The Kilkenny Health Project was a community research and demonstration programme which aimed to reduce risk of cardiovascular disease in a county in the south-east of Ireland with a total population of approximately 70,000. The health promotion programme was carried out in Kilkenny from 1985 to 1992. Outcome evaluation was by means of population surveys of independent samples of men and women aged 35 to 64 years in Kilkenny (n approximately 800) and in the reference county (n approximately 600) in 1985/1986 and in 1990/1991. Survey methods for health behaviour questionnaires and risk factor measurements were similar to those of the WHO MONICA Project. Mean systolic blood pressure (SBP) declined significantly (P < 0.01) in men and women in both counties, from 144.0 by 5.4 mmHg and from 143.2 by 5.4 mmHg in men and from 139.5 by 7.7 mmHg and from 136.5 by 6.6 mmHg in women in the intervention and reference counties. The prevalence of hypertension declined from 23.1% by 2.8% and from 26.1% by 6.0% in men in the two counties. Prevalence declined from 24.1% by 6.2% (P < 0.05) in women in the intervention county but was unchanged, increasing by 0.5% from 17.5%, in women in the reference county. Mean serum total cholesterol declined from 6.04 mmol.l-1 by 0.09 mmol.l-1 and from 6.00 by 0.44 mmol.l-1 (P < 0.01) in men and from 6.01 by 0.36 (P < 0.01) and from 5.90 by 0.31 (P < 0.01) in women in the intervention and reference counties, respectively.(ABSTRACT TRUNCATED AT 250 WORDS)
Why has the 'Philosophy for Children' movement failed to make significant educational inroads in Australia, given the commitment and ongoing efforts of philosophers and educators alike who have worked hard in recent decades to bring philosophy to our schools? In this article we single out one factor as having particular importance, namely, that, on the whole, teachers consider philosophical inquiry to be futile. We argue that the explanation rests with teachers' underlying epistemological beliefs and that openness to philosophy depends upon teachers being disposed to engage in the practices of reason-giving and reason evaluation, being aware of the epistemic value of such practices and, concomitantly, having highly developed reasoning skills. Drawing on both anecdotal evidence and wide-ranging research from within cognitive psychology, we go on to make a case for change within teacher education programmes.
This paper presents a snapshot of the findings from the National Survey (1999) into CAA activity in higher education and gives an overview of the usage of CAA in the engineering sector. It offers an insight into the ways in which technology and objective tests can be used to assess a range of learning outcomes.
In this article we argue for the necessity of far-reaching change in school curricula and pedagogy. More particularly, we argue that developing students' understanding and engagement in the disciplines which make up the school curriculum requires an unearthing of the philosophical issues underlying science, mathematics, the arts, geography, history, and so on. This means that philosophical inquiry must be embedded in every curriculum area. While at first sight this task might appear unattainable, we go on to illustrate by means of detailed examples how the goal might be realized and point to theoretical and empirical evidence to support this contention.
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