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Introduction Kawasaki disease (KD) with coronary artery aneurysms (complex KD) presents relentless challenges for families. Psychosocial experiences and needs were explored. Method A descriptive, exploratory study of adolescents and parents using a needs survey and psychosocial instruments (anxiety, depression, and functional impairment). Results Fifty-one parents and 38 adolescents participated. Predominant interests were for information sheets, newsletters, Web sites, and phone applications. Gaps in disease-specific knowledge and awareness of coronary artery aneurysms between parents and adolescents were identified. Psychosocial concerns for adolescents included symptoms of anxiety (22%), depression (13%), and functional impairment (22%). Multivariable analyses indicated higher depression scores associated with longer travel distance from specialists (p = .04). Parent-reported social concerns for their adolescent were associated with higher anxiety (p = .005) and functional impairment (p = .005). Written commentary complemented the findings. Discussion Care protocols require psychosocial assessment/referral and the use of virtual platforms. The groundwork was laid for developing patient and family-centered strategies.

Background Delirium is a complex neurocognitive manifestation of an underlying medical or surgical abnormality such as substance abuse, infection, sepsis, or organ failure. A recognized risk factor for delirium is advanced age (age >65 years). The projected demographic changes over the next 2 decades suggest that the number of aging adults will grow dramatically, and emergency nurses will see an increasing number of older patients manifesting the wide range of neuropsychiatric symptoms associated with delirium. Method An examination of 5 commonly used delirium assessment tools was undertaken specific to clinical features, use, scoring, findings, advantages, and disadvantages. Findings Numerous factors contribute to the lack of effective delirium recognition. However, emergency nurses, with educational support, can successfully use the delirium assessment tools to recognize delirium. Conclusion Emergency nurses face challenges in recognizing delirium. One key challenge for many of these nurses is the appropriate use of assessment tools suitable for the ED setting.

Students who do not complete a nursing program is a problem at both the local and national levels impacting the local workforce. In an associate degree nursing program, student success strategy sessions were provided to assist “at-risk” students in overcoming educational barriers. The success sessions supported “at-risk” students resulting in a retention rate of 90.3%. A relationship between workshop participation and final course grades was also identified, reinforcing the necessity of educational support for “at-risk” students.

Sepia is a tailor-made educational support system for adolescents who are unable to enrol in an institutional setting. Permanences and on-call duty make it possible to ensure the continuity of the follow-up wherever the young person is located. The relationship is shaped by informal meeting times in order to create a natural bond. This is possible thanks to the small number of supports assigned to each referent. Follow-up ends when the referent adult has become an adult whose words matter for the child.

Unaccompanied minors are particularly vulnerable due to their pathway marked with multiple bereavements and constant uprooting. They find themselves confronted with the ordeal of mistrust due to administrative contradictions between the need to protect and immigration control. They are particularly at risk of developing psychiatric pathologies. Care must be multidisciplinary and in continuity with the educational support, taking into account the young person's original culture.

This article presents the results of a descriptive survey study developed with the objective of identifying the level of inclusion (LI) of elementary schools in Catalonia (Spain) and classifying them according to the consolidation level of their inclusive practices in six dimensions: school organization, inclusive school climate, classroom organization, educational support, community involvement and lifelong learning. Findings constitute an approach to a little studied reality in the Catalan Educational System and confirm the advances of schools towards the consolidation of inclusive practices and the barriers that still limit their transformation according with the national and international guidelines. Conclusions form a starting point to generate changes in future educational policies of Catalonia based on evidences, that could influence international trends.

Ecological civilization education is a critical, educational support for construction of ecological civilization. The structure chart of ecological education evaluation below shows that process evaluation plays a decisive role in determining the results of summary evaluation. The construction of an indicator system in this paper is just by focusing on the core content of ecological education –Educational PROCESS – so to incorporate the theory of ecological civilization into the whole college education. This paper is based on the modified AHP (Analytic Hierarchy Process) to establish a comprehensive evaluation model, construct judgment matrix and correct the weights, and to construct the framework and indicator system for evaluation of ecological civilization education in colleges and universities.

Background: Advanced biliary tract cancer (ABC) has a poor prognosis for which cisplatin-gemcitabine is the reference first-line chemotherapy. No robust evidence is available for second-line chemotherapy. Methods: Patients with ABC who progressed on first-line cisplatin-gemcitabine were randomised to active symptom control (ASC) and oxaliplatin and 5-fluorouracil (FOLFOX) or ASC alone. The primary end-point was overall survival (OS); recruitment of 162 patients was required, to deliver 148 events (hypothesised hazard ratio (HR) 0.63; 80% power; 5% two-sided alpha). Secondary end-points included progression-free survival (PFS) and response rate (ASC+FOLFOX arm only). Results: A total of 162 patients were randomised (81 in each arm) between 27-Mar-2014 and 04-Jan-2018). The median age was 65 years (range 26-84); 80 (49%) were male and the primary tumour sites were intrahepatic cholangiocarcinoma (CCA) 72 (44%), extrahepatic CCA 45 (28%), gallbladder 34 (21%) and ampullary cancer 11 (7%). After 150 OS events, the adjusted HR was 0.69 (95%CI-0.50-0.97; p=0.031; ASC+FOLFOX vs ASC). Median OS (months (m)), 6m and 12m OS-rate (%) were 6.2m, 50.6% and 25.9% for the ASC+FOLFOX and 5.3m, 35.5%, 11.4% for the ASC arm, respectively. The median PFS was 4.0 months (95%-CI 3.2-5.0); the response rate was 5% and the disease control rate 33%. Grade 3-5 adverse events were reported in 56 (69%) and 42 (52%) patients in the ASC+FOLFOX and ASC arm, respectively, including two chemotherapy-related deaths. Conclusion: FOLFOX improved OS after progression to cisplatin-gemcitabine with a clinically-meaningful increase in 6m and 12m OS rate. FOLFOX should become standard-of-care in second-line for ABC. Trial Registration: NCT01926236, EudraCT: 2013-001812-30. Funding Statement: The study was sponsored by The Christie NHS Foundation Trust. The ABC-6 study was funded by Cancer Research UK (CRUK/13/004), StandUpToCancer, AMMF (The UK Cholangiocarcinoma Charity) and The Christie Charity. The Cholangiocarcinoma Foundation provided funding translational research. Dr Angela Lamarca received funding from ESMO (European Society for Medical Oncology), SEOM (Sociedad Espanola de Oncologia Medica) and Conquer Cancer Foundation (Young Investigator Award) fellowship programs and from The Christie Charity. Declaration of Interests: Dr Angela Lamarca received travel and educational support from Ipsen, Pfizer, Bayer, AAA, SirtEx, Novartis, Mylan and Delcath; speaker honoraria from Merck, Pfizer, Ipsen and Incyte; advisory honoraria from EISAI, Nutricia Ipsen, QED and Roche; she is also a member of the Knowledge Network and NETConnect Initiatives funded by Ipsen. Prof Daniel H Palmer declares research grants from AstraZeneca, Bayer, BMS, Nucana, Sirtex; and Consulting or Advisory roles for AstraZeneca, Bayer, BMS, Eisai, MSD, Servier, Roche. Harpreet Singh Wasan declares no conflict of interest associated to this work. Dr Paul J Ross declares research grants from research grants from Sanofi, Bayer; Consulting or Advisory roles for Bayer, BMS, Eisai, Sirtex, Roche; speaker fees from Amgen, Roche, Servier; Travel grants from Bayer, Roche, Servier. Dr Yuk Ting Ma declares speaker honoraria and advisory roles for Bayer, Eisai and Roche. Dr Arvind Arora declares no conflict of interest. Dr Stephen Flak declares no conflict of interest. Dr Roopinder Gilmore declares no conflict of interest. Prof Jon Wadsley declares research grants from AstraZeneca and Sanofi-Genzyme and Consulting or Advisory roles for Lilly, AstraZeneca, Sanofi Genyme, Eisai, AAA, Roche, Novartis, Ipsen. Dr Kinnari Patel declares no conflict of interest. Alan Anthony declares no conflict of interest. Prof Anthony Maraveyas declares research grants from Pfizer, BMS and Bayer. Speaker fees from BMS. Bayer Ipsen, EUSA Pharma, Daiichi Sankyo and Pfizer and advisory roles for Bayer ,BMS, Leo, Pfizer, Merck and Ipsen. Dr Tim Iveson declares no conflict of interest. Dr Justin S Walters received educational support for travel and conference attendance from Mylan and Ipsen, and speaker honoraria from Mylan. Dr Claire Hobbs declares no conflict of interest. Safia Barber declares no conflict of interest. David Ryder declares no conflict of interest. Prof John Ramage declares research grants, speaker fees and advisory roles for Ipsen, Novartis and AAA. Linda M Davies declares no conflict of interest. Prof John Bridgewater declares Consulting or Advisory role for Merck Serono, SERVIER, Roche, Bayer, AstraZeneca, Incyte and Basilea; travel support from MSD oncology, Merck Serono, Servier and BMS. Prof Juan W Valle declares Consulting or Advisory role for Agios, AstraZeneca, Delcath Systems, Keocyt, Genoscience Pharma, Incyte, Ipsen, Merck, Mundipharma EDO, Novartis, PCI Biotech, Pfizer, PierisPharmaceuticals, QED and Wren Laboratories; Speakers’ Bureau for Imaging Equipment Limited Ipsen Novartis Nucana; and Travel Grants from Celgene and Nucana. Ethics Approval Statement: The study was conducted in accordance with the principles of Good Clinical Practice and the Declaration of Helsinki. The study protocol was approved by a research ethics committee and all patients were required to provide written informed consent.

Objectives Simulation-based nursing education has increased dramatically in the past decade. Simulation as a pedagogy is considered a more effective teaching and learning method, appropriate to the rapidly changing environment of nursing education. Many studies have explored the positive aspects of simulation; however, barriers still exist in the implementation of simulation-based education. This report focuses on the policy aspects related to the various problems. Methods This review introduces the current status of simulation-based education, a major trend in the last decade, and focuses especially on the impact of policy changes within the education of health professionals with reference to the present situation in Korea. Results As a result of policy changes in nursing education, the use of simulators as recognition elements for obtaining nursing education accreditation, as well as the benefits of specialized simulation-based education, have allowed for the repetition of difficult specialty nursing skills being applied to specific patients under the current situation of insufficient hospitals for practice and increasing awareness of patient rights. Further, the changes in policy have led to the development of simulation technology. Conclusion Many barriers need to be resolved to further develop nursing simulation-based education. For this reason, standardized continuing education for professors and enhanced resources and an educational support system, especially in terms of policy improvement, should be provided.

Today’s communication landscape affords multiple service interfaces to promote customer engagement (i.e. adherence) with complex and prolonged services, but understanding of how customers use them is limited. This study compares personal and non-personal interfaces that provide educational and/or emotional support for customers to develop the operant resources (i.e. competence and motivation) necessary for adherence. A survey of 270 subscribers to a weight-loss programme demonstrates that booklets and a website (non-personal interfaces) provide educational support that enhances role clarity and ability to adhere, respectively. For novices, it is customer forums (personal interface) that afford the educational support needed to develop ability. Group meetings (personal interface) provide emotional support that boosts customer motivation to adhere and, in turn, encourages them to help other customers. Our study distinguishing types of support for adherence, accessed via multiple service interfaces, has implications for management and highlights needs for future research into complex and prolonged services.

Children should be included in the design process when developing new technology solutions for child users. Involving children from different age groups as well as diverse socio-economic circumstances in participatory design is an unexplored field. In this article we discuss TitanTutor, an educational technology solution that was designed by such a combination of children using cooperative inquiry (CI). Six children aged nine or ten from a disadvantaged community and nine teenagers from privileged circumstances together designed the web-based application that would be used to provide after-school homework support to young children who lack such support. Two distinct user groups are involved—teenage tutors from privileged educational backgrounds and young tutees who live in circumstances where educational support is limited. Our aim was to investigate how existing participatory design methods such as CI should be implemented to successfully design with these groups. We describe the design-evaluation iterations that produced the TitanTutor system. The results show that designing with a mixed team of children has clear benefits but that there are obstacles that have to be overcome to reach successful design outcomes.

This study investigated the initiation of digitally supported learning activities and personal and institutional factors associated with them in different higher education courses, based on the C♭-model. The C♭-model is a theoretical framework that systematizes contextual factors, which influence students‘ learning activities as the most important facilitator of students’ learning success. Using a self-assessment instrument with anchored scenarios in a sample of 1625 higher education teachers, we were able to identify three levels at which higher education teachers initiated digital learning activities: a low level (powerpointers), a moderate level (clickerers), and a high level (digital pros). The findings also support the relevance of the contextual factors specified in the C♭-model for initiating a high level of digital learning activities, namely digitalization policy and commitment of university administration, institutional equipment, technical and educational support, self-assessed basic digital skills, and self-assessed technology-related teaching skills. All of these factors explain a substantial amount of variance in the level of initiated digital learning activities. We conclude that a comprehensive approach rather than isolated measures might contribute to successful teaching and learning in higher education.

The presence of cognitive impairment generates important changes in both affected individuals and their families and the health staff who must provide adequate care. Early identification of this alteration allows appropriate diagnosis and treatment and psychosocial and educational support, as well as the possibility of establishing care, life and financial plans. The interest of the scientific community in age-related cognitive alterations is demonstrated by the abundance of criteria and classifications. Obviously, there is a need to unify these criteria and implement longitudinal studies in order to reach reliable conclusions. Clinical assessment of the distinct cognitive domains should include careful history-taking and the use of diagnostic neuropsychological batteries. First, the ideal screening test would be one that could be administered in a few minutes, with a cut-off point that would identify patients requiring further assessment for correct diagnosis. The use of dynamic biomarkers is based on the hypothesis that they have a specific time-dependent model. These biomarkers include, firstly, markers of amyloidosis and, secondly, markers of neurodegeneration. Cognitive frailty is an emerging term inspired by a potential parallel with physical frailty syndrome. A subgroup of patients with cognitive impairment show a reduced capacity for recovery and functional decline that interact with physical frailty. The evidence suggests that cognitive status represents an important dimension of frailty syndrome.

This article addresses the transformation of the role of the Support and Attention to Diversity Teacher (SADT), traditionally called special education faculty. The results are from a qualitative study in three inclusive preschool and elementary schools in Catalonia, Spain. The results demonstrate a transformation in the role of the SADT that mobilizes teachers, specialists and diverse agents in the community to join the work of educational support. The transformation of the SADT role fosters an improvement in the attention and learning of children in the classroom, and existing resources are optimized in collaboration with the entire educative community.

Summary Aim To describe what Australian and New Zealand graduates said about the Nurse Entry to Practice program. Background The Nurse Entry to Practice is a structured programme that offers professional and educational support for graduate nurses in their first year of practice. Method The qualitative research described and reported herein constitutes a sub-study of the Graduate e-Cohort Study. This qualitative sub-study describes the responses to one on-line survey question offered in 2013 which asked about issues around gaining employment. Only those responses related to the Nurse Entry to Practice program by 197 recently graduated Australian and New Zealand nursing and midwifery students as they transitioned into professional practice are presented. Results Graduates looking for jobs in the year 2009 and 2010 were positive about their uptake of a Nurse Entry to Practice program. At the time the programs were a viable and plentiful option in which the graduate could take a program associated with a final undergraduate clinical placement. This resulted in these graduates remaining in the ward or organisation where the program was undertaken. This consequence was reported more widely by 2008 graduates, 2009 graduates from New Zealand but was not reported at all by 2010 graduates. Nurses or midwives looking for a job in 2011 reported less on a Nurse Entry to Practice program and when they did they indicated that the program was hard to get into. Conclusion This research offers educators, employers and administrators insights into improving the transition experience for recently graduated nurses and midwives.

The Education Vision Assessment Clinic (EVAC) is a unique statewide service that reviews school children 4-18 years of age with low vision in Victoria, Australia, to determine their eligibility for educational support. The purpose of this study was to identify causes of vision impairment in students in Victoria using data from the EVAC.Data collected from students who attended the EVAC at the Royal Victorian Eye and Ear Hospital, Melbourne, between the years 2003 and 2012 inclusive, were analyzed retrospectively. Participants were identified through the EVAC schedule of medical appointments. Medical records were reviewed for clinical and demographic information, including diagnosis of vision impairment and best-corrected visual acuity and/or visual fields.Of 543 students, 355 (65%) were eligible for educational assistance. Of those, 249 (70%) had best-corrected visual acuity between 20/60 and 20/200 and/or a field of vision of20° to 10°, and 106 (30%) had a best-corrected visual acuity worse than 20/200 and/or a field of vision of10°. Common causes of vision impairment were retinal dystrophies (24%), optic nerve pathology (14%), albinism (14%), and infantile motor nystagmus (10%).Treatable and potentially preventable causes of vision impairment, such as retinopathy of prematurity and cataract, caused10% of vision impairment cases in Victorian school children. Analysis of demographic trends is essential to supporting efforts to ensure that students with low vision, from any socioeconomic background, receive specialist teaching services.

The article presents study results towards a problem of psychological and educational support of substituting family selection for orphaned children of pre-school age. This problem is the issue of the day in modern Russia. We conducted a survey with a primary objective to study social and psychological particularities of substituting families and their educational deficits in development and upbringing of a pre-school age child. The obtained results showed generalized social and psychological difficulties of parents which require special psychological and educational support and selection criteria of parents who are going to adopt pre-school age children without parental care.

The Free Primary Education program introduced in Kenya in 2003 increased primary school attendance rates. However, disparities in primary school education are evident throughout the nation. Using data from the 2003 and 2008–09 Kenya Demographic Health Surveys (KDHS), this study investigates the household characteristics—in addition to poverty—associated with poor school attendance. Using bivariate analysis and logistic regression we confirm that indeed household wealth is a factor in accessing free primary education. Younger children, those living in households headed by a non-biological parent are also less likely to attend school. Moreover households in arid and semi-arid regions of the country—areas characterized by historical socio-economic and political marginalization report significantly low primary school attendance rates. Findings from this study call attention to continued education disparities in spite of the free tuition program. The study further directs policy makers on how best to deploy scarce resources to target households most unable to provide adequate educational supports to children.

This paper aims to identify the determinants of entrepreneurial intention among undergraduate students. Since most literature agreed that entrepreneurial intention can be determined by using Theory of Planned Behavior (TPB), this theory is used as a theoretical framework in this study. The independent variables of this study consist of perceived educational support, perceived relational support, perceived structural support, personal attitude, and perceived behavioral control. This theoretical framework is verified on 351 undergraduate students in one of the Public University in Malaysia. The results found that personal attitude, perceived behavioural control, and perceived relational support are the predictors to entrepreneurial intention.

This study surveyed the personal and environmental well-being of 30 Thai children aged 3-6 years in a suburban community. A questionnaire was examined for content validity, and revealed an acceptable internal consistency (α = 0.73). Results showed that all of the children presented behavior of personal well-being in sleeping for 8-10 hours per day, receiving educational preparation, enrolling in school at an appropriate age, and participating with peers. They also presented behavior of environmental well-being by receiving care from, participating in leisure activities with, and obtaining educational support from their family members, as well as living in a peaceful community.

The article describes the innovative changes in the activities of Russian institutions for orphans, to address the problem of reduction of social orphanage. It is shown that the development of social and educational support in orphanages is determined by a reform of these institutions as an inevitable consequence of the process of deinstitutionalization. The main approaches to the reform of institutions for orphans in modern Russia include: a systemic legal, involving the legal liquidation of the institution; social and cultural, including the change of the status and structure of the institution; psychological meaning conversion activity of the institution. The article shows the direction in the development of the social teacher's support in orphanages: the emergence of new forms of work (family arrangements, the reunion of the foster-child with the blood relatives, guidance after graduating from the boarding school); optimization in training the students for their independent life; individualization of social and pedagogical support through the introduction of case management, changing life style in the institution to family- oriented.

Smallholder farmers in South Africa continue to be affected by the changing climate despite the existence of support to improve their adaptive capacity. This study focused on the institutional support systems and support types available to farmers in agro-ecological zones of Limpopo Province and assessed support types best suited to each area. Six hundred farmers were purposively sampled across the agro-ecological zones of Limpopo and interviewed. Support types looked at included monetary, machinery, seeds, educational support and others (irrigation scheme, animals, fertilizer, pesticides). Supporting institutions included Agro finance institutions, DAFF, Banks, and NGOs. Results showed that 70.01% of farmers received support from DAFF 25.60% from NGO's and 4.39% from Agro finance institutions. The most number of support received was two types 33.3% of the farmers. The result from the ANOVA showed that there were no significant differences in the level of difficulty experienced by farmers in accessing the various support institutions across the agro-ecological zones. In terms of the various support types received, there was a statistically significant difference in seeds (p = 0.002 < α = 0.05) and educational (p = 0.0001 < α = 0.05) support received between the different areas. Furthermore, the support needs varied across zones with farmers in arid-zone needing machinery, education, seeds and lastly monetary support while the semi-arid zone needed machinery, education, others, seeds, monetary and the humid, machinery, education, others, money and seeds. It is therefore recommended that support for farmers should be location-specific in order to enhance the adaptive capacity of an area and not be based only on the availability of certain support. There is a need for proper coordination between institutions in their aim to assist farmers to cope with climate change., Geography, Environmental sciences, Agricultural sciences, Institutional support, Adaptive capacity, Support institution, cooperative governance, Climate change

Use of screen devices has become a standard practice in modern parenting. Research has shown that screen devices can be strategically used as tools, either for babysitting or for educational support. We surveyed 4,907 parents of preschool children from China to investigate how different devices (including TV, tablet, computer and paper-based books) may channel parental efficacy (or the lack of it) to home literacy practices. We found that parents with low parental efficacy were more likely to give their children all three kinds of screen devices, among which TV and tablet were detrimental to home literacy practices whereas computers, like books, were complementary to home literacy practices. Latent profile analysis showed that parents who allowed their children a high frequency of TV or tablet use had the poorest home literacy practices. In comparison, parents who provided fewer books but allowed high frequency of computer use while restricting TV or tablet use came from the lowest SES backgrounds in the sample, but they reported average levels of parenting efficacy and an average amount of home literacy practices. Only parents who felt efficacious about their parenting capabilities provided more paper-based picture books, thus generating optimal home literacy practices. Given the evidence from our finding that parents’ lack of efficacy is a predictor of increased child TV and tablet viewing time and decreased home literacy practices, we need to consider whether such practices arise from a chronic sense of anxiety about parenting effectively rather than efforts to temporarily soothe or entertain the children. More effort is needed to help parents manage their anxiety and to teach parents how to realize and exploit the educational values afforded by the advancing media technology.

Twenty-two states have legislated a tuition waiver for foster youth. However, little information is available about the efficacy of waiver programs. Texas has one of the oldest and largest tuition waiver programs, providing a useful case study of waiver impact. This study uses a unique data set of 4263 youth formerly in foster care in Texas to provide the first information about how utilization of the Texas tuition waiver impacts degree attainment. Findings reveal that youth who use waivers are 3.5 times more likely to graduate with a bachelor’s degree within 6 years of turning 18 years old. However, findings also indicate that the waiver is not used by 40% of the youth who are eligible to use it. The present study suggests that tuition waivers are a viable strategy for promoting post-secondary achievement among youth who have experienced foster care. However, waiver programs need to be broadly defined, accessible, and evaluated for utilization and impact.

Appropriate support is crucial for Australian Aboriginal students to do well. The purpose of this paper was to investigate relations between 3 sources of educational support and 5 wellbeing outcomes for Aboriginal and non-Aboriginal Australian students and how these relations may differ for each group. Data were collected from students in Years 4–6 (N = 660) from 171 primary schools in the state of New South Wales, Australia. Findings not only further revealed that there is a need to improve the psychosocial wellbeing of Aboriginal students in Australia, but also suggest that to improve wellbeing, educational support needs to be provided from various sources, including working with Indigenous families to capitalize on family support for the wellbeing of Aboriginal students.

Starting from current areas of research in the field of developmental theories, the aim of this work is to analyse parent-child interactions within a primary triad and to consider co-parenting couple and their children as an interactive matrix. In particular, parent-child relationship could be observed trough new developmental units of observation and coding systems in the multiple scenarios of new families. The deepening of this study may promote an effective connection between research and educational support as well as clinical work with families and parental couples.

The analysis of overcurrent relay operation is complex when compared with other protection principles, because the time when protection should operate is unknown, as this time depends on the evolution of the fault current. The main purpose of this article is to present an analysis of the operation of overcurrent relays under different operating conditions, using computational resources. By simplifying the analysis of real or simulated events, the proposed computational tool facilitates the evaluation of the design and implementation of relays in power systems. The software also allows for the editing of the conventional and unconventional time curves. Some examples are presented to illustrate possible applications of this tool.

The Czech Republic is, similarly to countries both inside and outside of Europe, gradually becoming a multicultural society. More and more frequently may one encounter foreign and immigrants’ children, in Czech schools. The issue of whether the schools are ready for such influx was already examined by the second author of the paper several years ago. That time the emphasis was directed to general knowledge of foreign children’ cultures, traditions, habits, religion and differences in communication, and to the needs to increase this knowledge with respect to their upbringing and education of these children. During recent years the number of children with a different socio-cultural background has rapidly increased in the Czech Republic. This paper deals with the scale of values. First, we introduce the main objectives and results of a pre-research whose aim was survey the scale of values among children of foreigners living in the Czech Republic. This part is followed by presentation of the results of a recent survey which followed the previous one. Finally, we briefly discuss a possibility of multimedia study materials supporting self-preparation of pedagogues working with these children.

Backgrounds The Ministry of Education, Culture, Sports, Science and Technology have mentioned of necessity to positively respond to students who need special educational support. Intervention by medical professionals is considered necessary for junior high school students who have developmental disabilities (or are supposed to be) (hereinafter referred to as junior high school students with characteristics of developmental disorders), while intervention in junior high school students with characteristics of developmental disorders. There are very few previous studies of focused occupational therapy intervention. Therefore, in this research, we concretely conducted a questionnaire survey on what teachers felt by teaching the learning and behavioral aspects of junior high school students with characteristics of developmental disability. Methods Recruitment was carried out two public junior high school locate in Tokyo through authors’ networks. The data was gathered by questionnaire which had four questions; (1) years of experience as a junior high school teacher, (2) experience of engaging in special support education, (3) experiences in teaching students with developmental disorders, (4) difficulties felt on teaching students with developmental disorders by freedom describe. Results Eighteen teachers participated voluntary. Six teachers had worked over twenty years. Ten teachers used to work at special support education facilities. Thirteen teachers had not experienced teaching for students with characteristics of developmental disorders. Difficulties felt on teaching students have been divided into 9 categories such as difficulties to communicate, difficulties to proceed education. Conclusion These findings suggested the needs of assistance for teachers by health profession.

A study was conducted to determine the relationship between educational support and entrepreneurial intention of MARA Professional College students. The psychological model based on Ajzen's theory of planned behaviour was used to identify the factors influencing the entrepreneurial intention of these students. The study analyzes the relationship between educational support towards entrepreneurial intention. Data were collected via questionnaire from 183 students of three different programmes offered in MARA Professional Colleges. The study utilized correlation and regression statistics to analyse the data. The finding of the survey shows that there is a significant relationship between attitudinal factor(r=0.5324), behavioural factor (r=0.5668) and educational support(r=0.6241) towards entrepreneurial intention. Educational support contributed 40.8% to attitudinal factor and 57.6% to behavioural factor. All three factors (attitudinal, behavioural and educational support) contribute 43.3% towards entrepreneurial intention among MARA Professional College. It is suggested educational support through professional education in these colleges is an efficient way of obtaining necessary knowledge about entrepreneurship. The result of the study has valuable implications for policy makers in Higher Education Division, college administrators and educators.

Access to school continues to be problematic to most learners with disability, irrespective of the nations’ commitment to scale up efforts to support them at various levels of education. For learners with visual impairment in Botswana, poor school performance continues to impede their chances to learn beyond grade 12 (Form 5). The only option available to them after completion of Grade 12 is to join the Rehabilitation and Development Trust centre for the Blind, a Dutch Reformed Church-based NGO, which admits them for either rehabilitation or for training in secretarial, switchboard operation, agricultural business management-related courses. The institution admits them regardless of their grades. In the light of the above, this paper will discuss the nature of learning support provided to learners with visual impairment in Botswana. Such efforts will be critiqued on the basis of inclusive educational policies and suggestions for strengthening such efforts and aligning them to the agenda of inclusive education as described in the international agenda would be provided. Research Methods Data for this paper was obtained by means of qualitative research strategies, which included: 3 months long observations of classroom sessions and individual interviews with learners with visual impairments (8); 5 specialists’ teachers; Brailist, Teacher aide, 2 members of the management team, 3 ordinary teachers and resource centre staff member, 3 staff members from Rehabilitation and Development Trust and 3 parents of learners with visual impairments. Findings The data which was analysed for content is presented under the following four themes: (a) physical adjustments; (b) curricular adjustments, (c) pedagogical practices and (d) community support. Conclusions The paper concludes that appropriate educational support strategies should be put in place at school that learners with visual impairment if we are serious about seeing them accessing, participating and succeeding in institutions of higher learning.

This study examines the effect of investment by universities on student entrepreneurial activities, with an emphasis on the mediating effect of educational support. The effectiveness of university support on students’ entrepreneurial aspirations and motivations has long been of interest to researchers; however, the outcomes of previous studies are inconclusive. These studies mostly used survey data from a fraction of universities in a given country. To treat this topic more comprehensively, we empirically analyze how university support of entrepreneurial activities affects the number of student founders using a nationwide panel data set annually collected by a government agency in South Korea. Our findings suggest a significant and positive effect of university investment in entrepreneurship on the number of student founders. Differential mediating effects are observed according to the type of educational support. The results of this study may provide guidance in policy development for university and college educators in the form of a few recommendations for policymakers based on an understanding of the effectiveness of investments related to entrepreneurial activities.

The paper reports on how a child protection agency capitalized on the knowledge acquired at the Improving Educational Outcomes for Children in Care conference to launch the development of a long term strategy to promote educational success for the children in its care. After attending the conference a team from the agency completed a review of current agency strategies and an analysis of the presentations given by practitioners and researchers. As a result the team was able to identify immediate steps that will be taken. It also found that a number of themes ran through the presentations that will become the pillars underpinning the development of a long term plan. The themes are: the importance of transitions; a commitment to strong collaboration between the child welfare and education systems; enhanced educational support for children in care; the cultivation of an expectation of success; the importance of caregiver involvement; and the creation of a culture of education.

Children exposed to valproate monotherapy in utero were evaluated with respect to neurological functioning, behavior, and additional educational needs, and the results were compared with those for age- and gender-matched controls exposed to carbamazepine and children with no prenatal exposure to antiepileptic drugs. We identified from the community-based pregnancy registry of Kuopio University Hospital area (1989–2000) all first-born and school-aged children exposed to valproate (N = 13). Neurological and neuropsychological assessments were made clinically, and behavioral problems were assessed with the Conners’ Teacher Rating Scale (CTRS). Eight children (62%) exposed to valproate and two (15%) each in the carbamazepine-exposed and nonexposed groups (P = 0.022) required educational support. Minor dysmorphic features were noted in eight children (62%) exposed to valproate and in three children (23%) each in the carbamazepine-exposed and nonexposed groups. On CTRS, children exposed to valproate received higher scores, indicating behavioral problems. In our small but population-based study, all children exposed to valproate had minor, and some of them major, cognitive or neurological problems. This difference is clearly observed when assessing each child individually, but the many confounding factors explaining at least part of this difference are difficult to control and avoid in clinical practice. Larger studies with a prospective design are needed to confirm these findings.

Dementia with Lewy bodies (DLB) is known for its partial resistance and hypersensitivity to some treatments, but DLB is treatable with cholinesterase inhibitors, sometimes better than in Alzheimer's disease. Cholinesterase inhibitors have a symptomatic effect on cognition and behavior. Nevertheless, new antipsychotics are sometimes also useful to manage psychotic symptoms. Although DLB patients respond less well to levodopa than patients with Parkinson's disease, 75 percent of DLB patients improve with levodopa, which is the best-tolerated dopaminergic agent. Nonpharmacological strategies include speech therapy, physiotherapy, psychotherapy, and educational support groups for care givers.

Objective The study’s objective was to evaluate patients attending a cardiac secondary prevention clinic on their accessibility to the Internet and to investigate their perceptions on using the Internet to obtain educational information for secondary prevention. Design This was a prospective, descriptive, cross-sectional project. Setting The study took place at a tertiary care hospital in Southern Ontario, Canada. Subjects The subjects were 50 individuals attending a cardiac secondary prevention clinic. They were primarily male (80%) with an average age of 60 years. Measures A self-administered questionnaire was used that identified demographics, current Internet access, experience with using the Internet for health care information, and perceptions of the utility of Internet information. Results Sixty-six percent had Internet access at home, and 51% said they used the Internet daily. A significant number of participants indicated they would access an Internet site for continued educational support after discharge from a secondary prevention cardiac clinic. Conclusion The results from this project evaluation suggest that Internet-based education would be a valuable adjunct to current secondary prevention care delivery models.

Nurses have a vital role in providing nutritional education to breastfeeding women. In this article, the authors discuss the nutritional requirements for breastfeeding women in terms of micronutrients, macronutrients, and minerals. They provide recommendations for women with vegetarian diets and low-income women enrolled in the Special Supplemental Nutrition Program for Women, Infants, and Children program who may have dietary deficiencies, and they present a directed case study to provide an example of how to perform a dietary assessment and the educational support that may be offered by nurses to breastfeeing women.

This paper presents an analysis of a qualitative descriptive study exploring the effect of a structured educational program for beginning undergraduate nursing students undertaking clinical placements in Australian nursing homes. The study focuses on the students' perceptions of their knowledge, skills and attitudes towards the elderly. The analysis shows how the program with its supportive structure was able to engage the students in caring for the elderly person. Data gathered through questionnaires and focus groups demonstrate that negative attitudes toward the elderly had been modified or changed and that a surprising number of students were showing an interest in what traditionally has been an unpopular area of clinical practice. The results support some previous studies demonstrating that with the right educational support and structures beginning nursing students can engage in positive learning experiences with the elderly. © 2002 Elsevier Science Ltd. All rights reserved.

Neonatal hearing screening can be performed using reliable and reproducible methods. Intervention before the age of 6 months with hearing aids and appropriate educational support services will give the infant the best possible opportunity to develop language. Potential barriers to efficient implementation of a neonatal hearing screening program include access to appropriate and timely diagnostic and support services and insurance to cover the services. Without universal neonatal hearing screening, many children with hearing loss will be missed, which will have a direct negative impact on their speech, language, educational, and social development.

SUPPORT (The Study to Understand Prognoses and Preferences for Outcomes and Risks of Treatment) failed to produce changes in 5 quantitative outcome measures of care received by nearly 10,000 seriously ill patients in major teaching hospitals. This article reports a content analysis of documents produced during the SUPPORT study by the 17 nurses who delivered the intervention. “Effective communication” emerged as the central category, with “educational support” and “emotional support” as subcategories. “Readiness” of patients and families to accept prognoses, engage in decision making, and the like also arose from this analysis as an important concept. The investigation suggests that the SUPPORT intervention did have an important impact, albeit not one captured by the main effects analysis. Nurs Outlook 2001;49:238-42.

Veterinarians are involved in, and contribute to, animal welfare policy and practice in New Zealand. Professional obligations for veterinarians in New Zealand are given in a Guide to Professional Conduct. Veterinary involvement in animal welfare is described. The New Zealand Veterinary Association has taken several initiatives and the contributions of the veterinary profession to various animal welfare activities are detailed with examples such as financial support, policy development, representation, international contacts and continuing education. Educational initiatives have been made, and educational support for veterinarians is available. New Zealand veterinarians have interacted with other animal welfare agencies, the public (both farming community and companion animal owners), and animal rights groups. A sample of the results of a public (including farmers and veterinarians) attitudes survey to animal welfare carried out in New Zealand in 1994 is presented. The paper concludes with a definition of animal welfare, and a description of the training of a veterinarian appropriate to the optimisation of animal welfare.

WEST (Web Educational Support Tool) is a system which provides support to a range of players in the Education and Training Enterprise. The system was developed at the author's university and is based on extensive research into distance education carried out of the last 7 years. This support enables material to be authored and assigned to learners. They can then be supported by their tutor as they progress through their training. Courses can be tailored to meet the needs of the individual learner. Class discussion lists are also provided. WEST is currently being used both in the academic and industrial sectors throughout the world either to provide complete training courses or to augment traditional courses. A number of the courses lead to university accreditation. In this paper we outline the development of the WEST system. We identify the advantages as well as the limitation of using the web to support a geographically dispersed group of learners. We will focus on some particular case studies around the world where WEST is being used in academic and corporate training.

Objective: To provide an overview of the various types of ambulatory pumps available in relation to mechanism of delivery, patient selection criteria, potential complications, and educational support. Conclusions: Ambulatory pumps are an important means of drug delivery in a wide range of clinical conditions. Technologies permitting drug self-administration and automated drug delivery outside the hospital have become increasingly more sophisticated and adaptable; more than 600 models are available. With the shift of health care delivery from the hospital setting to the outpatient and home settings, reliable effective ambulatory pumps are necessary to safely deliver medications. Implications for nursing practice: The use of ambulatory pumps is becoming more common as they are initiated as a part of front-line patient therapy. The nurse involved in the selection and management of ambulatory pumps is challenged to be familiar with the large variety available. Selecting the best type of pump is based on several factors, such as the type of therapy, disease state, reimbursement, and the ability to operate and troubleshoot complications.

Consolidating personal computers (PCs) with nuclear medicine technology can create high computational power comparable with that produced by vendor-specific computer equipment, and at more affordable prices. The integration of a standard platform and operating system with a large installed base has enabled our department to maintain itself at the cutting edge of technology with minimal expense. Along with the savings from the purchase of PC software and hardware come the added advantage of rapid training of staff with minimal in-house effort, especially given the vast educational support in the general community. The integration of a standard platform and operating system with a large installed base has provided the nuclear medicine department with computational resources once unheard of because of economies of scale. The acceptance and integration of a pervasive, flexible technology into nuclear medicine have shown that state-of-the-art studies can be performed at low cost.

Cardiac catheterization laboratory is a specialized cardiac unit utilizing the state-of-the art technology in providing high quality of care that is efficient, effective and affordable. Nurses working in the cardiac cath lab are performing a unique duty requires high level of training and proficiency in the skills and other interpersonal skills as they are working with cardiologists and cardiovascular technologists. The aim and purpose of this paper is to: Explore the basic and advanced entry requirements to be a ‘‘Cardiac Cath Lab Expert’’ including the qualifications/ degrees, credentials, competencies and training. Discuss the primary and secondary duties of the cardiac cath lab nurse ‘‘Scope of Practice’’. What is beyond the scope of practice? The educational structure of the National Guard Health Affair-Cardiac Cath Lab: review the training courses and residency programs. The major constraints to implement such programs and courses are: The availability of physician’s preferences instead of standards and guidelines. Staff Turnover. Lack of resources: time and equipments. Lack of participants. Lack of lack of support. Lack of financial compensation. The key factors to succeed in expanding the role of the nurse in the Cardiac cath lab are: Managerial and educational support. Availability of resources to enhance the knowledge and skills up to advanced biomedical technology. 196 Abstract for SHA22

This paper looks at the history of the use of computers in accounting and sets these in an established educational framework. The use of CBL (classified as educational support tools as opposed to accounting and business support tools) is discussed with reference to the different ways of incorporating such materials into courses and the need felt by the community to discuss and share ideas for a move towards student centred learning.

In the light of the education reforms brought about by the implementation of Project 2000 it is essential that nurse teachers critically appraise their role and function. In particular, they need to give careful consideration to their role in relation to the practice setting. Whilst the English National Board (1989) indicate that nurse teachers should retain their clinical competence and be able to teach in both classroom and practice settings, little has been written in respect of the implications of this directive. This paper considers the issue of clinical competence and explore some of the different dimensions of the nurse teacher's role in the practice setting, in respect of teaching, providing educational support and facilitating good practice. Finally, some of the issues relating to the successful fulfilment of this role are identified for consideration.