На основе изучения Конституции и законодательных актов МНР рассматривается правовое положение женщины. Автор отмечает, что государство обеспечивало женщинам социальную защиту и старалось создать условия для большего вовлечения женщин в общественную жизнь. Особое внимание уделялось правам и интересам беременных женщин и матерей в социалистической Монголии. Законодательством МНР закреплялось их право на пособия, определенные льготы и гарантировалось сохранение рабочего места на период беременности и рождения ребенка. Семейный кодекс МНР предоставлял женщинам равные права в семейной жизни, защищал их имущественные интересы. ; By the beginning of the 60s of the 20th century as a result of the accelerated development of the productive forces MPR has evolved from an agrarian to an industrial-agrarian country. By 1960, the MPR was completed in cooperation of individual arat households, established a unified socialist economic system. Significant advances have been made in the sphere of education, culture and health. July 6, 1960 the new Constitution of the MPR was approved. According to the Constitution, a woman was given equal rights with men in all spheres of economic, state, cultural, social and political life. Obstruction of any form of equality for women was forbidden by law. In the future, in accordance with the principles enshrined in the Constitution, was published in the MPR series of fundamental laws. Labour laws provide women with men equal rights to work and to pay for it. Any discrimination against women was forbidden. Also banned women's work in jobs with difficult and dangerous conditions. For pregnant women could be shortened working day or they could be transferred to lighter work. Forbidden to their dismissal, and they were not allowed to work overtime and night. For breastfeeding mothers, provided additional breaks for breastfeeding. Pregnant women and mothers are paid an allowance during maternity leave, as well as childbirth allowance for care and feeding. Special attention was paid to the socialist Mongolia maternal and child health, this area was under the protection of the state. In the country the network of women's and children's consultation centers, maternity homes, sanatoriums and rest homes, improve their conditions of work and life, as well as carry out other measures. Family Code establishes the basic principles of the matrimonial system and relations between the members of the family: monogamy, voluntary marriage, the equality of men and women; secured obligation of parents to raise and support their children, the age of marriage for men and women has been set at 18. Thus, according to Mongolian law, the woman was a full-fledged member of society who has the right to self-realization in all kinds of human activity. The woman has got equal rights with men to work and pay for it. And this is largely determined by the nature of family relationships. The family begins to build the type of egalitarian family where the husband and wife have separate earnings; the woman was no longer economically dependent on her husband. In general, the Mongolian legislation against women has been designed to ensure their social protection from the state, creating a comfortable environment for mothers and pregnant women. Ensuring equality and support for a woman, the state created the necessary conditions for the development of women as individuals and active participant in the socio economic activities.
Back pain and neck pain are very common and among the most frequent causes of sick-leave and disability pension, thereby greatly affecting the individual and the community. This stresses the need for prognostic research regarding these conditions. Aim: The main aim of the present work was to study prognostic factors, including manual therapy, for back and neck pain. The specific aims were, to investigate the influence of regular leisure physical activity and the body mass index (BMI) on the recovery from persistent low back pain (Study I), to study the influence of healthy lifestyle behaviour on the prognosis of occasional low back pain (Study II), to explore the long-term effects (up to one year) of naprapathic manual therapy for patients with non-specific back and/or neck pain (Study III), and to develop a prediction model for the recovery from whiplash-associated disorders (WAD) in patients who consulted physiotherapy (Study IV). Methods: Studies I and II were based on the Stockholm Public Health Cohort, and comprised data from four questionnaire-based public-health surveys conducted between 2002 and 2010. Study I included 1836 individuals reporting persistent low back pain at baseline in 2002 and answering the follow-up in 2007, while Study II involved 8994 individuals with occasional low back pain at baseline in 2006 responding to the 2010 survey. Information on exposures and potential confounders was collected at baseline. The exposures were, regular leisure physical activity and BMI (Study I), and "healthy lifestyle behaviour", a combination of four lifestyle factors (smoking habits, alcohol consumption, leisure physical activity and consumption of fruit and vegetables) (Study II). Both Studies I and II assessed men and women separately. Study III was based on a Swedish randomized controlled trial of 409 patients with non-specific back and/or neck pain. It compared naprapathic manual therapy with evidence based support on staying active and on pain coping strategies. Questionnaires at 26 and 52 weeks provided the follow-up data. Study IV included 680 patients with WAD consulting physiotherapy, using data retrieved from the Saskatchewan Government Insurance study, Canada (1997-1999). A prediction model for recovery from WAD was developed and internally validated by assessing twenty-five possible prognostic factors, using survival analyses. Results and Conclusions: Regular leisure physical activity improved recovery from persistent low back pain among women. No such association was found among men, or between BMI and recovery regardless of sex (Study I). Healthy lifestyle behaviour decreased the risk of long duration troublesome low back pain among women with occasional low back pain. No clear association was found among men (Study II). Compared to evidence-based care, naprapathic manual therapy implied greater long-term improvement in pain and disability for patients with non-specific back and/or neck pain (Study III). The prediction model developed includes seven clinically important prognostic factors, and has acceptable predictive ability (Study IV). The conclusions in this thesis are, that lifestyle factors are of importance for the prognosis of low back pain among women, that combined manual therapy, such as naprapathy, has a long-term effect on non-specific back and/or neck pain, and that the present prediction model for recovery from WAD has acceptable predictive ability but has to be further validated to be used in clinical practice.
A large number of young people of ages 15-24 in Latin America are living with HIV/AIDS after being infected through non protected sexual practices. Young people is particularly vulnerable to get infected with HIV/AIDS and they even should take care of their infected parents or relatives. Most of them become vulnerable due to their sexual behavior, use of drugs, lack of information about HIV and weak access to health services or by economic and social reasons. Education for the prevention of HIV/AIDS implies the offering of opportunities for all to learn about how to acquire and develop knowledge, competence, values and attitudes that can limit the transmission and the impact of the pandemia, including access to support and to psychological assistance, as well as education concerning the treatment. Educational programs for sexual and reproductive health help to restraint the beginning of active sexual life and protect the sexually active young people against HIV and other sexually transmitted infections (STI) as well as pregnancy, but mainly if all of these programs are of good quality. Such an education delivers the knowledge and promotes the required behavior to struggle against the epidemic. It is also vital to improve contextual factors related to the epidemic itself, thusfacilitating the access to an education with quality for all. Furthermore, it also transforms unequal conditions among sexes, appraising the diversity and the context by means of promoting values like equality, democracy and respect for human rights. In those contexts where the rhythm of the infection has decreased, education has been the responsible force. ; En América latina se destaca el gran número de jóvenes de 15 a 24 años que viven con el VIH y que adquirieron la infección a través de prácticas sexuales desprotegidas. Los jóvenes son particularmente vulnerables a la infección por el VIH/sida y en algunos países deben asumir, además, el cuidado de sus padres o parientes infectados. Muchos de ellos son vulnerables por comportamiento sexual, uso de sustancias ilícitas, falta de acceso a información sobre el VIH y a los servicios de salud o, bien, por razones económicas y sociales. Educación para la prevención del VIH/sida significa ofrecer a todos oportunidades de aprendizaje para que adquieran y desarrollen el conocimiento, las competencias, los valores y las actitudes que limitarán la transmisión y el impacto de la pandemia, incluidos el acceso a la atención y el asesoramiento psicológico, así comoa la educación para el tratamiento. Los programas educativos sobre salud sexual y reproductiva, si son de buena calidad, ayudan a retrasar el inicio de la actividad sexual y protegen a los jóvenes sexualmente activos contra el VIH y contra otras enfermedades de transmisión sexual y el embarazo. Dicha educación brinda el conocimiento y promueve las actitudes y comportamientos requeridos para combatir la epidemia y es vital para mejorar factores contextuales que pueden detener la epidemia, ampliando el acceso a una educación de calidad para todos. Además, transforman el entorno de desigualdad entre lo sexos, valorando la diversidad y el contexto, mediante el impulso de valores como la igualdad, la democracia y el respeto de los derechos humanos. Ahí donde el ritmo de la infección ha disminuido, la educación ha sido la responsable
/박사 ; [한글] A Study of Development of Nursing Education Administration in Korea Shin Young Hong The Graduate School, Yonsei University This paper is concerned with nursing education administration in Korea. Related historical data have been gathered and organized, forming the groundwork for the reorganization and strengthening of modern nursing. In carrying out this research, every available resource baa been followed up including : related literature, printed materials. personal communications, and personal interviews with individuals in nursing and medical institutions who were well acquainted with the situation previous to the1950 Korean Conflict. Following compilation and analysis, all materials have been categorized under the following headings : Changes in Systems of Nursing Administration and Nursing Law The Development of each area of Nursing Service The Development of Nursing Schools Improvement of Nursing Education Curriculum Modern nursing in Korea followed closely on the heels of the conclusion of friendship treaties first with Japan in 1876 and then with the United States of America in 1882. While the Japanese were the first to introduce nursing, it was the direct efforts of western missionary nurses welch actually built the foundation for the nursing profession in Korea. Indeed, the establishment of nursing schools begun by missionary nurses marked the beginning of professional education for women and gave it tremendous impetus. Development of Nursing in Korea: Two schools of thought influenced the course of nursing in Korea. On the one hand, foreign missionary nurses taught nursing from the standpoint of Christian thought, while on the other, Japanese nurses were influenced by their country's political climate which was oriented towards the acquisition of political power. Japanese nurses tended to serveonly in government hospitals, concentrating on the clinical nursing field whereas missionary nurses who laboured for the enlightenment of women at the same time as spreading the Gospel, established orphanages and nurseries in both the cities and rural areas where they carried out maternal and child health care. In these activities and by the establishment of various organizations for the more active development of our country's nurses, the misaionary influence on nursing was much greater. At the end of the Yi Dynasty, health administration in Korea consisted mainly of preventative medicine, the handling of medical supplies, and vaccination for smallpox, all of which were under the jurisdiction of the Internal Sanitation Office. All other matters concerning public sanitation were handled by the Ministry of Home Affairs. In 1908 the first law governing nursing and midwifery was enacted, and in 1911, the regulations for visiting fees for doctors, nurses and midwives were published. After Liberation in 1945, nursing was represented in the government administrative setup for the first time in the Bureau of Nursing in the Ministry of Public Health .and Welfare which worked toward the unification of nursing education and the improvement of nursing standards. Moreover following the establishment of the government of the Republic of Korea in August of 1948, the Education Law and the National Medical Law were promulgated, providing a legal base for the carrying out of nursing services and the administration of nursing schools. But, in the same year, the Bureau of Nursing which had been on a par with the Medical Affairs section, was now pleased under it. This was the first backward step, Since then, in 1970, the Nursing Section has suffered a further setback. having been re-classified as Chief. Office of Nursing Affairs. This reduction of its authority by the government has severely hampered the nursing profession in its efforts to meet the demand for more nurses, to improve the quality of nursing and to expand medical facilities necessary for the betterment of the nation's health. Nursing Education Curriculum : In the development of nursing education, the government system of nursing education has been closely related to the development of medical education. In March of 1897, the regulations governing medical education in government schools were published. Following that, the Kyung Sung Medical School was founded, and in 1907, in the Tea Han Hospital, three sections were set up for treatment, education and sanitation. The education section was responsible for the training of all doctors, pharmacists, nurses and mid-wives. This marked the first time in Korean history that the legal aspects of the educational system fur nurses had been established since the regulations governing the nursing educational program and curriculum together with the medical school attached to the Tae Han Hospital were all enacted by law together. In 1903, a missionary nursing school was started by Miss Edmunds, a nurse, and Dr. Cutler. It was called the Pogunyokwan, School of Nursing. Then in 1906, another missionary nurse, Miss Shields, founded the nurses training school at Severance Hospital. This was a model school which admitted students for a provisional period of six months after which only the ableststudents were selected as candidates for regular nurse's training. As a result, this school achieved a vary high standard. After Liberation, the American Military Government, in 1946, issued an order unifying all educational systems. All nursing education was set at high school level. In addition, whereas in the Japanese period, nursing and midwifery were separate courses, after Liberation midwifery was included in the nursing course and graduates were licensed both as nurses and as midwives. In 1953, according to the Educational Law, revised by presidential order No. 633(issued in195?), nursing schools throughout the country were now to be called Nursing Technical High Schools. Then, in 1962, included in the regulation to governing the establishment of uinuersities, was a further regulation elevating the status of Nursing Technical High Schools to the level of junior college but with a three year course instead of the regular two. This action raised the standard of nursing schools but forced the closure of four of them because of their substandard facilities. The following year(1963), the Ministry of Education, claiming a need for such schools in the rural areas, restored the system of Nursing Technical High Schools, reopened the four which had been closed down, and opened new ones. Again the standard of nursing education was lowered. In 1962, the Licence Qualification Examination which allowed those with experience but no formal training to obtain a licence, was eliminated and in its place, the National Nursing Examination(RN) was set up, thereby protecting educational standards and assuring a much higher quality of nurse. Apart from the raising of the status of nursing schools from high school to junior college level, the demands of the times and the efforts of leaders in the nursing profession, the nursing schools themselves played an important part in the advancement of their standards. In 1955, the nursing school at Ewha Woman's University became the first to establish a university level course. The first class of that level graduated in 1959. Yonsei University followed in 1957, granting the first Bachelor of Science in Nursing degrees in 1958. Thus, by gradual steps, the standard of nursing education has been raised until now the demand in each branch of the nursing profession is for graduate school level courses granting a Master's degree. The first school to establish such a course was Ewha Woman's University in 1960. Yonsei University, Seoul National University and the Catholic College of Medicine followed soon after, due to continued efforts to improve standards of nursing education. However, even though this level of education has been reached, there are several suggestions arising from this historical study which may be helpful. 1. Adjustments in nursing education administration : The level of the Nursing Affairs Office in the Ministry of Health and Social Affairs of the government should be raised. Also, in the Ministry of Education, while a representative of the nursing profession was finally given a post there in 1967, this position is at such a lowlevel that it is thereby rendered ineffectual. Because of government regulations, there is a conflict in the process for obtaining approval for nursing schools, While the Ministry of Education controls the registration of nursing schools, approval of clinical training facilities and technical aspects of education is controlled by the Ministry of Health and Social Affairs. It would seem more efficient to put both th ese items under one approving authority. 2. Nursing Education System : The government should be encouraged to recognize and understand the special nature of the nursing profession. Then it would realize that all high school level Institutions should be abolished. While the three year diploma course should remain, the so-called advanced(junior college level) three year course should be excluded to avoid complication of the system. Schools giving the three year diploma course should be recognized as regular junior colleges so that graduates may receive the same treatment. At present, they are only recognized as high school graduates even though they have completed an extra three years of training. All candidates for any level of nursing should be required initially to pass the preliminary university entrance examination. Only those who pass that examination should be accepted into a nursing school. 3. Nursing Education Curriculum : Nursing schools at each level should first establish their objectives and then set their curriculum standards ,according to the bases of nursing science, namely physical science, biological science and social science. All materials should be streamlined, eliminating repetitive material. Clinical practice should also avoid unnecessary repetition. Experience should serve to reinforce basic nursing practice which requires a knowledge and understanding of the main thcoectical principles. Teaching methods should involve problem solving and should be conducive to the practical application of principles already learned. 4. Nursing Law: Whether a nurse graduates from a three year or a four year course, the national examimation and licence is the same for both. Furthermore graduates of different level courses are required to do the same type of work. This does not seem logical and should be reconsidered. 5. Nursing School Faculty: There is a shortage of teaching staff as wall as a law level of training. Up-grading and retraining is essential. To help solve this problem, graduates of the three year nursing schools (post high school) should be recognized as the equivalent of junior college graduates and permitted to enter university in the third year. Those in charge of graduate school courses should arrange their courses to allow research in each field of nursing science. In general, nursing school professors should make use of the winter and summer vacations to establish and teach refresher coursees for those unable to take formal advanced study. These courses may be used for the exchange of information gained from meetings and conferences or news of research from foreign countries. All of this will aid in raising professional nursing standards in general if it has firm administrative backing and support. 6. Today's Status of Nursing Advancement in the science of nursing as will as its practical application along with tremendous social changes have necessitated a re-interpretation of nursing and its function. Because of this, nurses must start over again to promote a new image. The scope of research in nursing is endless. Without doing research, nursing science cannot develop. Conclusion : If the above items are carefully considered and the necessary adjustments carried out, there is hope that nursing will become an art and a science which will truly serve society. [영문] This paper is concerned with nursing education administration in Korea. Related historical data have been gathered and organized, forming the groundwork for the reorganization and strengthening of modern nursing. In carrying out this research, every available resource baa been followed up including : related literature, printed materials. personal communications, and personal interviews with individuals in nursing and medical institutions who were well acquainted with the situation previous to the1950 Korean Conflict. Following compilation and analysis, all materials have been categorized under the following headings : Changes in Systems of Nursing Administration and Nursing Law The Development of each area of Nursing Service The Development of Nursing Schools Improvement of Nursing Education Curriculum Modern nursing in Korea followed closely on the heels of the conclusion of friendship treaties first with Japan in 1876 and then with the United States of America in 1882. While the Japanese were the first to introduce nursing, it was the direct efforts of western missionary nurses welch actually built the foundation for the nursing profession in Korea. Indeed, the establishment of nursing schools begun by missionary nurses marked the beginning of professional education for women and gave it tremendous impetus. Development of Nursing in Korea: Two schools of thought influenced the course of nursing in Korea. On the one hand, foreign missionary nurses taught nursing from the standpoint of Christian thought, while on the other, Japanese nurses were influenced by their country's political climate which was oriented towards the acquisition of political power. Japanese nurses tended to serveonly in government hospitals, concentrating on the clinical nursing field whereas missionary nurses who laboured for the enlightenment of women at the same time as spreading the Gospel, established orphanages and nurseries in both the cities and rural areas where they carried out maternal and child health care. In these activities and by the establishment of various organizations for the more active development of our country's nurses, the misaionary influence on nursing was much greater. At the end of the Yi Dynasty, health administration in Korea consisted mainly of preventative medicine, the handling of medical supplies, and vaccination for smallpox, all of which were under the jurisdiction of the Internal Sanitation Office. All other matters concerning public sanitation were handled by the Ministry of Home Affairs. In 1908 the first law governing nursing and midwifery was enacted, and in 1911, the regulations for visiting fees for doctors, nurses and midwives were published. After Liberation in 1945, nursing was represented in the government administrative setup for the first time in the Bureau of Nursing in the Ministry of Public Health.and Welfare which worked toward the unification of nursing education and the improvement of nursing standards. Moreover following the establishment of the government of the Republic of Korea in August of 1948, the Education Law and the National Medical Law were promulgated, providing a legal base for the carrying out of nursing services and the administration of nursing schools. But, in the same year, the Bureau of Nursing which had been on a par with the Medical Affairs section, was now pleased under it. This was the first backward step, Since then, in 1970, the Nursing Section has suffered a further setback. having been re-classified as Chief. Office of Nursing Affairs. This reduction of its authority by the government has severely hampered the nursing profession in its efforts to meet the demand for more nurses, to improve the quality of nursing and to expand medical facilities necessary for the betterment of the nation's health. Nursing Education Curriculum : In the development of nursing education, the government system of nursing education has been closely related to the development of medical education. In March of 1897, the regulations governing medical education in government schools were published. Following that, the Kyung Sung Medical School was founded, and in 1907, in the Tea Han Hospital, three sections were set up for treatment, education and sanitation. The education section was responsible for the training of all doctors, pharmacists, nurses and mid-wives. This marked the first time in Korean history that the legal aspects of the educational system fur nurses had been established since the regulations governing the nursing educational program and curriculum together with the medical school attached to the Tae Han Hospital were all enacted by law together. In 1903, a missionary nursing school was started by Miss Edmunds, a nurse, and Dr. Cutler. It was called the Pogunyokwan, School of Nursing. Then in 1906, another missionary nurse, Miss Shields, founded the nurses training school at Severance Hospital. This was a model school which admitted students for a provisional period of six months after which only the ableststudents were selected as candidates for regular nurse's training. As a result, this school achieved a vary high standard. After Liberation, the American Military Government, in 1946, issued an order unifying all educational systems. All nursing education was set at high school level. In addition, whereas in the Japanese period, nursing and midwifery were separate courses, after Liberation midwifery was included in thenursing course and graduates were licensed both as nurses and as midwives. In 1953, according to the Educational Law, revised by presidential order No. 633(issued in195?), nursing schools throughout the country were now to be called Nursing Technical High Schools. Then, in 1962, included in the regulation to governing the establishment of uinuersities, was a further regulation elevating the status of Nursing Technical High Schools to the level of junior college but with a three year course instead of the regular two. This action raised the standard of nursing schools but forced the closure of four of them because of their substandard facilities. The following year(1963), the Ministry of Education, claiming a need for such schools in the rural areas, restored the system of Nursing Technical High Schools, reopened the four which had been closed down, and opened new ones. Again the standard of nursing education was lowered. In 1962, the Licence Qualification Examination which allowed those with experience but no formal training to obtain a licence, was eliminated and in its place, the National Nursing Examination(RN) was set up, thereby protecting educational standards and assuring a much higher quality of nurse. Apart from the raising of the status of nursing schools from high school to junior college level, the demands of the times and the efforts of leaders in the nursing profession, the nursing schools themselves played an important part in the advancement of their standards. In 1955, the nursing school at Ewha Woman's University became the first to establish a university level course. The first class of that level graduated in 1959. Yonsei University followed in 1957, granting the first Bachelor of Science in Nursing degrees in 1958. Thus, by gradual steps, the standard of nursing education has been raised until now the demand in each branch of the nursing profession is for graduate school level courses granting a Master's degree. The first school to establish such a course was Ewha Woman's University in 1960. Yonsei University, Seoul National University and the Catholic College of Medicine followed soon after, due to continued efforts to improve standards of nursing education. However, even though this level of education has been reached, there are several suggestions arising from this historical study which may be helpful. 1. Adjustments in nursing education administration : The level of the Nursing Affairs Office in the Ministry of Health and Social Affairs of the government should be raised. Also, in the Ministry of Education, while a representative of the nursing profession was finally given a post there in 1967, this position is at such a lowlevel that it is thereby rendered ineffectual. Because of government regulations, there is a conflict in the process for obtaining approval for nursing schools, While the Ministry of Education controls the registration of nursing schools, approval of clinical training facilities and technical aspects of education is controlled by the Ministry of Health and Social Affairs. It would seem more efficient to put both th ese items under one approving authority. 2. Nursing Education System : The government should be encouraged to recognize and understand the special nature of the nursing profession. Then it would realize that all high school level Institutions should be abolished. While the three year diploma course should remain, the so-called advanced(junior college level) three year course should be excluded to avoid complication of the system. Schools giving the three year diploma course should be recognized as regular junior colleges so that graduates may receive the same treatment. At present, they are only recognized as high school graduates even though they have completed an extra three years of training. All candidates for any level of nursing should be required initially to pass the preliminary university entrance examination. Only those who pass that examination should be accepted into a nursing school. 3. Nursing Education Curriculum : Nursing schools at each level should first establish their objectives and then set their curriculum standards ,according to the bases of nursing science, namely physical science, biological science and social science. All materials should be streamlined, eliminating repetitive material. Clinical practice should also avoid unnecessary repetition. Experience should serve to reinforce basic nursing practice which requires a knowledge and understanding of the main thcoectical principles. Teaching methods should involve problem solving and should be conducive to the practical application of principles already learned. 4. Nursing Law: Whether a nurse graduates from a three year or a four year course, the national examimation and licence is the same for both. Furthermore graduates of different level courses are required to do the same type of work. This does not seem logical and should be reconsidered. 5. Nursing School Faculty: There is a shortage of teaching staff as wall as a law level of training. Up-grading and retraining is essential. To help solve this problem, graduates of the three year nursing schools (post high school) should be recognized as the equivalent of junior college graduates and permitted to enter university in the third year. Those in charge of graduate school courses should arrange their courses to allow research in each field of nursing science. In general, nursing school professors should make use of the winter and summer vacations to establish and teach refresher coursees for those unable to take formal advanced study. These courses may be used for the exchange of information gained from meetings and conferences or news of research from foreign countries. All of this will aid in raising professional nursing standards in general if it has firm administrative backing and support. 6. Today's Status of Nursing Advancement in the science of nursing as will as its practical application along with tremendous social changes have necessitated a re-interpretation of nursing and its function. Because of this, nurses must start over again to promote a new image. The scope of research in nursing is endless. Without doing research, nursing science cannot develop. Conclusion : If the above items are carefully considered and the necessary adjustments carried out, there is hope that nursing will become an art and a science which will truly serve society. ; restriction
Eating habits develop during the first years of a child's life, children learn what, when, and how much to eat through direct experience with food and by observing the eating habits of others. The aim of this study is to get a clear picture of the Eating program Healthy, starting from the planning, implementation, supervision, and evaluation as a case study of nutrition education; to get information about the advantages, disadvantages and effects of implementing a healthy eating program for children. This research was conducted through a case study with qualitative data analysed using Miles and Huberman techniques. Sample of children in Ananda Islāmic School Kindergarten. The results showed the Healthy Eating program could be implemented well, the diet was quite varied and could be considered a healthy and nutritious food. The visible impact is the emotion of pleasure experienced by children, children become fond of eating vegetables, and make children disciplined and responsible. Inadequate results were found due to the limitations of an adequate kitchen for cooking healthy food, such as cooking activities still carried out by the cook himself at the Foundation's house which is located not far from the school place; use of melamine and plastic cutlery for food; the spoon and fork used already uses aluminium material but still does not match its size; does not involve nutritionists. Keywords: Early Childhood, Eating Healthy Program References: Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice-Hall. Bandura, Albert. (2004). Health promotion by social cognitive means. Health Education and Behavior, 31(2), 143–164. https://doi.org/10.1177/1090198104263660 Battjes-Fries, M. C. E., Haveman-Nies, A., Renes, R. J., Meester, H. J., & Van'T Veer, P. (2015). Effect of the Dutch school-based education programme "Taste Lessons" on behavioural determinants of taste acceptance and healthy eating: A quasi-experimental study. Public Health Nutrition, 18(12), 2231–2241. https://doi.org/10.1017/S1368980014003012 Birch, L., Savage, J. S., & Ventura, A. (2007). Influences on the Development of Children's Eating Behaviours: From Infancy to Adolescence. Canadian Journal of Dietetic Practice and Research : A Publication of Dietitians of Canada = Revue Canadienne de La Pratique et de La Recherche En Dietetique : Une Publication Des Dietetistes Du Canada, 68(1), s1– s56. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/19430591%0Ahttp://www.pubmedcentral.nih.gov/a rticlerender.fcgi?artid=PMC2678872 Coulthard, H., Williamson, I., Palfreyman, Z., & Lyttle, S. (2018). Evaluation of a pilot sensory play intervention to increase fruit acceptance in preschool children. Appetite, 120, 609–615. https://doi.org/10.1016/j.appet.2017.10.011 Coulthard, Helen, & Sealy, A. (2017). Play with your food! Sensory play is associated with tasting of fruits and vegetables in preschool children. Appetite, 113, 84–90. https://doi.org/10.1016/j.appet.2017.02.003 Crain, W. C. (2005). Theories of development: Concepts and applications. Upper Saddle River: Pearson Prentice Hall. Dazeley, P., Houston-Price, C., & Hill, C. (2012). Should healthy eating programmes incorporate interaction with foods in different sensory modalities? A review of the evidence. British Journal of Nutrition, 108(5), 769–777. https://doi.org/10.1017/S0007114511007343 Derscheid, L. E., Umoren, J., Kim, S. Y., Henry, B. W., & Zittel, L. L. (2010). Early childhood teachers' and staff members' perceptions of nutrition and physical activity practices for preschoolers. Journal of Research in Childhood Education, 24(3), 248–265. https://doi.org/10.1080/02568543.2010.487405 Eliassen, E. K. (2011). The impact of teachers and families on young children's eating behaviors. YC Young Children, 66(2), 84–89. Elliott, E., Isaacs, M., & Chugani, C. (2010). Promoting Self-Efficacy in Early Career Teachers: A Principal's Guide for Differentiated Mentoring and Supervision. Florida Journal of Educational Administration & Policy, 4(1), 131–146. Emm, S., Harris, J., Halterman, J., Chvilicek, S., & Bishop, C. (2019). Increasing Fruit and Vegetable Intake with Reservation and Off-reservation Kindergarten Students in Nevada. Journal of Agriculture, Food Systems, and Community Development, 9, 1–10. https://doi.org/10.5304/jafscd.2019.09b.014 Flynn, M. A. T. (2015). Empowering people to be healthier: Public health nutrition through the Ottawa Charter. Proceedings of the Nutrition Society, 74(3), 303–312. https://doi.org/10.1017/S002966511400161X Franciscato, S. J., Janson, G., Machado, R., Lauris, J. R. P., de Andrade, S. M. J., & Fisberg, M. (2019). Impact of the nutrition education Program Nutriamigos® on levels of awareness on healthy eating habits in school-aged children. 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Association of meal and snack patterns with micronutrient intakes among Greek children and adolescents: data from the Hellenic National Nutrition and Health Survey. Journal of Human Nutrition and Dietetics, 32(4), 455–467. https://doi.org/10.1111/jhn.12639 Moffitt, A. (2019). Early Childhood Educators and the Development of Family Literacy Programs: A Qualitative Case Study. ProQuest Dissertations and Theses, 96. Retrieved from http://proxy.mul.missouri.edu/login?url=https://search.proquest.com/docview/2242479347 ?accountid=14576%0Ahttps://library.missouri.edu/findit?genre=dissertations+%26+theses &title=Early+Childhood+Educators+and+the+Development+of+Family+Literacy+Progra ms%3A+ Mustonen, S., & Tuorila, H. (2010). Sensory education decreases food neophobia score and encourages trying unfamiliar foods in 8-12-year-old children. Food Quality and Preference, 21(4), 353–360. https://doi.org/10.1016/j.foodqual.2009.09.001 Myszkowska-Ryciak, J., & Harton, A. (2019). 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Food Support Programs and Their Impacts on Young Children. Health Affairs, (march). Retrieved from https://www.healthaffairs.org/briefs Schmitt, S. A., Bryant, L. M., Korucu, I., Kirkham, L., Katare, B., & Benjamin, T. (2019). The effects of a nutrition education curriculum on improving young children's fruit and vegetable preferences and nutrition and health knowledge. Public Health Nutrition, 22(1), 28–34. https://doi.org/10.1017/S1368980018002586 Sekiyama, M., Roosita, K., & Ohtsuka, R. (2012). Snack foods consumption contributes to poor nutrition of rural children in West Java, Indonesia. Asia Pacific Journal of Clinical Nutrition, 21(4), 558–567. https://doi.org/10.6133/apjcn.2012.21.4.11 Sepp, H., & Ho, K. (2016). Food as a tool for learning in everyday activities at preschool exploratory study from Sweden. Food & Nurtition Research, 1, 1–7. Shor, R., & Friedman, A. (2009). 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Food and Personal Hygiene Perceptions and Practices among Caregivers Whose Children Have Diarrhea: A Qualitative Study of Urban Mothers in Tangerang, Indonesia. Journal of Nutrition Education and Behavior, 42(1), 33–40. https://doi.org/10.1016/j.jneb.2009.03.003 Witt, K. E., & Dunn, C. (2012). Increasing Fruit and V egetable Consumption among Preschoolers: Evaluation of Color Me Healthy. Journal of Nutrition Education and Behavior, 44(2), 107–113. https://doi.org/10.1016/j.jneb.2011.01.002
The Anthropology of Technology: The Formation of a Field -- Section 1: Perspectives, Fields, and Approaches -- Making 'Technology' Visible: Technical Activities and the Chaîne Opératoire -- Technology as Skill in Handwork and Craft: Basketwork and Handweaving -- Material Culture Studies: Objectification, Agency, and Intangibility -- Feminist Technoscience and New Imaginaries of Human Reproduction -- Assemblage Ethnography: Configurations Across Scales, Sites, and Practices -- Humanism, Posthumanism, and New Humanism: How Robots Challenge the Anthropological Object -- Structuring Race into the Machine: The Spoiled Promise of Postgenomic Gene Sequencing -- An Interventional Design Anthropology of Emerging Technologies: Working Through an Interdisciplinary Field -- Computational Ethnography: A Case of Covid-19's Methodological Consequences -- Section 2: Knowing, Unknowing, and Re-knowing -- Knowing, Unknowing, and Re-knowing -- Technology, Environment, and the Ends of Knowledge -- Charting the Unknown: Tracking the Self, Experimenting with the Digital -- Data, Knowledge Practices, and Naturecultural Worlds: Vehicle Emissions in the Anthropocene -- Set, Setting, and Clinical Trials: Colonial Technologies and Psychedelics -- Assembling Population Data in the Field: The Labour, Technologies, and Materialities of Quantification -- Peopled by Data: Statistical Knowledge Practices, Population-Making, and the State -- Data Practices and Sustainable Development Goals: Organising Knowledge for Sustainable Futures -- Section 3: Communities, Collectives, and Categories -- Communities, Collectives, and Categories -- Un/Doing Race: On Technology, Individuals, and Collectives in Forensic Practice -- Learning, Technology, and the Instrumentalisation of Critique -- Technology, Gender, and Nation: Building Modern Citizens in Maoist China -- Imagineerism: Technology, Robots, Kinship. Perspectives from Japan -- Collectivities and Technological Activism: Feminist Hacking -- Inside Technology Organisations: Imaginaries of Digitalisation at Work -- Section 4: Ethics, Values, and Morality -- Ethics, Values, and Morality -- Moral Ambiguities: Fleshy and Digital Substitutes in the Life Sciences -- Enacting Authenticity: Changing Ontologies of Biological Entities -- Technologies of Beauty: The Materiality, Ethics, and Normativity of Cosmetic Citizenship -- The Optimised and Enhanced Self: Experiences of the Self and the Making of Societal Values -- Articulations of Ethics: Energy Worlds and Moral Selves -- Competing Responsibilities and the Ethics of Care in Young People's Engagements with Digital Mental Health -- Committee Work: Stem Cell Governance in the United States -- Section 5: Infrastructures, Linkages, and Livelihoods -- Infrastructures, Linkages, and Livelihoods -- Accumulation: Exploring the Materiality of Energy Infrastructure -- Food Infrastructures and Technologies of Trust in Contemporary China -- Water Infrastructures: The Making and Maintenance of Material and Organisational Connections -- Electricity as a Field for Anthropological Theorizing and Research -- Circuit Board Money: An Infrastructural Perspective on Digital Payments.
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1. The Rights of the Child in Turkey (Başak Başoğlu & Kadir Berk Kapancı) -- 2. From Research to Policy Implementation: An Overview of Child Well-Being Studies in Turkey (Pınar Uyan-Semerci & Emre Erdoğan) -- 3. Child Labor in Turkey: An Overview (Pınar Uyan Semerci & Emre Erdoğan) -- 4. The Construction of Childhood as a Political and Educational Category in Modern Turkey (Mehmet Toran & Ziya Toprak) -- 5. Transformation of Childhood in the Education System (Mine Göl-Güven) -- 6. Challenges of Syrian Refugee Children in the Turkish Education System: Pathways to Inclusive Education (Ulaş Sunata & Ayşe Beyazova) -- 7. A Social Justice-Oriented Analysis of Refugee Children's Educational Experiences in Turkey (Sultan Kilinc & Elif Karsli-Calamak) -- 8. Children and Politics in Turkey: Role-playing, Unchilding, Victimization (Nazan Maksudyan) -- 9. Mechanisms Linking Prenatal Environment and Child Development: The case of BABIP birth cohort from Turkey (Elif Aysimi Duman) -- 10. How Children in Turkey Use Digital Media: Factors Related to Children, Parents, and their Home Environment (Berna A. Uzundag , Cansu Oranç , Dilara Keşşafoğlu & Merve Nur Altundal) -- 11. Cultural Factors in the Development of Children's Socioemotional Competence (İbrahim H. Acar & Şevval Nur Yağlı) -- 12. Development of Social and Moral Judgments in the Turkish Context (Melike Acar) -- 13. Mental State Understanding in Turkey: Findings on the Development of the Theory of Mind from a Turkish Context (Müge Ekerim-Akbulut) -- 14. Children's Psychological Wellbeing under Armed Conflict: Findings from the East of Turkey (Buket Kara & Bilge Selcuk) -- 15. Experience of Early Childhood Care and Education in Turkey (A. Beyza Ateş & Hande Sodacı) -- 16. Scientific Thinking in Young Children: Development, Culture, and Education (Özgün Köksal) -- 17. Narrative Competence in relation to SES-second Language Interaction in Turkey (Aslı Aktan-Erciyes & Hale Ögel-Balaban) -- 18. Content, Functions, and Cultural Bases of Parent-Child Memory Conversations (Basak Sahin-Acar & Nur Elibol-Pekaslan) -- 19. ISTANBUL95: An Early Childhood Initiative to Improve Child Development (Feyza Çorapçı , Serra Müderrisoğlu , Hande Sart , & Nihal Yeniad) -- 20. Risk Factors for Child's Attachment Security and Positive Effects of Circle of Security Parenting (COS-P) Intervention on Mothers' Mental Health (Gizem Arikan & Asiye Kumru) -- 21. Bullying Prevention in Turkish Schools: Evaluation of the ViSC Program (Aysun Doğan , Sevgi T.Aytekin & Dagmar Strohmeier) -- 22. "I am Learning to Protect Myself with Mika": Child Sexual Abuse and Prevention Efforts in Turkey (Türkan Yılmaz Irmak & Rukiye Kızıltepe).
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Chapter 1. Introduction: The Sharing Economy in Europe from Idea to Reality; Andrzej Klimczuk, Vida Česnuitytė, Cristina Miguel, Gabriela Avram, Bori Simonovits,Mijalche Santa, & Bálint Balázs -- 2. Conceptualisation of the Sharing Economy; Cristina Miguel, Esther Martos-Carrión, Andrzej Klimczuk, & Mijalche Santa -- 3. 3. The Context of Public Policy on the Sharing Economy; Andrzej Klimczuk -- 4. 4. The Regulatory Context and Legal Evolution: The Cases of Airbnb and Uber; Kosjenka Dumančić, & Natalia-Rozalia Avlona -- 5. Infrastructure for the Sharing Economy Spreading; by Vida Česnuitytė, Leta Dromantienė,& Julijana Angelovska -- 6. 6. Mobility and Transportation Sharing; Agnieszka Łukasiewicz, Anikó Bernát, & Vera Lúcia Alves Pereira Diogo -- 7. Peer-to-peer Accommodation in Europe: Trends, Challenges, and Opportunities; Anna Farmaki, & Cristina Miguel -- 8. From Uberisation to Commoning: Experiences, Challenges, and Potential Pathways of the Sharing Economy in Food Supply Chains in Europe; Bálint Balázs, & Bori Simonovits -- 9. Unpacking the Financial Services Evolution in the Sharing Economy; Mijalche Santa, & Agnieszka Łukasiewicz -- 10. Education, Information, and Data in the Era of Sharing; Gabriela Avram, & Eglantina Hysa -- 11. Sharing of Material Goods and Household Services; Vida Česnuitytė, Leta Dromantienė, & Anita Čeh Časni -- 12. Solidarity and Care Economy During Times of Crises: A Comparative View Between Hungary and Greece in 2015 and 2020; Penny Travlou, & Anikó Bernát -- 13. Sharing Economy in the Netherlands: Grounding Public Values in Shared Mobility and Gig Work Platforms; Martijn de Waal, & Martijn Arets -- 14. The Sharing Economy in France: From Cooperative Business to Platform Cooperatives; Myriam Lewkowicz, & Jean-Pierre Cahier -- 15. A Critical Perspective on the Sharing Economy in Tourism and the Hospitality Sector in Austria; Malte Höfner, & Rainer Rosegger; 16. Recent Developments in the Collaborative and Sharing Economy in Italy: Old and New Issues After the COVID-19 Crisis; Chiara Bassetti, Cary Yungmee Hendrickson, Monica Postiglione, Giulia Priora, Venere Sanna, & Stefano Valerio -- 17. Albania: Advances in Agriculture and Relation to Food Delivery and Health Sector; Eglantina Hysa, Alba Kruja, & Vera Shikp -- 18. An Examination of the Evolution of Timebanks in the United Kingdom Rodrigo Perez Vega, & Cristina Miguel -- 19. Facing COVID-19 and the Sharing Economy Business Models: Case Study of Poland; Agnieszka Łukasiewicz, & Aleksandra Nadolska -- 20. 20. Conclusion: The State and Future Prospects of the Sharing Economy in Europe; Vida Česnuitytė, Andrzej Klimczuk, Cristina Miguel, Gabriela Avram, Bori Simonovits,Mijalche Santa, & Bálint Balázs.
1. User and community co-production of public services and outcomes: A map of the current state of play -- 2. Co-production for public value -- 3. Co-production in political science and publication administration -- 4. The political economy foundations of co-production -- 5. How to work more inclusively with 'the people it's about' to foster more inclusive outcomes: A behavioural insight and behavioural design perspective on co-production -- 6. Co-production from a public service logic perspective -- 7. Understanding co-production as a social innovation -- 8. The important of co-production in branding as governance strategy -- 9. Getting to authentic co-production: An Asset-Based Community Development perspective on co-production -- 10. Law and co-production: The important of citizenship values -- 11. Discover Together: Attempting to alter understanding and practices in governments' work with citizens -- 12. Co-production from a third sector perspective -- 13. Co-commissioning at the micro-level: Personalized budgets in health and social care -- 14. A strategic management approach to co-commissioning public services -- 15. Co-commissioning at neighbourhood and city-wide level through participatory budgeting -- 16. Co-designing healthcare services with patients -- 17. Co-design of public spaces with local communities -- 18. Co-designing neighbourhood-level social improvement and innovation -- 19. It's all in the practice: Towards quality co-design -- 20. Co-delivery: A framework and case studies -- 21. Co-producing desistance? The role of peer support -- 22. Co-assessment through digital technologies -- 23. Co-assessment through citizens and service users in audit, inspection and scrutiny -- 24. Relational leadership: An analytical lens for the exploration of co-production -- 25. Skilling and motivating staff for co-production -- 26. Citizens' motivations for co-production: Willingness, ability and opportunity at play -- 27. Vulnerable citizens: Will co-production make a difference? -- 28. Risk and resilience management in co-production -- 29. Can co-production promote participatory public governance? -- 30. ICT-Based Co-production: A public values perspective -- 31. Beware of the dark side: Avoiding governance pitfalls in co-production -- 32. Understanding, analysing and addressing conflicts in co-production -- 33. Experimental methods for investigating co-production -- 34. Co-production: Using qualitative and mixed-methods -- 35. Co-producing research with service users and communities -- 36. Developing evidence-based co-production.
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"From a stage erected in front of the US Capitol, on April 25, 1993, Michael Callen surveyed the throng: an estimated one million people stretched across the National Mall in the largest public demonstration of queer political solidarity in history. "What a sight," he told the crowd, his earnest Midwestern twang reverberating through loudspeakers. "You're a sight for sore eyes. Being gay is the greatest gift I have ever been given, and I don't care who knows about it." He then launched into a gorgeous rendition of "Love Don't Need a Reason," the AIDS anthem he composed with Marsha Malamet and the late Peter Allen. As Callen finished singing, people stood cheering and flashing the familiar American Sign Language symbol for "I Love You." For they knew the song's sentiment rang true for Callen, who had recently announced his retirement from music and activism after a living for more than a decade with what was then called "full-blown AIDS." After the March on Washington, Callen returned to his recently adopted West Coast home, Los Angeles. In the ensuing months, his health rapidly declined, and on 27 December 1993, Callen died of AIDS-related pulmonary Kaposi's sarcoma.
Love Don't Need a Reason focuses on Callen's most important and lasting legacy: his music. A witness to the overlooked last years of Gay Liberation and a major figure in the early years of the AIDS crisis, Michael Callen chronicled these experiences in song. A community organizer, activist, author, and architect of the AIDS self-empowerment movement, he literally changed the way we have sex in an epidemic when he co-authored one of the first safe-sex guides in 1983. A gifted singer, songwriter, and performer, he also made gay music for gay people and used music to educate and empower people with AIDS. Listening again to his music allows us to hear the shifting dynamics of American families, changing notions of masculinity, gay migration to urban areas, the sexual politics of Gay Liberation, and HIV/AIDS activism. Using extensive archival materials and newly-conducted oral history interviews with Callen's friends, family, and fellow musicians, Matthew J. Jones reintroduces Callen to the history of LGBTQIA+ music and places Callen's music at the center of his important activist work."
Part I : general concepts -- The concept of disease / Dominic Sisti and Arthur L. Caplan -- Disease, illness, and sickness / Bjorn Hofmann -- Health and well-being / Daniel M. Hausman -- Disability and normality / Anita Silvers -- Mechanisms in medicine / Phyllis Illari -- Causality and causal interference in medicine / Julian Reiss -- Frequency and propensity : the interpretation of probability in causal models for medicine / Donald Gillies -- Reductionism in the biomedical sciences / Holly K. Andersen -- Realism and constructivism in medicine / Jeremy R. Simon -- Part II : specific concepts -- Birth / Christina Scèhues -- Death / Steven Luper -- Pain, chronic pain, and suffering / Valerie Gray Hardcastle -- Measuring placebo effects / Jeremy Howick -- The concept of genetic disease / Jonathan Michael Kaplan -- Diagnostic categories / Annemarie Jutel -- Classificatory challenges in psychopathology / Harold Kincaid -- Classificatory challenges in physical disease / Mathias Brochhausen -- Part III : research methods (a) evidence in medicine -- The randomized controlled trial : internal and external validity ./ Adam La Caze -- The hierarchy of evidence, meta-analysis, and systematic review / Robyn Bluhm -- Statistical evidence and the reliability of medical research / Mattia Andreoletti and David Teira -- Bayesian versus frequentist clinical trials / Cecillia Nardini -- Observational research / Olaf M. Dekkers and Jane P. Vandenbroucke -- Philosophy of epidemiology / Alex Broadbent -- Complementary/alternative medicine and the evidence requirement / Kirsten Hansen and Klemens Kappel -- Part III : research methods (b) other research methods -- Models in medicine / Michael Wilde and Jon Williamson -- Discovery in medicine / Brendan Clarke -- Explanation in medicine / Mèael Lemoine -- The case study in medicine / Rachel A. Ankeny -- Values in medical research / Kirstin Borgerson -- Outcome measures in medicine / Leah McClimans -- Measuring harms / Jacob Stegenga -- Expert consensus / Miriam Solomon -- Part IV : clinical methods -- Clinical judgment / Ross Upshur and Benjamin Chin-Yee -- Narrative medicine / Danielle Spencer -- Medical decision making : diagnosis, treatment, and prognosis / Ashley Graham Kennedy -- Part V : variability and diversity -- Personalized and precision medicine / Alex Gamma -- Gender in medicine / Immaculada de Melo-Martâin and Kristen Intemann -- Race in Medicine / Sean A. Valles -- Atypical bodies in medical care / Ellen K. Feder -- Part VI : perspectives -- The biomedical model and the biopsychosocial model in medicine / Fred Gifford -- Models in mental illness / Jacqueline Sullivan -- Phenomenology and hermeneutics in medicine / Havi Carel -- Evolutionary medicine / Michael Cournoyea -- Philosophy of nursing : caring, holism and the nursing role(s) / Mark Risjord -- Contemporary Chinese medicine and its theoretical foundations / Judith Farquhar -- Double truths and the postcolonial predicament of Chinese medicine / Eric I. Karchmer -- Medicine as a commodity / Carl Elliott
