Comprehensively Assessing Cognitive and Behavioral Risks for HIV Infection Among Middle-Aged and Older Adults

A comprehensive survey of HIV/AIDS with middle-aged and older adults should include six domains (e.g., factual knowledge regarding the acquisition and transmission of HIV, traditionally-accepted behavioral risks for HIV infection). A sample of 23 women (54.8%) and 19 men (45.2%), ranging in age from 51 to 85 were surveyed across such domains. Although the majority of participants (92.2%) reported a good understanding of factual knowledge, strongly agreed with both their intention to engage in nonrisky sexual behaviors and their sense of internal self-control behaviors, they also reported high-risk behaviors (e.g., sexual intercourse without condoms).     

Cross-Border Higher Education: The Expansion of International Branch Campuses

Research in Higher Education - The international expansion of higher education has intensified in recent decades with a rapidly growing number of international branch campuses appearing on the...     

El recuerdo de cuentos en niños preescolares

Resumen

Este experimento fun realizado para comprobar los cambios en el recuerdo de cuentos estudiando si los niños pequeños (de tres a seis años) habían adquirido el esquema de la historia. Los cuentos se presentaron a los niños de tres modos diferentes: de forma oral únicamente, oral acompañado de dibujos y oral con muñecos. Los resultados indicaron que los niños de cuatro años podían aplicar un esquema de la historia para organizar y recordar la sucesión de acontecimientos.     

Enhancing the participation of immigrant families in schools through Intermediary Organizations? The case of Parents’ Associations in Catalonia

This paper discusses the results of an action-research project developed in a federation of Parents Associations (PAs) in Catalonia, aimed at helping PAs involve immigrant families. First, I nuance the idea of participation in schools to highlight some of the problems associated with participative initiatives targeting ‘hard to reach’ parents. Then, I borrow the notion of Intermediary Organizations (IOs) to assess in what ways PAs may be able to become a valuable resource to help schools involve immigrant parents. In this regard, I analyse the situation of Pas located in multicultural contexts. Then, three specific PA projects are discussed to illustrate PA’s strengths and weaknesses when leading their own projects. In conclusion, I argue that, in order to work as truly IOs, PAs must: (a) build on the experiences of successful PAs leading projects; (b) strengthen their organizational closure; and (c) lessen their responsibility to carry on important school services.     

Outsourcing the State’s responsibilities? Third Sector Organizations supporting migrant families’ participation in schools in Catalonia and London

Based on two case studies of Third Sector Organizations (TSOs) working with schools and parents in Catalonia and London, this paper aims to discuss some of the implications of ‘participative’ programmes aimed at involving those migrant families seen by schools as ‘hard to reach’. First, we describe how an ambiguous notion of participation can shift responsibilities to families and leave internal school practices free from critical gaze. Second, we focus on the complexities and tensions involved in the process of partnering TSOs with schools because of the bureaucratic nature of educational institutions and unresolved conflicts of interests and responsibilities. Finally, we argue that the potential of these initiatives were limited and diluted by being stand-alone and time-limited. Our analysis suggests that, in spite of their apparent success, they ended up being part of powerful authorising narratives that justify the outsourcing of public services and the abdication of the State’s responsibilities.     

El recuerdo de cuentos e historias en los niños

Resumen

En este artículo se plantea una discusión acerca de teoría e investigaciones más relevantes sobre el recuerdo de cuentos e historias. Se analizan tres cuestiones principalmente: 1) Los modelos o teorías sobre la comprensión y recuerdo de las historias, especialmente la gramática de Stein y Glenn. 2) Los estudios evolutivos en relación con los cambios en la utilización del esquema de la historia. 3) La influencia de otro tipo de factores en el proceso de construir una representación coherente de la historia.