after three years from Biopiles 1 and 2 showed no significant change in oxidative induction time (OIT), melt flow index or tensile properties. Diffusion tests were performed as an index test for establishing the performance of the GMBs as a diffusive barrier to hydrocarbons, with permeation parameters for BTEX contaminants ranging from P g = 0.9-9.2 × 10-13 m2 s-1 for the exhumed GMB (with values depending on the contaminant and GMB). These values were similar to the parameters obtained for virgin GMBs and there was no significant change with field exposure, with GMBs appearing to be performing well.

Key milestones in the operationalisation of professional nursing ethics in Australia: a brief historical overview

Objective To provide a brief historical overview of the achievement of key milestones in the development of mechanisms for operationalising professional nursing ethics in Australia; examples of such milestones include: the publication of the first Australian text on nursing ethics (1989), the provision of the first Australian national distance education course on nursing ethics for registered nurses (1990), the adoption of the first code of ethics for Australian nurses (1993), and the commissioning of the first regular column on nursing ethics by the Australian Nurses Journal (2008).

Setting Australian nursing ethics.

Primary argument An historical perspective on the achievement of key milestones in the development of mechanisms for operationalising professional nursing ethics in Australia has been poorly documented. As a consequence an authentic ‘Australian voice’ is missing in global discourses on the history and development of nursing ethics as a field of inquiry. Compared with other countries, the achievement of key milestones pertinent to the operationalisation of nursing ethics in Australia has been relatively slow. Even so, over the past three decades an Australian perspective on nursing ethics has gained a notable voice in the international arena with Australian nursing scholars now making a significant contribution to the field.

Conclusion Nursing ethics in Australia remains a ‘work in progress’. Although significant achievements have been made in the last three decades, the ongoing development of mechanisms for advancing nursing ethics in Australia would benefit from the development and implementation of a strategic agenda of collaborative, internationally comparative, cross disciplinary scholarship, research and critique.

Literacy education in the age of new media

This chapter focus on the question of literacy education itself-on how this is to be understood in the current and emerging age, how it is changing, and what it is for. It also engages the other key question here, that of what constitutes 'new media,' or rather, as Levinson puts it, 'new new media'-media forms emerging on the scene more or less constantly, and each time ever newer. Increasingly, literacy guidelines in many parts of the world call on teachers to incorporate attention to multimodal and electronic texts into their classrooms and curriculum. Curriculum guidelines addressing the 'new literacies' are structured around an expanded view of literacy that recognizes the changing and dynamic nature of text and textual forms, and call on research into the textual, communicative and cultural practices of young people as they engage with online popular culture and the digital world.

Preferences in the use of communication technology: the influence of the gender dimension among higher education students

This paper presents some of the findings of a nationwide study, which was designed for understanding aspects related to the use of Communication Technology (CT) among higher education students in Portugal. This descriptive and exploratory study essentially focused on gender issues, particularly on how they influence the students’ perception regarding the use of CT. The data collection method selected was online survey. The findings reveal, among other results, students’ preferences regarding CT use and gender differences in that context.

The Integration of Foreign Students in the Portuguese School of the 1st Cycle of Basic Education: the Case of a School Grouping in the Municipality of Viseu

The present study aims to understand whether the foreign students who have different nationalities but the Portuguese are integrated into the school of the 1st Cycle of Basic Education. With this purpose, a descriptive and phenomenological research was conducted, making use of documental analysis, as well as semi-structured interviews and sociometric tests. These two data collecting tools were applied to students attending from the 1st to the 4th school years, in three 1st Cycle of Basic Education schools, within a school grouping in Viseu. The data obtained through the interviews allow us to conclude that foreign students, in general, feel integrated both in the school and in the class they belong to. However, the analysis of the results of the sociometric tests reveals other data, allowing us to conclude that one of the students is neither integrated in the school, nor in the class he is part of.

Conflict resolution in student teams: an exploration in the context of design education

This chapter examines conflict in student design teams. A review of literature is presented to understand conflict within student design teams and explore strategies to manage it. In addition, qualitative data on students’ experiences of team conflict is analysed from two surveys offered to design students in 18 Australian Higher Education Institutions. Analysis of the survey found that “ignoring or avoiding to acknowledge team conflict” is a strategy commonly adopted by students, followed by “trying to resolve team conflict through discussion and improving communication” and “seeking support from teachers.” Drawing upon these findings, the chapter makes recommendations on strategies to prepare students for conflict situations through a number of support models that design instructors might adopt, including both preventive and intervention strategies.