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In the light of the European Union's interest in creativity and innovation, this paper, drawing on data from the EU project Creative Little Scientists (2011–2014), explores the teaching and learning of science and creativity in Early Years education. The project's conceptual framework, developed from detailed analysis of relevant literatures, highlighted the potential existence of a number of pedagogical synergies between inquiry-based science and creativity-based approaches in Early Years education. The science and creativity literature reviews were thus re-examined to identify synergistic features of teaching and learning in the Early Years. These were seen to include: play and exploration, motivation and affect, dialogue and collaboration, problem-solving and agency, questioning and curiosity, reflection and reasoning, and teacher scaffolding and involvement. Field work undertaken over a 4-month-period in 48 sites across the 9 partner countries provided the opportunity to examine the existence of these synergies in Early Years settings and primary classrooms with learners aged 3–8 years. Qualitative in nature, the fieldwork was framed by a case study strategy encompassing multiple methods of data collection: sequential digital images capturing interactions; observations supplemented by audio recording; timelines; and interviews with teachers and groups of children. The data set comprised 71 cases in early science (and mathematics), with 3 episodes of activity per case encapsulating creativity in these domains, resulting in 218 episodes for analysis. A deductive–inductive analytical approach was undertaken in two phases with cross-case analysis both within and between countries. The paper exemplifies the pedagogical synergies innovatively identified in the conceptual framework and documented in the fieldwork, and highlights the potential for creativity in exploratory science contexts. Additionally, it highlights differences between practice observed in preschool and primary settings and advances a new conceptual definition of creativity within Early Years science education.

Introduction This article, based on a study of 196 teachers of students with visual impairments, reports on the experiences with and opinions related to their decisions about instructing their students who are blind or have low vision in the abacus. Methods The participants completed an online survey on how they decide which students should be taught abacus computation skills and which skills they teach. Data were also gathered on those who reported that they did not teach computation with the abacus. Results The participants resided in the United States and Canada and had various numbers of years of teaching experience. More than two-thirds of those who reported that they taught abacus computation skills indicated that they began instruction when their students were between preschool and the second grade. When students were provided with instruction in abacus computation, the most frequently taught skills were the operations of addition and subtraction. More than two-thirds of the participants reported that students were allowed to use an abacus on high-stakes tests in their state or province. Discussion Teachers of students with visual impairments are teaching students to compute using the Cranmer abacus. A small number of participants reported they did not teach computation with an abacus to their students because of their own lack of knowledge. Implications for practitioners The abacus has a role in the toolbox of today's students with visual impairments. Among other implications for educational practice, further studies are needed to examine more closely how teachers of students with visual impairments are instructing their students in computation with an abacus. Topics to examine include the frequency of instruction, the age at which instruction begins, how instruction is provided to children with multiple disabilities, whether instruction is provided in the general education classroom or via pullouts, the role of math teachers and paraeducators in instruction, and how the abacus could be used collaboratively with technology.

this article analyses European disparities in policies that help parents reconcile work and family life. In particular, it is examined how the various public support is complemented by the support provided by employers in the form of service provision or flexible working time. Differences in this support contribute to the disparities in employment/family conciliation 'schemes' in Europe. In particular, the Nordic countries are characterised by a greater willingness on the part of employers to allow their employees to manage their working time in a very flexible manner. This complements more developed public conciliation support for children under three years of age. Countries with low levels of female fertility and employment are those where all forms of support are more limited, or where complementarity is not ensured. ; International audience This paper analyses the variations in policies aiming at reconciling work and family life in Europe. We especially examine how public policy is completed by employers support in childcare services and flexible working time practices. Differences in this latter support are part of the variations in patterns of reconciliation between work and family. In particular, Nordic countries differ with a higher propensity of employers to provide very flexible working time schedule. This is added to a higher public support offered to parents with a child under age of preschool. Countries with the lowest fertility and female employment rates are those where all kinds of support are more limited, or where they are not complementary. ; this article analyses European disparities in policies that help parents reconcile work and family life. In particular, it is examined how the various public support is complemented by the support provided by employers in the form of service provision or flexible working time. Differences in this support contribute to the disparities in employment/family conciliation 'schemes' in Europe. In particular, the Nordic countries are characterised by a greater ...

Background: Gestational diabetes and gestational hypertensive disorders are associated with offspring obesity, but the role of maternal adiposity in these associations remains unclear. We aimed to investigate whether these pregnancy complications affect the odds of offspring obesity independently of maternal obesity. Methods: We did an individual participant data (IPD) meta-analysis of mother–offspring pairs from prospective birth cohort studies that had IPD on mothers with singleton liveborn children born from 1989 onwards and had information available about maternal gestational diabetes, gestational hypertension or pre-eclampsia, and childhood body-mass index (BMI). We applied multilevel mixed-effects models to assess associations of gestational diabetes, gestational hypertension, and pre-eclampsia with BMI SD scores and the odds of overweight and obesity throughout childhood, adjusting for lifestyle characteristics (offspring's sex, maternal age, educational level, ethnicity, parity, and smoking during pregnancy). We then explored the extent to which any association was explained by maternal pre-pregnancy or early-pregnancy BMI. Findings: 160 757 mother–offspring pairs from 34 European or North American cohorts were analysed. Compared with uncomplicated pregnancies, gestational diabetes was associated with increased odds of overweight or obesity throughout childhood (odds ratio [OR] 1·59 [95% CI 1·36 to 1·86] for early childhood [age 2·0–4·9 years], 1·41 [1·26 to 1·57] for mid childhood [5·0–9·9 years], and 1·32 [0·97 to 1·78] for late childhood [10·0–17·9 years]); however, these associations attenuated towards the null following adjustment for maternal BMI (OR 1·35 [95% CI 1·15 to 1·58] for early childhood, 1·12 [1·00 to 1·25] for mid childhood, and 0·96 [0·71 to 1·31] for late childhood). Likewise, gestational hypertension was associated with increased odds of overweight throughout childhood (OR 1·19 [95% CI 1·01 to 1·39] for early childhood, 1·23 [1·15 to 1·32] for mid childhood, and 1·49 [1·30 to 1·70] for late childhood), but additional adjustment for maternal BMI largely explained these associations (1·01 [95% CI 0·86 to 1·19] for early childhood, 1·02 [0·95 to 1·10] for mid childhood, and 1·18 [1·03 to 1·36] for late childhood). Pre-eclampsia was associated with decreased BMI in early childhood only (difference in BMI SD score −0·05 SD score [95% CI −0·09 to −0·01]), and this association strengthened following additional adjustment for maternal BMI. Interpretation: Although lowering maternal risk of gestational diabetes, gestational hypertension, and pre-eclampsia is important in relation to maternal and fetal pregnancy outcomes, such interventions are unlikely to have a direct impact on childhood obesity. Preventive strategies for reducing childhood obesity should focus on maternal BMI rather than on pregnancy complications. Funding: EU's Horizon 2020 research and innovation programme (LifeCycle Project). ; This study has received support from the US National Institute of Health (R01 DK10324) and European Research Council under the European Union's Seventh 22 Framework Programme (FP7/2007-2013) / ERC grant agreement no 669545. The Swedish Research Council, The Swedish Heart and Lung Foundation, The Swedish Research Council for Working Life and Social Welfare, the Swedish Asthma and Allergy Association Research Foundation, The Swedish Research Council Formas, Stockholm County Council, and the European Commission's Seventh Framework 29 Program MeDALL under grant agreement No. 261357. This study has received support from the British Heart Foundation (CS/16/4/32482), US National Institute of Health (R01 DK10324) and European Research Council under the European Union's Seventh Framework Programme (FP7/2007-2013) / ERC grant agreement no 669545. The general design of the Generation R Study is made possible by financial support from the Erasmus MC, University Medical Center, Rotterdam, Erasmus University Rotterdam, Netherlands Organization for Health Research and Development (ZonMw), Netherlands Organisation for Scientific Research (NWO), Ministry of Health, Welfare and Sport and Ministry of Youth and Families. Research leading to these results has received funding from the European Union's Seventh Framework Programme (FP7/2007- 2013), project EarlyNutrition under grant agreement n°289346, the European Union's Horizon 2020 research and innovation programme under grant agreement No 633595 (DynaHEALTH) and the European Union's Horizon 2020 research and innovation programme under grant agreement 733206 (LifeCycle Project). European Community's Seventh Framework Programme (FP7/2007-2013) under grant agreements Early Nutrition n° 289346 and by funds from the Norwegian Research Council's MILPAAHEL programme, project No.213148. This study was funded by Grants from UE (FP7-ENV-2011 cod 282957 and HEALTH.2010.2.4.5-1), Spain: ISCIII (G03/176; FIS-FEDER: PI09/02647, PI11/01007, PI11/02591, PI11/02038, PI13/1944, PI13/2032, PI14/00891, PI14/01687, and PI16/1288; Miguel Servet-FEDER CP11/00178, CP15/00025, and CPII16/00051), and Generalitat Valenciana: FISABIO (UGP 15-230, UGP-15-244, and UGP-15-249). The "Rhea" project was financially supported by European projects (EU FP6-2003-Food-3-NewGeneris, EU FP6. STREP Hiwate, EU FP7 ENV.2007.1.2.2.2. Project No 211250 Escape, EU FP7-2008-ENV-28.1.2.1.4 envirogenomarkers, EU FP7-HEALTH-2009- single stage CHICOS, EU FP7 ENV.2008.1.2.1.6. Proposal No 226285 ENRIECO, EU- FP7- HEALTH-2012 Proposal No 308333 HELIX) and the Greek Ministry of Health (Program of Prevention of obesity and neurodevelopmental disorders in preschool children, in Heraklion district, Crete, Greece: 2011-2014; "Rhea Plus": Primary Prevention Program of Environmental Risk Factors for Reproductive Health, and Child Health: 2012-15). ROLO is supported by the Health Research Board Ireland, the Health Research Centre for Health and Diet Research, and the European Union's Seventh Framework Programme (FP7/2007-2013), project EarlyNutrition under grant agreement no. 289346. The SWS is supported by grants from the Medical Research Council, National Institute for Health Research Southampton Biomedical Research Centre, University of Southampton and University Hospital Southampton National Health Service Foundation Trust, and the European Union's Seventh Framework Programme (FP7/2007-2013), project EarlyNutrition (grant 289346). Study participants were drawn from a cohort study funded by the Medical Research Council and the Dunhill Medical Trust.

Traditionally, the school pupil has been regarded as an important actor, both in the preservation of society and in encountering predicted outcomes of the future. Today, even the youngest children are included in the educational project, fabricating 1-5-year-olds as universal pathfinders for the somewhat conflicting mission of creating both economic growth and sustainable development (European Commission, 2010). Considering this process, it is worth examining how the young child is articulated as an educable subject within the framework of dominating perspectives in the ECEC field. We do so by focusing on two contrasting discursive movements: the policy-driven social economic and the philosophically inclined posthumanist discourses. These discourses provide seemingly opposing basic assumptions about the subject within the same educational context, that is, early education. Yet, education is accentuated in both discourses as the single most important factor in handling contemporary and future global economic, social and ecological crisis.In what many scholars, as well as educational policy actors, call a precarious time long-term challenges such as globalisation and the pressure on resources are intensified (e.g. Malone, Truong & Gray, 2017; Taylor & Giugni, 2012; European Commission, 2010). In Early Childhood Education policy, the child figures as a social, economic and political project, mirroring both the existing society and current political endeavours in trying to control the outcome of the future. Recurring in the history of the young institutionalised child is the idea that the child can be emancipated and released from a future predestined by unfavourable background conditions (connected to culture and socioeconomic environment), through education. This assuming that children will participate in education early on, which is why the goal of providing preschool activities for all children (even when the economic or the social incentives are missing) is prominent in the international education policy for younger children (Nagazawa, Peters & Swadener, 2014). This idea of the educable child focuses on individual cognition and receptivity in relation to predefined subject knowledge, where education is the "intervention" that captures political intentions and expectations (Eurostat, 2017) through, what we call, a social economic discourse. The social economic discourse is not uniform but contains several different intentions within the governing field of education, which together produce a particular subject: the entrepreneur, ready to invest in her/himself and in the future (Bacchi, 2009). However, the social economic discourse, albeit historically dominant within the ECEC field, has not been unopposed. The emergence of critical pedagogies and the growing interest in the sociology of childhood in the 1980s and 90s, offered alternatives to the developmentalist and social economic view on the child. In the wake of these movements, posthumanist theory has gained an increasing influence in early education research at large, and in the ESD field in particular. According to the proponents of posthumanism, in order to thrive and survive we (as humans) need to re-evaluate our position in the world by realising the complex relational nature of existence. In this endeavour, early education becomes crucial and posthumanist theory is proposed as an invitation to reconsider the humanist notion of "human" through the child (Lenz Taguchi, 2010; Taylor, Pacini-Ketchabaw and Blaise, 2012).By studying the terms and conditions of the social economic and posthumanist discourses, we examine what is represented as being at stake (e.g. growth, competitiveness, the environment and not least human survival) and offer a critical reflection on the different, but surprisingly consistent, articulations of the educable young child.

BACKGROUND: The global prevalence of chronic kidney disease (CKD) is increasing. In children, CKD exhibits unique etiologies and can have serious impacts on children's growth and development. Therefore, an aggressive approach to preventing the progression of CKD and its complications is imperative. To improve the understanding and management of Asian pediatric patients with CKD, we designed and launched KNOW-Ped CKD (KoreaN cohort study for Outcome in patients With Pediatric Chronic Kidney Disease), a nationwide, prospective, and observational cohort study of pediatric CKD with funding from the Korean government. METHODS/DESIGN: From seven major centers, 450 patients <20 years of age with CKD stages I to V are recruited for the comprehensive assessment of clinical findings, structured follow-up, and bio-specimen collection. The primary endpoints include CKD progression, defined as a decline of estimated glomerular filtration rate by 50 %, and a requirement for renal replacement therapy or death. The secondary outcomes include the development of left ventricular hypertrophy or hypertension, impairment of growth, neuropsychological status, behavioral status, kidney growth, and quality of life. DISCUSSION: With this study, we expect to obtain more information on pediatric CKD, which can be translated to better management for the patients. TRIAL REGISTRATION: NCT02165878 (ClinicalTrials.gov), submitted on June 11, 2014. ; open

Objective of research: The purpose of this study was to investigate the degree of contamination of sand and soil samples infected with geohelminthes on the territory of preschools and playgrounds in Vladikavkaz. Materials and methods: Sanitary-parasitological examination of sand and soil from playgrounds of 20 kindergartens and 10 playgrounds located in courtyards of multi-story buildings in Vladikavkaz was conducted. 100 and 50 samples were taken from these sites, respectively. The work was performed according to MUK 4.2.2661-10 «Methods of sanitary-parasitological research». Helminth eggs were detected by the methods of Pavlovsky (1959) and Kotelnikov (1991). Results and discussion. We established a high degree of contamination of sandboxes and playgrounds with various helminth eggs. Helminth eggs were revealed in 64 of 150 sand and soil samples (42,67 %) with the average intensity of contamination from 2 to 24 ind/kg. 38,5 % of revealed helminth eggs were viable. In samples of soil and sand taken from preschools, 3 species of geohelminth eggs were detected: Ascaris spp. (13,0 %), Toxocara spp. (9,0 %) and Enterobius vermicularis (4,0 %). In samples of soil and sand taken from children's playgrounds 7 helminth species were found: Ascaris spp. (28,0 %), Toxocara spp. (22,0 %), E. vermicularis (12,0 %), Trichocephalus spp. (2,0 %), Hyminolepis spp. (4,0 %), Taenia spp. (2,0 %). For the first time, eggs of Schistosoma sp. were discovered in a soil sample from the playground, located on the territory of the military town «Holzman»; the intensity of contamination was up to 4 ind./kg. The results allow to conclude that parasitological parameters of soil and sand from some kindergartens and yard playgrounds do not meet hygienic standards, and represent a potential risk of infestation with parasitic diseases, in particular with geohelminthoses, for children, adults and staff of kindergartens. ; Цель исследования - изучение степени контаминации геогельминтами образцов песка и почвы на территории дошкольных учреждений и игровых площадок, расположенных в г. Владикавказе. Материалы и методы. На территории г. Владикавказ проведены санитарно-паразитологические исследования песка и почвы игровых площадок 20 детских дошкольных учреждений и 10 игровых площадок, расположенных во дворах многоэтажных домов. С исследуемых объектов отобрано 100 и 50 проб соответственно. Санитарно-паразитологическое исследование песка и почвы проводили в соответствии с МУК 4.2.2661-10 «Методы санитарно-паразитологических исследований». Определение яиц гельминтов осуществляли по Павловскому (1959) и Котельникову (1991). Результаты и обсуждение. Установлена высокая степень загрязнения песочниц и детских игровых площадок яйцами различных гельминтов. Из 150 образцов песка и почвы яйца гельминтов выявлены в 64, что составило 42,67 % с интенсивностью инвазии от 2 до 24 экз./кг. Из выявленных яиц гельминтов жизнеспособными были 38,5 %. В пробах почвы и песка, отобранных в детских дошкольных учреждениях, обнаружены яйца трех геогельминтов: Ascaris spp. (13,0 %) , Toxocara spp. (9,0 %) и Enterobius vermicularis (4,0 %). В пробах почвы и песка, отобранных с детских игровых площадок, выявлено семь видов: Ascaris spp. (28,0 %), Toxocara spp. (22,0 %), E. vermicularis (12,0 %), Trichocephalus spp. (2,0 %), Hymenolepis spp. (4,0 %), Taenia spp. (2,0 %). В пробе почвы с игровой площадки, расположенной на территории военного городка «Хольцман», впервые были обнаружены яйца трематоды Sсhistosoma sp. с интенсивностью обсеменения до 4 экз./кг. Полученные результаты позволяют констатировать, что почва и песок на территории некоторых детских дошкольных учреждений и дворовых игровых площадок по паразитологическим показателям не соответствуют гигиеническим нормативам и представляют потенциальную опасность риска заражения детей, персонала детских дошкольных учреждений и взрослого населения паразитарными болезнями, в частности геогельминтозами.

Many cities and countries have implemented heat wave warning systems to combat the health effects of extreme heat. Little is known about whether these systems actually reduce heat-related morbidity and mortality. We examined the effectiveness of heat wave alerts and health plans in reducing the mortality risk of heat waves in Korea by utilizing the discrepancy between the alerts and the monitored temperature. A difference-in-differences analysis combined with propensity score weighting was used. Mortality, weather monitoring, and heat wave alert announcement data were collected for 7 major cities during 2009-2014. Results showed evidence of risk reduction among people aged 19-64 without education (-0.144 deaths/1,000,000 people, 95% CI: -0.227, -0.061) and children aged 0-19 (-0.555 deaths/1,000,000 people, 95% CI: -0.993, -0.117). Decreased cardiovascular and respiratory mortality was found in several subgroups including single persons, widowed people, blue-collar workers, people with no education or the highest level of education (university or higher). No evidence was found for decreased all-cause mortality in the population (1.687 deaths/1,000,000 people per day; 95% CI: 1.118, 2.255). In conclusion, heat wave alerts may reduce mortality for several causes and subpopulations of age and socio-economic status. Further work needs to examine the pathways through which the alerts impact subpopulations differently.

Promoting equal access to quality education is an international agenda. In Ukraine, many changes have been made along the way, both at the level of legislation and at the level of practice: changes have been made to the basic Laws of Ukraine on the development and implementation of inclusive education; created conditions for teaching children and youth with special educational needs on the basis of many preschool, secondary and higher education institutions, training teachers to work in an inclusive educational environment, etc. At the same time, there are still many challenges along the way: lack of resources, experience, understanding of the main advantages of this new philosophy of education. The modern paradigm of education is based on the idea of creating adequate conditions for individuals with different learning needs (including for people with various mental and physical disabilities and gifted people). Modern educational practices and pedagogical systems of developed and developing countries are undergoing the necessary changes in society, making the transition to new educational concepts and technologies. International organizations recommend inclusive education as a priority for the development of the education system, aimed at realizing the rights of citizens to receive quality education and social integration. The underpinning principal is that all children have the right to be educated regardless of their special needs, disabilities and abilities with appropriate support provided. In order to make the education system inclusive and provide education for all citizens, the Ministry of Education and Science of Ukraine together with other stakeholders developed strategies which support the education of children with special educational needs and initiated the creation of the inclusive resource center (IRC). The aim of this study is to highlight new approach on theoretical justifications and applied calculations necessary to ensure the implementation of inclusive resource centers. This article focuses on implementation of inclusive resource centers in Ukraine. The article also presents target audience, characterizes the profiles of children with special educational needs, their parents and teachers. Competitiveness of substitute institutions is analyzed using parametric method and the method with the weighted indicators. To evaluate the project alternatives, the «SPACE» method is applied. The article demonstrates the international experience of two models of іnclusive resource centers. ; Забезпечення рівноправного доступу до якісної освіти є міжнародною програмою. В Україні на цьому шляху здійснено чимало змін як на рівні законодавства, так і на рівні практики: внесені зміни в основні Закони України про розвиток і впровадження інклюзивної освіти; створені умови для навчання дітей і молоді з особливими освітніми потребами на базі багатьох дошкільних, загальноосвітніх і вищих навчальних закладів, здійснюється підготовка педагогів до роботи в умовах інклюзивного освітнього середовища тощо. Водночас ще й досі багато викликів постає на цьому шляху: це брак ресурсів, досвіду, розуміння основних переваг цієї нової філософії освіти. Сучасна парадигма освіти виходить з ідеї створення адекватних умов для індивідуумів з різними потребами в навчанні (в тому числі для осіб з різними психофізичними вадами та обдарованих людей). Сучасні освітні практики та педагогічні системи розвинених країн та країн що розвиваються зазнають необхідні соціуму зміни, здійснюючи перехід на нові освітні концепції та технології. Міжнародні організації в якості пріоритетного розвитку системи освіти рекомендують інклюзивну освіту, спрямовану на реалізацію прав громадян на здобуття якісної освіти та соціальну інтеграцію. Основним принципом є те, що всі діти мають право на освіту незалежно від особливих потреб, обмежених можливостей та здібностей за умови надання відповідної підтримки. Для того, щоб зробити систему освіти інклюзивною та забезпечити освіту для всіх громадян, Міністерство освіти і науки України спільно з іншими зацікавленими сторонами розробило стратегії, що підтримують навчання дітей з особливими освітніми потребами, та ініціювало створення інклюзивно-ресурсних центрів (ІРЦ). Метою цього дослідження є висвітлення нового підходу щодо теоретичних обґрунтувань та прикладних розрахунків, необхідних для забезпечення реалізації інклюзивних ресурсних центрів. Також стаття присвячена впровадженню інклюзивно-ресурсних центрів в Україні. У статті також представлена цільова аудиторія, охарактеризовані профілі дітей з особливими освітніми потребами, їх батьків та вчителів. Проаналізовано конкурентоспроможність закладів-субститутів за допомогою параметричного методу та методу з урахуванням зважених показників. Для оцінки альтернатив проекту застосовувся метод «SPACE». Стаття демонструє міжнародний досвід двох моделей інклюзивно-ресурсних центрів.

BACKGROUND: Worldwide data for cancer survival are scarce. We aimed to initiate worldwide surveillance of cancer survival by central analysis of population-based registry data, as a metric of the effectiveness of health systems, and to inform global policy on cancer control. METHODS: Individual tumour records were submitted by 279 population-based cancer registries in 67 countries for 25·7 million adults (age 15-99 years) and 75,000 children (age 0-14 years) diagnosed with cancer during 1995-2009 and followed up to Dec 31, 2009, or later. We looked at cancers of the stomach, colon, rectum, liver, lung, breast (women), cervix, ovary, and prostate in adults, and adult and childhood leukaemia. Standardised quality control procedures were applied; errors were corrected by the registry concerned. We estimated 5-year net survival, adjusted for background mortality in every country or region by age (single year), sex, and calendar year, and by race or ethnic origin in some countries. Estimates were age-standardised with the International Cancer Survival Standard weights. FINDINGS: 5-year survival from colon, rectal, and breast cancers has increased steadily in most developed countries. For patients diagnosed during 2005-09, survival for colon and rectal cancer reached 60% or more in 22 countries around the world; for breast cancer, 5-year survival rose to 85% or higher in 17 countries worldwide. Liver and lung cancer remain lethal in all nations: for both cancers, 5-year survival is below 20% everywhere in Europe, in the range 15-19% in North America, and as low as 7-9% in Mongolia and Thailand. Striking rises in 5-year survival from prostate cancer have occurred in many countries: survival rose by 10-20% between 1995-99 and 2005-09 in 22 countries in South America, Asia, and Europe, but survival still varies widely around the world, from less than 60% in Bulgaria and Thailand to 95% or more in Brazil, Puerto Rico, and the USA. For cervical cancer, national estimates of 5-year survival range from less than 50% to more than 70%; regional variations are much wider, and improvements between 1995-99 and 2005-09 have generally been slight. For women diagnosed with ovarian cancer in 2005-09, 5-year survival was 40% or higher only in Ecuador, the USA, and 17 countries in Asia and Europe. 5-year survival for stomach cancer in 2005-09 was high (54-58%) in Japan and South Korea, compared with less than 40% in other countries. By contrast, 5-year survival from adult leukaemia in Japan and South Korea (18-23%) is lower than in most other countries. 5-year survival from childhood acute lymphoblastic leukaemia is less than 60% in several countries, but as high as 90% in Canada and four European countries, which suggests major deficiencies in the management of a largely curable disease. INTERPRETATION: International comparison of survival trends reveals very wide differences that are likely to be attributable to differences in access to early diagnosis and optimum treatment. Continuous worldwide surveillance of cancer survival should become an indispensable source of information for cancer patients and researchers and a stimulus for politicians to improve health policy and health-care systems.

Background. Integrated Child Development Services(ICDS) is an Indian community-centric government program organized under Anganwadi centres catering to supplementary nutrition, health andpreschooleducation, primary healthcare, growth monitoring and counselling the children under six years old along with their mothers. It is the world's largest outreach program in a developing country covering a population of 1.35 billion; the variations in service delivery were analysed involving cross-sectional rural and urban Anganwadi centers in New Delhi. Methods. Data were collected by assessment of children and mothers, interview of Anganwadi workers and observation of service delivery parameters and conduction of activities. Infrastructural, beneficiaries, services and content were evaluated by a suitable pre-tested questionnaire based on the National Institute of Public Cooperation and Child Development (NIPCCD) evaluation proforma. The data was analysed by a descriptive statistics. Results. Gaps were found in respect of infrastructure, resources, health and nutrition facilities especially at rural Anganwadi centre which was inadequate in terms of implementation of nutrition and health program, supplementary nutrition, preschool education and nutrition rehabilitation centre for existing beneficiaries. Both Anganwadi centres were not catering for new WHO growth standards and adolescent health. Conclusions. Gaps found in respect of infrastructure, resources, health and nutrition facilities can affect performance of ICDS program and the services delivered by Anganwadi centres, which need a boost. Both urban and rural centres have a direct opportunity towards delivering adolescent health program focusing on nutrition and education of girls prior to their pregnancy, and adoption of new WHO growth standards. ; Вступ. Об'єднані центри дитячого розвитку (ICDS) – це державна соціально-орієнтована програма у Індії під егідою Анганваді центрів, яка забезпечує додаткове харчування, санітарно-гігієнічну просвітницьку діяльність та дошкільну освіту, надання первинної медичної допомоги, моніторинг та консультування дітей віком до шести років разом з їхніми матерями. Це найбільша у світі за охопленням (коло 1,35 мільйонів населення) програма у країнах, які розвиваються. Мета роботи – проаналізувати діяльність Анганваді центрів у міській та сільській місцевостях Нью Делі. Методи. Дані збиралися шляхом опитування матерів та дітей і працівників Анганваді центрів, а також оцінки діяльності центрів. Опитувальники щодо інфраструктури, переваг та наданих центрами послуг базувалися на формі, запропонованій Національним інститутом громадського співробітництва та розвитку дітей. Дані аналізувалися за допомогою описової статистики. Результати. Були знайдені недосконалі моменти у роботі Анганваді центрів, особливо у сільській місцевості, а саме щодо термінів впровадження програм здорового харчування та дошкільної освіти та програм реабілітації. У обох центрах не було запроваджено нові стандарти ВООЗ. Висновки. Виявлені прогалини можуть вплинути на ефективність роботи об'єднаних центрів дитячого розвитку та якість послуг, які надаються у Анганваді центрах. Однак, як міські, так і сільські центри мають можливість здійснювати програми охорони здоров'я підлітків, зосереджуючись на харчуванні та вихованні дівчат до їх вагітності, а також прийняття нових стандартів ВООЗ.

Background. Integrated Child Development Services(ICDS) is an Indian community-centric government program organized under Anganwadi centres catering to supplementary nutrition, health andpreschooleducation, primary healthcare, growth monitoring and counselling the children under six years old along with their mothers. It is the world's largest outreach program in a developing country covering a population of 1.35 billion; the variations in service delivery were analysed involving cross-sectional rural and urban Anganwadi centers in New Delhi. Methods. Data were collected by assessment of children and mothers, interview of Anganwadi workers and observation of service delivery parameters and conduction of activities. Infrastructural, beneficiaries, services and content were evaluated by a suitable pre-tested questionnaire based on the National Institute of Public Cooperation and Child Development (NIPCCD) evaluation proforma. The data was analysed by a descriptive statistics. Results. Gaps were found in respect of infrastructure, resources, health and nutrition facilities especially at rural Anganwadi centre which was inadequate in terms of implementation of nutrition and health program, supplementary nutrition, preschool education and nutrition rehabilitation centre for existing beneficiaries. Both Anganwadi centres were not catering for new WHO growth standards and adolescent health. Conclusions. Gaps found in respect of infrastructure, resources, health and nutrition facilities can affect performance of ICDS program and the services delivered by Anganwadi centres, which need a boost. Both urban and rural centres have a direct opportunity towards delivering adolescent health program focusing on nutrition and education of girls prior to their pregnancy, and adoption of new WHO growth standards. ; Вступ. Об'єднані центри дитячого розвитку (ICDS) – це державна соціально-орієнтована програма у Індії під егідою Анганваді центрів, яка забезпечує додаткове харчування, санітарно-гігієнічну просвітницьку діяльність та дошкільну освіту, надання первинної медичної допомоги, моніторинг та консультування дітей віком до шести років разом з їхніми матерями. Це найбільша у світі за охопленням (коло 1,35 мільйонів населення) програма у країнах, які розвиваються. Мета роботи – проаналізувати діяльність Анганваді центрів у міській та сільській місцевостях Нью Делі. Методи. Дані збиралися шляхом опитування матерів та дітей і працівників Анганваді центрів, а також оцінки діяльності центрів. Опитувальники щодо інфраструктури, переваг та наданих центрами послуг базувалися на формі, запропонованій Національним інститутом громадського співробітництва та розвитку дітей. Дані аналізувалися за допомогою описової статистики. Результати. Були знайдені недосконалі моменти у роботі Анганваді центрів, особливо у сільській місцевості, а саме щодо термінів впровадження програм здорового харчування та дошкільної освіти та програм реабілітації. У обох центрах не було запроваджено нові стандарти ВООЗ. Висновки. Виявлені прогалини можуть вплинути на ефективність роботи об'єднаних центрів дитячого розвитку та якість послуг, які надаються у Анганваді центрах. Однак, як міські, так і сільські центри мають можливість здійснювати програми охорони здоров'я підлітків, зосереджуючись на харчуванні та вихованні дівчат до їх вагітності, а також прийняття нових стандартів ВООЗ.

Father involvement benefits children, mothers, and themselves in a number of ways. Swedish legislation and Swedish society have promoted father involvement. At the same time, the Swedish child health field has also unequivocally states that both parents should feel welcomed and supported within that sphere. Despite these statements and policies, fathers feel neglected and invisible within and throughout the Swedish child health field, which includes prenatal clinics, birth and labor wards, postnatal clinics, child health centers, and parent support programs. Less is known however about the factors that influence father involvement in the child health centers, especially from the child health nurses' perspective and the influence of the built environment. Additionally, parent support programs are another way through which parents receive support regarding their young child's mental health, but very little research has focused on why fathers participate or the thoughts parents have regarding their participation, especially within a Swedish context. The overall aim of this dissertation was to better understand some of the barriers fathers have when trying to participate in the female-dominated world of the Swedish child health field, especially during the child's preschool years. In Study I, 17 child health nurses were interviewed regarding their thoughts on fathers, and in Study II, 31 child health centers' built environments were assessed to see how inclusive they were of fathers. In Study III, a parent support program was assessed to see if mothers and fathers had different background characteristics for participating, and Study IV sought to understand the extent to which parents appreciated and used the information from the program. These studies showed that child health nurses welcomed fathers, but did not actively invite them to participate. In addition, 75% of the child health centers did not have representations of fathers, but most child health centers had representations of mothers and/or children. Paternal behaviors positively changed if they were in an environment with either explicit paternal representations or only child representations. Mothers participated in the parent support program for several reasons, including if their child had perceived behavior problems, while fathers participated if they were stressed and perceived their child as having emotional problems. Parents believed the information they learned in the parent support program was valuable, and they continued using some strategies a year after the intervention. Swedish family policies can affect parental involvement within the child health field, but the child health field is less inclusive of fathers than mothers, and it fails to meet the needs of fathers, which can then, in turn, negatively affect maternal, paternal, and child outcomes. Therefore, the Swedish child health field needs to continue working on improving their practices of treating both parents equally.

This article examines how a policy oriented toward a specific group within the population can have collateral effects on the economic decisions of other groups. In 1996, the Chilean government approved the extension of the school day from half- to full-day school. This article exploits the quasi-experimental nature of the reform's implementation by time, municipality, and age targeting of the program in order to examine how the maternal labor supply is affected by the childcare subsidy implicit in the lengthening of the school day. Using data from the Chilean socioeconomic household survey and administrative data from the Ministry of Education for 1990-2011, the authors estimate that, on average, there is a 5 percent increase in labor participation and employment rates of single mothers with eligible children (between 8 and 13 years old) with no younger children, who are the group that would be mainly affected by the policy. No significant labor supply responses are detected among others mothers with eligible children.

RESUMEN: Este artículo presenta algunas relaciones de saber-poder producidas en Colombia, entre 1870 y 1930, para la configuración de un saber escolar que permitió el ingreso de la tierna edad y de los párvulos a la escuela primaria. El estudio se elabora a partir de la apropiación de Pestalozzi y Fröebel, recurriendo al enfoque histórico de la práctica pedagógica. El método empleado fue el arqueo-genealógico y se desarrolló a partir de cuatro etapas: prelectura de registros, construcción del archivo, tematización y conceptualización. Se emplearon como fuentes primarias periódicos, informes y revistas de instrucción pública de la época. El análisis permitió develar la primera enseñanza como uno de los discursos que proporcionó la emergencia de la instrucción elemental como práctica de saber al interior de las salas de asilo, las escuelas elementales, de párvulos y del jardín infantil. La conclusión presenta que los usos de la memoria activa del saber pedagógico ayuda para problematizar la educación de la primera infancia en la contemporaneidad a partir de la recuperación de la historicidad de la pedagogía infantil como campo de saber. ; ABSTARCT: This article describes some of the knowledge-empowerment relations produced in Colombia between 1870 and 1930 for creating the school know-how that allowed the enrollment, of children in early childhood and toddler development stages, in elementary schools. The study was carried out starting with the use of Pestalozzi and Fröebel, and focusing on the historical educative practice. The archeo-genealogical method was used and it was developed in four stages: pre-reading of registries, creation of the archive, theme development and conceptualization. Newspapers, reports and public instruction magazines from the era were used as primary sources. The analysis revealed early teaching as being one of the reasons that gave way to the urgency of elementary instruction as a knowhow practice within the institutional classrooms, elementary schools, preschools and Kindergartens. The result shows that looking at the history of educative knowhow helps to question current early childhood education by using this history as a field of knowledge.