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Background: The clinical and economic burden of type 2 diabetes mellitus on society is rising. Effective and efficient preventive measures may stop the increasing prevalence, given that type 2 diabetes mellitus is mainly a lifestyle-driven disease. The Feel4Diabetes-study aimed to tackle unhealthy lifestyle (unhealthy diet, lack of physical activity, sedentary behaviour, and excess weight) of families with a child in the first grades of elementary school. These schools were located in regions with a relatively low socio-economic status in Belgium, Bulgaria, Finland, Greece, Hungary and Spain. Special attention was paid to families with a high risk of developing type 2 diabetes mellitus. Methods: The aim of this paper is to describe the detailed methodology of the intervention's cost-effectiveness analysis. Based on the health economic evaluation of the Toybox-study, both a decision analytic part and a Markov model have been designed to assess the long-term (time horizon of 70 year with one-year cycles) intervention's value for money. Data sources used for the calculation of health state incidences, transition probabilities between health states, health state costs, and health state utilities are listed. Intervention-related costs were collected by questionnaires and diaries, and attributed to either all families or high risk families only. Conclusions: The optimal use of limited resources is pivotal. The future results of the health economic evaluation of the Feel4Diabetes-study will contribute to the efficient use of those resources. [ABSTRACT FROM AUTHOR]

The aim of this research was to classify the opinions of the disabled participants and educators on Erasmus+ Key Action 2 Project on non-formal learning regarding whether they knew the meaning of non-formal learning, through which non-formal learning activities happening during the Project workshop, and whether this learning had a contribution to their personal and professional development. The research is a qualitative study with a multiple holistic case study design. Data were collected from interviews using semi-structured interview forms. At the end of the research, conclusions were classified under five themes. The first theme was that they did not know the exact meaning of non-formal learning. The second theme was that there were some non-formal learning activities which the participants were engaged in during the Project workshop. The third and fourth themes were that the non-formal learning had a positive effect on their personal and professional development. The fifth theme was metaphors they produced for non-formal learning. [This article was presented at the 9th International Congress on New Trends in Education, 10-12 May, 2018 in Antalya in Turkey.]

This article examines how income poverty is affected by changes to the scale of tax-benefit policies and which are the most cost-effective policies in reducing poverty or limiting its increase in seven diverse EU countries. We do that by measuring the implications of increasing/reducing the scale of each policy instrument, using microsimulation methods while holding constant the policy design and national context. We consider commonly applied policy instruments with a direct effect on household income: child benefits, social assistance, income tax lower thresholds and a benchmark case of rescaling the whole tax-benefit system. We find that the assessment of the most cost-effective instrument may depend on the measure of poverty used and the direction and scale of the change. Nevertheless, our results indicate that the options that reduce poverty most cost-effectively in most countries are increasing child benefits and social assistance, while reducing the former is a particularly poverty-increasing way of making budgetary cuts. [ABSTRACT FROM AUTHOR]

Background: The databases of children's anthropometric parameters are often outdated, rarely representative and are not always available at an international level. Objectives: To present children's anthropometric parameters in six European countries that contributed to the Feel4Diabetes project and find country-specific differences. Design/Setting: The Feel4Diabetes study was performed between 2016 and 2018, targeting children in Belgium, Bulgaria, Finland, Greece, Hungary and Spain. The current study presents data from the baseline and the yearly follow-up anthropometric measurements. Subjects: In total, 20,832 measurements of children (48.7% boys) between 6 and 10 years of age were conducted. Main outcome measure: weight, height, BMI. Results: Belgian boys had the lowest body weight and height, while Greek boys had the highest body weight, and Finnish had the highest body height. The highest proportion of overweight (percentile above 85%) and obese boys (percentile above 95%) was in Greece, followed by Hungarian, Spanish, Bulgarian and Finnish boys. In contrast, Belgian boys had the lowest ratio in both categories. Among girls, Greece had the highest; Belgium had the lowest body weight; Finland was the highest in all age categories. The ratio in the overweight range was the highest in Greece, followed by Spanish, Bulgarian and Hungarian girls, who were second in the obese category. Finnish girls had lower and Belgian girls had the lowest ratio in both BMI categories. All the detailed data are presented in tables, and the trends are figures. Conclusions: Our study presents fresh and comparable anthropometric data of children between 6 and 10 years of age in six European countries, supporting the need for appropriate obesity prevention. [ABSTRACT FROM AUTHOR]

This paper explores linguistic landscapes and the enactment of public visibility and presence of non-majority linguistic groups in EU member states. Non-majority linguistic groups gain power, visibility and presence through the introduction of bilingual or multilingual signposts on roads, streets, squares, and public buildings in towns and cities where a given linguistic group represents a significant population share. The article offers a comparative analysis of language policies of EU member states regarding enactment of official bilingual or multilingual signs in public space. Twenty EU member states have signed the "European Charter for Regional or Minority Languages," while 17 members have ratified it. In addition, the Charter of Fundamental Rights, an integral party of the Lisbon Treaty, stipulates that language diversity is one of the fundamental values respected by the EU. Hence, this comparative research assesses various practices employed by member states in relation to the proclaimed values of multilingualism. Consequently, the paper depicts and compares different language policies that produce linguistic landscapes in EU member states. Finally, it tries to determine whether there is a convergence towards a common EU policy on bilingual and multilingual signs in public space.

Preschool education is an education process that prepares children for primary education, provides the training and upbringing conditions in the home and also aims to remove the inequalities in terms of language and society in the early period. The audit is to evaluate learning and all the factors that affect learning and also prepare the environment and conditions for effective learning. The purpose of this research was to develop a comprehensive point of view for preschool education audit in the world and our country. Document analysis that is one of the qualitative research methods were utilized in this paper as the method. The documents related to the systems in France, Netherlands, Germany, Belgium, Luxembourg, Denmark, Greece, Spain, Italy, Portugal, Ireland, Italy, Sweden, Sweden, Norway, Iceland, Switzerland, Russia, China, Israel, America, Saudi Arabia, Japan, India Jordan, Albania, Bulgaria, Macedonia, Romania, Bosnia and Herzegovina, Poland, Kosovo and Turkey were researched out within the scope of this study.

This paper reports on an investigation examining provision of physical education continuing professional development (CPD) in European countries undertaken to identify the types of practices being employed. We begin by providing a brief overview of what we currently know about CPD internationally in general education and physical education. Data are reported to reflect Parker and Patton's (2017) key characteristics of CPD that highlight effective CPD, summarise current trends and issues in physical education, and are intended to serve as a guide to how teachers learn and how they might be better served in that learning in these European countries. Studying current practices in CPD provision identified in this study provided modest insight to inform teacher education programmes and CPD providers on the current status of physical education CPD currently being employed in Europe. We propose these findings might inform international and comparative education with respect to CPD and set the foundation for physical education colleagues in Europe to develop a CPD network where endeavours such as sharing of CPD practices, engaging in discussion of those practices, and the design of collaborative research on such CPD practices are based.

Objective: To study the quantity and quality of water intake from beverages among pre-schoolers and investigate associations with gender and socio-economic status (SES).Design: Kindergarten-based cross-sectional survey within the large-scale European ToyBox-study. A standardized protocol was used and parents/caregivers filled in sociodemographic data and a semi-quantitative FFQ.Setting: Kindergartens in six European countries (Belgium, Bulgaria, Germany, Greece, Poland and Spain).Subjects: European pre-schoolers (aged 3·5-5·5 years) and their parents/caregivers (n 7051).Results: Mean water intake was 1051 ml/d; plain water, 547 ml/d; plain milk, 241 ml/d; other fruit juice, 104 ml/d; pure fruit juice, 59 ml/d; soft drinks, 55 ml/d; tea, 45 ml/d; sugared and chocolate milk, 37 ml/d; smoothies, 15 ml/d; and light soft drinks, 6 ml/d. Boys had a higher water intake than girls due to a higher consumption of plain water, but more importantly to the consumption of beverages of less quality. Lower-SES pre-schoolers scored better on quantity than high-SES pre-schoolers, but as a consequence of consumption of sugared beverages. Nevertheless, the associations differed by country.Conclusions: The water intake from beverages did not meet the European Food Safety Authority standard of 1280 ml/d; especially in Western European countries water intake from beverages was low. The most important water sources were plain water, milk and fruit juices. Interventions aiming at a proper and sufficient water intake should focus on both quantity and quality. Messages about water and water sources should be clear for everyone and interventions should be sufficiently tailored. [ABSTRACT FROM AUTHOR]