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Abstract Objective: Identifying factors that may influence aflatoxin exposure in children under 5 years of age living in farming households in western Kenya. Design: We used a mixed methods design. The quantitative component entailed serial cross-sectional interviews in 250 farming households to examine crop processing and conservation practices, household food storage and consumption and local understandings of aflatoxins. Qualitative data collection included focus group discussions (N 7) and key informant interviews (N 13) to explore explanations of harvesting and post-harvesting techniques and perceptions of crop spoilage. Setting: The study was carried out in Asembo, a rural community where high rates of child stunting exist. Participants: A total of 250 female primary caregivers of children under 5 years of age and thirteen experts in farming and food management participated. Results: Study results showed that from a young age, children routinely ate maize-based dishes. Economic constraints and changing environmental patterns guided the application of sub-optimal crop practices involving early harvest, poor drying, mixing spoiled with good cereals and storing cereals in polypropylene bags in confined quarters occupied by humans and livestock and raising risks of aflatoxin contamination. Most (80 %) smallholder farmers were unaware of aflatoxins and their harmful economic and health consequences. Conclusions: Young children living in subsistence farming households may be at risk of exposure to aflatoxins and consequent ill health and stunting. Sustained efforts to increase awareness of the risks of aflatoxins and control measures among subsistence farmers could help to mitigate practices that raise exposure.

Speaking about crises and their forecasting is always a thankless task. On the one hand, the researcher will receive a lot of criticism from experts in crisis management, economists and analysts. On the other hand, it will find itself in the crossfire of colleagues from related sciences for appropriating and simplifying theories of social and political crises. The processes of digitalization and the emergence of media didactics have led to qualitative changes in the creation and distribution of textbooks, made school knowledge a favorable environment for the formation of future crises associated with contradictions in the interpretation of historical events, the role and place of the individual in history, the construction of conflicting visual images of countries and peoples. In this regard, studies of the monitoring and prognostic function of textbooks as sources of predicting conflicts acquire a new meaning.

Addressing Comparative Public Administration (CPA) article gives an overview of the history, subject matters, concepts, methods as well as of major research areas and findings It points at the dynamic development CPA has recently experienced as evidenced by the upsurge of thematically relevant publications (such as handbooks) and of pertinent (international) research networks and institutions. In a concluding assessment it is argued that, on the one hand, CPA conclusion it is t is argued that, on the one hand, CPA has attained an (in the words of the late Christopher Pollitt) ‘remarkable vitality’ while, on the other hand, important conceptual and methodological problems still need to be solved in CPA research.

AbstractIntroduction:Scientific quality and feasibility are part of ethics review by Institutional Review Boards (IRBs). Scientific Review Committees (SRCs) were proposed to facilitate this assessment by the Clinical and Translational Science Award (CTSA) SRC Consensus Group. This study assessed SRC feasibility and impact at CTSA-affiliated academic health centers (AHCs).Methods:SRC implementation at 10 AHCs was assessed pre/post-intervention using quantitative and qualitative methods. Pre-intervention, four AHCs had no SRC, and six had at least one SRC needing modifications to better align with Consensus Group recommendations.Results:Facilitators of successful SRC implementation included broad-based communication, an external motivator, senior-level support, and committed SRC reviewers. Barriers included limited resources and staffing, variable local mandates, limited SRC authority, lack of anticipated benefit, and operational challenges. Research protocol quality did not differ significantly between study periods, but respondents suggested positive effects. During intervention, median total review duration did not lengthen for the 40% of protocols approved within 3 weeks. For the 60% under review after 3 weeks, review was lengthened primarily due to longer IRB review for SRC-reviewed protocols. Site interviews recommended designing locally effective SRC processes, building buy-in by communication or by mandate, allowing time for planning and sharing best practices, and connecting SRC and IRB procedures.Conclusions:The CTSA SRC Consensus Group recommendations appear feasible. Although not conclusive in this relatively short initial implementation, sites perceived positive impact by SRCs on study quality. Optimal benefit will require local or federal mandate for implementation, adapting processes to local contexts, and employing SRC stipulations.

Abstract Background Determining risky behaviours of adolescents provides valuable information for designing appropriate intervention programmes for advancing adolescent’s health. However, these behaviours are not fully addressed by researchers in a comprehensive approach. We report the protocol of a mixed methods study designed to investigate the health risk behaviours of Moroccan adolescents with the goal of identifying suitable strategies to address their health concerns. Methods We used a sequential two-phase explanatory mixed method study design. The approach begins with the collection of quantitative data, followed by the collection of qualitative data to explain and enrich the quantitative findings. In the first phase, the global school-based student health survey (GSHS) was administered to 800 students who were between 14 and 19 years of age. The second phase engaged adolescents, parents and teachers in focus groups and assessed education documents to explore the level of coverage of health education in the programme learnt in the middle school. To obtain opinions about strategies to reduce Moroccan adolescents’ health risk behaviours, a nominal group technique will be used. Discussion The findings of this mixed methods sequential explanatory study provide insights into the risk behaviours that need to be considered if intervention programmes and preventive strategies are to be designed to promote adolescent’s health in the Moroccan school.

Contemporary Natural Philosophy is understood here as a project of the pursuit of the integrated description of reality distinguished by the precisely formulated criteria of objectivity, and by the assumption that the statements of this description can be assessed only as true or false according to clearly specified verification procedures established with the exclusive goal of the discrimination between these two logical values, but not with respect to any other norms or values established by the preferences of human collectives or by the individual choices. This distinction assumes only logical consistency, but not completeness. Completeness (i.e., the feasibility to assign true or false value to all possible statements) is desirable, but may be impossible. This paper is not intended as a comprehensive program for the development of the Contemporary Natural Philosophy but rather as a preparation for such program advocating some necessary revisions and extensions of the methodology currently considered as the scientific method. This is the actual focus of the paper and the reason for the reference to Baconian idola mentis. Francis Bacon wrote in Novum Organum about the fallacies obstructing progress of science. The present paper is an attempt to remove obstacles for the Contemporary Natural Philosophy project to which we have assigned the names of the Idols of the Number, the Idols of the Common Sense, and the Idols of the Elephant.

Understanding our learning needs is fundamental for safe, effective and knowledge-based medical practice and facilitates life-long learning. A mixed methods study investigated fourth-year medical students’ self-perceived understanding of their learning needs using 1] a visual scale, before and after a four-week module in Ageing and Health (A&H) and 2] through focus group discussions. During 2013–14 academic year, all students (252) were invited to use a Visual Analogue Scale (VAS) tool to self-assess their learning needs that were linked to Ageing and Health curriculum learning outcomes. Assenting students (197 at pre-self-assessment, 201 at post-assessment) returned anonymous Visual Analogue Scales, self-assessing history-taking skills, examination skills, knowledge of medication use, co-morbidity, nutritional and swallowing assessment responses, before and after the A&H module. Three student focus groups explored whether completion of the VAS self-assessment had prompted improved self-awareness of their learning needs. The VAS responses increased for each curriculum domain with significant differences between the pre-and post responses – for the student-year-group. Nutritional and swallowing knowledge showed the greatest improvement from a self-assessed low baseline at entry. Focus-group students generally viewed the VAS tool positively, and as an aid for prompting consideration of current and future clinical practice. Some students recognised that ‘a need to be ready-for-work’ focused engaged learning; others demonstrated self-regulated learning through self-motivation and an action plan. The Visual Analogue Scale quantitative responses showed increased student-self-perceived learning for each curriculum domain at fourth-year completion of the A&H module, suggesting that prompting self-assessment had increased students’ knowledge and skills. Focus group students saw the VAS tool as useful for prompting awareness of their current and future learning needs. Additional educational strategies should be explored to enable all students to self-reflect and engage effectively on their learning needs, to gain the skills for the maintenance of professional medical competence. Abbreviations: A&H: Ageing and Health Module; e-portfolio: an electronic version of an evidence portfolio, which allows medical students and graduates to reflect and document learning and competencies; F1: year1 of post-graduate medical clinical training; GMC: General Medical Council-the regulation organisation for maintaining standards for doctors in UK; Logbook: usually a written document which can be used to record procedures and attendance at clinics or case-based discussions and can be used to set learning outcomes and to structure teaching in clinical settings for medical students and doctors; PDP: personal development plan is used to plan future learning and skills needs for work and education with an plan for action/s outcome; SPSS: Statistical Package for the Social Sciences; VAS: Visual Analogue Scale is a visual method of describing an experience.

The responsibility to preserve our natural and cultural heritage is not just a national issue but also, through international agreements, an international commitment. In World Heritage Education (WHE) students are expected to know, to cherish and to act in favour of World Heritage sites and communities. The aim of this quantitative and qualitative study is to investigate teachers’ views of WHE and the Kvarken Archipelago as a learning environment. A total of 105 teachers within Finnish primary and secondary education answered a questionnaire. The results indicate that teachers struggle to meet Unesco´s aims of WHE. The respondents primarily emphasize students´ knowledge of WH sites. A few respondents highlight the skills and experiences needed to reinforce young students´commitment to preserve WH sites, and to help close the gap between school and society. A more distinct connection to PBL and ESD is discussed as one of the pedagogical implications for the development of WHE.

This paper theme is the combination of quantitative and qualitative methods in sociological research, and in social sciences, in general, from the perspective of the multi-method approach – also designated as methodological triangulation. The argument presented here is that a multi-method approach is one of the most complete forms of empirical research, once it combines the strength of large samples, and their ability to generalize, with the strength of case studies, and its ability to identify causal mechanisms. However, it presents many challenges in its implementation, especially when its goal is corroboration. From a review of the reference literature, I will indicate how these challenges can be overcome. I begin by specifying the characteristics of quantitative and qualitative methods, and of their combination (multi-method approach), pointing to the potentials and limitations in this combination, and I conclude describing two studies as examples: a classic research for excellence (Distinction: A social critique of the judgment of taste), in which Bourdieu (1977b) used a combination of methods to verify the determinants of cultural practices, and a more recent study (Corruption and inequality at the crossroad – a Multimethod Study of Bribery and Discrimination in Latin America), in which Fried et al. (2010) discuss the relationship between corruption and social inequality in Latin America, from an experiment followed by qualitative interviews as a way to better understand and explain the results of the experimental phase.

Students’ and student teachers’ decreasing interest in and knowledge of science are, according to many national and international assessments, alarming trends in the Nordic countries. This quantitative and qualitative study of student teachers’ knowledge of core concepts and processes in ecology confirms the low level of student teachers’ understanding of these issues, although a majority consider these issues to be basic knowledge for their teacher competencies. Many of the student teachers did not know what biosphere or succession is. They also had difficulties in explaining what a seed contains and what its role is in the plant’s lifecycle. Several student teachers also had difficulties to explain why photosynthesis is important and how it works. The increasing ecological and environmental illiteracy is discussed as one of the implications for teacher education.