This is a protocol for a Cochrane Review (Intervention). The objectives are as follows:To evaluate the safety and efficacy of intermittent prophylactic antibiotics in the treatment of adults and children with bronchiectasis.
This paper presents the main findings of a qualitative research project. The aim of the research was to explore undergraduate students’ perceived knowledge acquisition and awareness of the Holocaust, after visiting Auschwitz concentration camp in Poland. The qualitative study (focus groups & semi-structured questionnaires) involved three cohorts of students and lecturers from a university in the North West of England. The participants visited the Holocaust-related sites in Poland from 2016 to 2019. Findings indicate that students’ who actively engaged in visits to Holocaust related sites developed knowledge and awareness of the Holocaust. For many participants, this knowledge and awareness was facilitated via a reflective process that enabled empathic connection between these historical events and the students. The study also highlighted practical strategies that could be implemented to enhance the experience for future cohorts of undergraduate students visiting holocaust related sites. By adding to the limited literature on Holocaust education with undergraduate students, the study highlighted the importance and directions for future research in this area to inform future pedagogic practice.
Outdoor learning experiences in Higher Education (HE) provide students with the opportunity for emotional development, cognitive development and learning. Despite this, the literature exploring the impact of emotive outdoor learning experiences on students’ development and learning is scarce. The aim of this paper is to present an overview of the key factors important for the delivery of outdoor learning experiences in HE. The paper will also incorporate the authors personal experience of delivering emotive outdoor learning in HE (visiting Holocaust sites with undergraduate students). Broad recommendations for the future design and delivery of emotive outdoor learning experiences is also discussed.
Data-Pac materials which enable teachers, in conjunction with educational psychologists, to compile individual programmes of tasks and targets for children with learning difficulties are being used in a growing number of LEAS. Peter Leadbetter, senior educational psychologist, Birmingham Education Department, and David Winteringham, senior educational psychologist, Coventry Education Department, describe how the programmes work.Seventy school psychological services in England and Scotland now own a total of 100 Data-Pac kits (Akerman et al., 1984) and have at least one member of staff trained in their use. We hope that many teachers throughout the land, who are dealing with pupils with learning difficulties will, therefore, soon be offered help through Data-Pac programmes. Our aim in this article is to describe Data-Pac and how it can be used. We should also like to explain how and why Data-Pac was compiled and how the authors foresee its future development and use. Data-Pac, it must be emphasised, is a starting point rather than a finished product; future developments rest in the hands of its users, both teachers and psychologists. By alerting colleagues to the authors' designs, we hope to enlist their active support in introducing practical improvements.
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