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This paper examines the career paths of principals and senior managers in the Scottish Further Education Sector. The research is set within a discourse of tension and polarization between lecturing staff and their managers who, it has been argued, are perceived to have somewhat different ideological values (Elliot, 1996; Randle & Brady, 1997). Contrary to this, the research indicates that the majority of principals and senior managers have arrived in their post following a career in the education system, have few or no formal management qualifications and rely on experiential learning that draws heavily on their previous posts within further education (FE). This would suggest that the issues of tension and polarisation are far more complex and we postulate that given that principals and senior managers appear to have a common background to lecturing staff, their educational values are more likely to be in congruence than opposition. The second part of this paper rehearses the debate about management relations in colleges with reference to other research done in the area, and draws tentative conclusions on the origins of tensions and recommends where further research needs to be undertaken. The main source of research for this paper comes from a survey of Principals and Senior Managers carried out by the Scottish Further Education Unit (SFEU) on behalf of the Scottish Executive (SE) in 1999.

This article illustrates the author's discovery that the key to any successful dance unit is finding ways for students to make connections and want to dance. While reflecting on the purpose of dance in the curriculum, the author identified important skills and concepts he wanted his students to master, such as rhythm, balance, and coordination----skills that could be taught in a variety of contexts. Examples include dribbling a basketball, which requires a sense of rhythm, or jumping rope, a great fitness activity that helps develop coordination and balance and can also be used to teach sequencing patterns to the beat of a song. In teaching dance, the author decided he needed to uncover similar connections to present to his students. The connections presented themselves in a few, probably obvious, forms: the selection of music, acknowledgment of new and current fads, and giving students ownership. The article includes an outline of how the author presents the dance unit, using it mainly for grades 3-5, but also incorporating pieces of the strategy in grades K-2.

The secondary School Student Health Risk Survey measured the prevalence of sexual intercourse and illegal drug injection among a national probability sample of U.S. high school students and assessed their HIV-related knowledge and beliefs. Ninety-nine (81%) of the 122 selected schools and 8,098 (83%) of the eligible students participated. Nearly all high school students knew the major modes of HIV transmission. Three percent reported injecting illegal drugs, and 1% reported sharing needles used to inject drugs. In addition, 59% of students reported having sexual intercourse and, of students who reported having sexual intercourse, 40% reported having four or more sexual partners. HIV-related knowledge, beliefs, and behaviors among high school students suggest the need for school-based HIV education programs that help young people acquire the knowledge and skills to adopt and maintain behaviors that reduce risk of HIV infection and other related health problems., As of September 30, 1991, 195,718 cases of AIDS had been reported to the Centers for Disease Control. Of these cases, 0.4% or 659 occurred among 13- to 19-year-olds and [...]

Objectives: There is renewed attention to the role of social networks as part of person-centred long-term conditions care. We sought to explore the benefits of 'care maps' – a patient-identified social network map of their care community – for health professionals in providing person-centred care. Methods: We piloted care maps with 39 patients with long-term conditions in three urban and one rural general practice and two hospital wards. We interviewed the health professionals (n = 39) of these patients about what value, if any, care maps added to patient care. We analysed health professional interview data using thematic analysis to identify common themes. Results: Health professionals all said they learned about their patients as a person-in-context. There was an increased understanding of patients' support networks, synthesising what is known and unknown. Health professionals understood patients' perceptions of health professionals and what really mattered to patients. There was discussion about the therapeutic value of care maps. The maps prompted reflection on practice. Discussion: Care maps facilitated a broader focus than the clinical presentation. Using care maps may enable health professionals to support self-management rather than feeling responsible for many aspects of care. Care maps had 'social function' for health professionals. They may be a valuable tool for patients and clinicians to bridge the gap between medical treatment and patients' lifeworlds. [ABSTRACT FROM AUTHOR]

Abstract Background Because parental recognition of overweight in young children is poor, we need to determine how best to inform parents that their child is overweight in a way that enhances their acceptance and supports motivation for positive change. This study will assess 1) whether weight feedback delivered using motivational interviewing increases parental acceptance of their child's weight status and enhances motivation for behaviour change, and 2) whether a family-based individualised lifestyle intervention, delivered primarily by a MInT mentor with limited support from "expert" consultants in psychology, nutrition and physical activity, can improve weight outcomes after 12 and 24 months in young overweight children, compared with usual care. Methods/Design 1500 children aged 4-8 years will be screened for overweight (height, weight, waist, blood pressure, body composition). Parents will complete questionnaires on feeding practices, physical activity, diet, parenting, motivation for healthy lifestyles, and demographics. Parents of children classified as overweight (BMI ≥ CDC 85th) will receive feedback about the results using Motivational interviewing or Usual care. Parental responses to feedback will be assessed two weeks later and participants will be invited into the intervention. Additional baseline measurements (accelerometry, diet, quality of life, child behaviour) will be collected and families will be randomised to Tailored package or Usual care. Parents in the Usual care condition will meet once with an advisor who will offer general advice regarding healthy eating and activity. Parents in the Tailored package condition will attend a single session with an "expert team" (MInT mentor, dietitian, physical activity advisor, clinical psychologist) to identify current challenges for the family, develop tailored goals for change, and plan behavioural strategies that best suit each family. The mentor will continue to provide support to the family via telephone and in-person consultations, decreasing in frequency over the two-year intervention. Outcome measures will be obtained at baseline, 12 and 24 months. Discussion This trial offers a unique opportunity to identify effective ways of providing feedback to parents about their child's weight status and to assess the efficacy of a supportive, individualised early intervention to improve weight outcomes in young children. Trial registration Australian New Zealand Clinical Trials Registry ACTRN12609000749202