Emotional journeys: young people and transitions to university

This paper offers an interpretation of the role of emotions in understanding the transitions that young people make to university. I draw on qualitative research with a group of non‐traditional students, entering elite universities, to argue that youth transitions are emotional as well instrumental affairs. I argue that choice‐making processes incorporate both trust in, and fear of, the transitions infrastructure, and that these emotions infuse more instrumental judgements about the economic benefits of higher education. I also demonstrate that emotional aspects of class – including feelings of entitlement to education and the rejection of normative student identities – constitute the experience of ‘being’ or ‘doing’ a student. A broader understanding of how young people become university students then depends not just on developing a new identity but on the complex interaction between emotion and infrastructure.     

Perceived Internet health literacy of HIV-positive people through the provision of a computer and Internet health education intervention

Objective: The objective of this study was to assess perceived Internet health literacy of HIV‐positive people before and after an Internet health information educational intervention. Methods: We developed a 50‐min educational intervention on basic computer skills and online health information evaluation. We administered a demographic survey and a validated health literacy survey (eHEALS) at baseline, immediately after, and 3 months the class. Changes in scores between the surveys were analysed. Results: Eighteen HIV‐positive participants were included in the final analysis. Before the intervention, most respondents’ assessment of their ability to access Internet health information was unfavourable. Post‐intervention, the majority of respondents agreed or strongly agreed they were able to access and identify Internet health information resources. The increase in self‐assessed skill level was statistically significant for all eight items eHEALS (P < 0.05). Scores for the 3‐month follow‐up survey remained higher than pre‐intervention scores for most items. Conclusions: Providing an interdisciplinary brief introductory Internet health information educational intervention HIV‐positive people with baseline low perceived Internet health literacy significantly improves confidence in finding and using Internet health information resources. Studies with larger numbers of participants should be undertaken to determine if brief interventions improve self‐care, patient outcomes and use of emergency services.     

Tourette Syndrome: a Training Day for Teachers

Recent research indicates that Tourette syndrome is more prevalent than was once thought and that teachers in most mainstream schools are likely to encounter pupils displaying the characteristics of Tourette syndrome. Research also indicates that these characteristics, and the range of responses that may be appropriate, are not well understood by school staff. In this article, Dr Uttom Chowdhury, Consultant Child Psychiatrist at the CAMHS Academic Unit in Dunstable and Honorary Child Psychiatrist at the Neurodevelopmental Disorders Clinic at Great Ormond Street Hospital, London, and Dr Deborah Christie, Consultant Clinical Psychologist and Honorary Senior Lecturer at the Department of Child and Adolescent Psychological Services at University College London and Middlesex Hospitals, describe a training day for teachers facilitated by members of the Tic Disorders Clinic at Great Ormond Street Hospital. The day provided a mix of information–giving and discussion of current practice. Uttom Chowdhury and Deborah Christie relate the outcomes of the day to their own professional knowledge and experience and offer an interesting agenda for further developments.     

Cross-Language Evaluation Forum: Objectives, Results, Achievements

The Cross-Language Evaluation Forum (CLEF) is now in its fourth year of activity. We summarize the main lessons learned during this period, outline the state-of-the-art of the research reported in the CLEF experiments and discuss the contribution that this initiative has made to research and development in the multilingual information access domain. We also make proposals for future directions in system evaluation aimed at meeting emerging needs.     

Education as philosophies of engagement

Abstract

This is Introduction to the PESA conference 2014 held in Hamilton, NZ, is devoted to the conference theme of ‘Education as philosophies of engagement’. We provide a brief analysis of the modern history of ‘philosophies of engagement’ since the Second World War examining the notion of socially responsible writing and teaching.