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This study focused on the learning experiences of 50 undergraduate students undertaking a residential field trip (RFT) to Sweden as part of their Early Childhood Studies degree. Three dimensions were examined: the physical and emotional value afforded to the students from the active learning context; how this was interpreted and reflected in their knowledge, understanding and personal practice once they had left university; and the influence of factors such as age, and professional status on students' practice. The methodology was interpretive, and both deductive and inductive approaches were employed to analyse qualitative, narrative data sets derived from semi-structured questionnaires, interviews and written essays. The findings suggested that the physiological effects of hands on engagement influenced both the students' perceptions of the learning experience and their confidence to become agents of change. Subsequent changes directly attributed to the RFT experience, involved the re-evaluation of both the stereotypical pedagogic role and the way in which they related to children; students re-conceptualised their practices to reflect a more child-centred approach and increased their use of outdoor play and sustainable resources. The RFT was a catalyst that promoted empowerment, and informed both personal and professional transformations.

The health of people living with HIV and AIDS (PLWHA) is nutritionally challenged in many nations of the world. The scourge has reduced socio-economic progress globally and more so in sub-Saharan Africa (SSA) where its impact has been compounded by poverty and food insecurity. Good nutrition with proper drug use improves the quality of life for those infected but it is not known how PLWHA exposed to chronic malnutrition and food shortages from developing nations adjust their nutrition with use of Anti-Retroviral Drugs (ARVs). This study assessed nutritional status, dietary practices, and dietary management of common illnesses that hinder daily food intake by the patients and use of ARVs with food recommendations provided by the health care givers. A descriptive case study design was used to sample 120 HIV-infected patients using systematic sampling procedure. These patients sought health care from an urban slum, Kibera AMREF clinic. Data were collected by anthropometric measurements, bio-chemical analysis, semi-structured questionnaire and secondary data. The Statistical Package for Social Sciences (SPSS) and the Nutri-Survey software packages were used to analyze data. Dietary intakes of micro-nutrients were inadequate for >70% of the patients when compared to the Recommended Daily Requirements. When Body Mass Indices (BMI) were used, only 6.7% of the respondents were underweight (BMI 25kg/[m.sup.2]), serum albumin test results (mean 3.34 [+ or -] 0.06g/dl) showed 60.8% of the respondents were protein deficient and this was confirmed by low dietary protein intakes. The BMI was not related to dietary nutrient intakes, serum albumin and CD4 cell counts (p>0.05). It appeared that there was no significant difference in BMI readings at different categories of CD4 cell count (p>0.05) suggesting that the level of immunity did not affect weight gain with ARV as observed in many studies from developed countries. Malnutrition was, therefore, evident among the 60.8% of the cases as identified by serum albumin tests and food intake was not adequate (68%) for the patients as they ate once a day due to lack of food. National food and nutrition policy should incorporate food security boosting guidelines for the poor people infected with HIV and using ARVs. Key words: Diet, Nutrition, HIV/AIDs, Serum albumin, CD4 cell counts, INTRODUCTION Acquired Immune Deficiency Syndrome (AIDS) is a major health challenge to many nations. The scourge has scaled down social and economic progress in many countries and more so in [...]

Global concerns about what constitutes an appropriate curriculum and pedagogy for young children inevitably raises questions for teacher educators and the content of teacher education programmes. These concerns have been particularly visible in England following recent policy initiatives and the resultant "academic shovedown" and "high stakes" performativity culture in schools. Against this background, this article reports on a qualitative study of student teachers' experiences of their final teaching practice, identifying pressure from a range of sources to deliver a more formalised curriculum than they were prepared for in their university-based courses. Drawing on Bronfenbrenner among others, we consider the socio-political and -cultural sources of pressure linked through human agency, and the implications of these for teacher educators. The study argues that student teachers of young children may be faced with cognitive and emotional dissonance between the content of university-based training on the one hand, which promotes a developmentally appropriate, play-based approach in keeping with the Early Years Foundation Stage (the statutory curricular framework in England), and the reality of pedagogical practice in early years settings on the other. (Contains 2 notes.)

This paper arose out of a research brief undertaken for a UK local education authority that is currently considering the option of introducing a policy of single-point entry for Reception children. This increasing trend has particular significance in the light of dramatic changes in the early years sector, not least the proposals for a new Early Years Foundation Stage curriculum (EYFS). It seems timely to revisit, again, the contentious issue of school starting age in the UK, notably the prevalence of 4-year-olds in Reception classes. The paper reviews much of the literature on school starting age, along with related research, and evaluates the findings in the light of the current context. It would seem that an early start to education does appear to be beneficial for young children, but the age at which they start may have potentially negative consequences if they are placed in an environment that is not suited to their developmental needs. The question is not so much "Are 4-year-olds ready for school?", but "Is the school ready for 4-year-olds?". (Contains 1 note.)

Pharmaceutical companies that promote their products inappropriately may gain huge profits at the expense of patients' and physicians' best interests. In addition, they may be censured by the Food and Drug Administration (FDA). 'Seeding' trials, unsubstantiated claims of superiority over competing products, and 'switch' campaigns are the three tactics drug companies use to promote 'me too' drugs. These drugs are similar to other drugs in a therapeutic class, with some classes quite crowded and entry competitive. Seeding trials attempt to get doctors to prescribe the new drug; they have little research value. Switch campaigns are efforts to get patients to change from the medicine they are taking to the new one. These may be targeted at patients, doctors or pharmacists. The FDA's efforts to discourage and regulate the promotion of drugs using false tactics include letters of warning, injunctions and criminal prosecutions.

Reviews issues relative to retention of schoolchildren. Includes a historical perspective on the retention-promotion controversy, information on retention policies and retention prevalence rates, a review of research on the effectiveness of retention, and a discussion of factors that should be considered by psychologists making retention and promotion recommendations. (Author/JAC)

An investigation of the relationships among teacher locus of control, teacher behavior, student behavior, and student academic achievement revealed that teachers with internal locus of control tended to have higher achieving classes, although the relationships among the variables are not clear-cut. (CJ)

A scale designed to measure teachers' generalized expectations for internal-external control over student success and failure in the classroom is described. Validation studies indicated that the scale predicted teachers' behaviors in the classroom, including their willingness to adopt new instructional techniques. (Author/JN)

Offers strategies for improving student scores on the Scholastic Aptitude Test. Covers three areas: improvement in instructional quality in high schools; analysis and refinement of opportunities for students to demonstrate and practice test-taking skills; and enhancement of understanding and support among parents, community, and staff. (PGD)

Describes use of two-way video with deaf middle and high school students at the Colorado School for the Deaf and the Blind to communicate with other students using sign language. Provides information on structuring the interactions, the technical set-up, and useful technology. (DB)