PurposeAs the population of young cancer survivors increases, there is a need to develop alternative ways of providing post-treatment support. Online systems potentially offer self-management and e-learning support following cancer treatment. This research aims to explore the self-management support needs of teenage and young adult cancer survivors and consider whether those needs can be met through a web-based self-management resource.MethodsA mixed methods approach was adopted including an online survey (n = 24), focus groups and interviews with teenage and young adult cancer survivors (n = 7) and interviews with parents of survivors (n = 6), information technology specialists (n = 8) and clinical, nursing and social work professionals (n = 11).ResultsAll stakeholders were supportive of web-based self-management to meet information and support needs that would supplement continued direct interaction with clinical staff. Barriers to implementation were identified in terms of risks to young people, governance issues and the challenges of providing a long-term service.ConclusionComputer access and use amongst teenagers and young adults is commonplace, and there is an expectation that self-management needs will be met at least partially online in the future. There is a desire for online social support through peer interaction as well personal developmental and clinical management. These elements may need to be run through different systems to cater for governance requirements.Implications for Cancer SurvivorsAn online self-management system could provide support at a number of different levels. The barriers to implementation should be addressed, to ensure that survivors can be supported in this way in the future.
In the UK, there has been growing concern about young people's understanding of sexual consent, with the views of young people themselves often lost in academic and educational policy debates. However, the focus on high rates of sexual violence has meant a lack of attention on the everyday negotiation of consensual heterosexual activity, leading to assumptions being made regarding young people's lack of understanding of sexual consent. This paper emerges from a wider study of over 500 young people which sought to uncover their understanding of the issues. Drawing on data from workshops and the open text responses to an on-line survey the findings presented in this paper show that the majority of heterosexual young people understood the complexity of sexual consent as an embodied process, which can be difficult to define, talk about or practice uniformly. This complex understanding, in which sexual consent is a continuum rather than a dichotomy, has implications for sexual education initiatives. We argue that it is only by providing a closer understanding of how-within consensual sexual activities-young people understand and enact sexual consent through a range of embodied communication strategies that education surrounding sexual assault will become meaningful.
In 2005, Coventry University was successful in bidding for Centre of Excellence in Teaching and Learning (CETL) funding from HEFCE, which led to the creation of the Centre of Excellence for Product and Automotive Design (CEPAD).
This article discusses pedagogic research carried out
by CEPAD to date, with a particular focus on the journey towards identifying one particular threshold concept in student transport and product design education. It also explores preliminary thoughts on how this identification of hitherto tacit knowledge can feed into the design thinking and
solutioning process. From this, the article offers some implications for the enhancement of teaching and learning within the design curriculum.
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