School-community initiatives

From the perspective of education reform, how have these school-community initiatives influenced teaching and learning They follow an evolutionary path Beginning with parent participation, they move to affecting the school environment and eventually influence school policies and classroom instruction (Melaville, 1998, p. 93). Most initiatives have only recently evolved to the point where they are in a position to influence school policies and classroom instruction. They are beginning to make more explicit connections with the school day to become true community partners in the educational process. 

Melaville, A. (1998). Learning together The developing field of school-community initiatives. Flint, MI Charles Stewart Mott Foimdation. 

Students who engaged in school-based attacks typically did not just snap and engage in impulsive or random acts of targeted school violence. Instead, the attacks examined under the Safe School Initiative appeared to be the end result of a comprehensible process of thinking and behavior that typically began with an idea, progressed to the development of a plan, moved on to securing the means to carry out the plan, and culminated in an attack. The Safe School Initiative found that the time span between the attacker s decision to mount an attack and the actual incident may be short. Consequently, when indications that a student may pose a threat to the school community arise in the form of information about a possible planned attack, school administrators and law enforcanent officials will need to move quickly to inquire about and intervene in that possible plan. 

Community initiatives focused on creating science learning experiences beyond the classroom. Community partnerships involved teachers and students working in association with local industry, in parks, on excursions or programs of visits, or with scientists. For example, a primary school worked in a new local wetlands park, the aim of which is to restore environmental conditions to be similar to those prior to European settlement. Secondary school students became involved in a wine production process in partnership with a local wine industry, in which they engaged in plant propagation and in chemical applications such as fermentation, microbiology, soil analysis, and weather studies. 

Most, if not all, textbooks and courses of QM proceed in a similar axiomatic way. At the end of the introduction to QM, most, if not all, students are confused. It takes a long time, several advanced courses, graduate school and often more to master QM. It is ironic that current masters of QM also internalize the paradigm of QM instruction that initially confused and frustrated them, and thus instruct new students in the same way. As a result, those students who take QM as part of a general education and not as the first step of a career in Physics, are left confused forever. I believe this constitutes a failure of the Physics community to communicate to humanity its most precious, successful and beautiful accomplishment. 

The concepts of service learning and engaged universities have come into the educational lexicon in recent years. The possibility to volunteer with service organisations, to shadow potential employers or to contribute in numerous ways to the community can broaden the learning experience and give students contacts in the real world that could be useful later. In 2003 an environmental art project in Lincoln, Nebraska, was initiated with secondary school students acting as teachers and resource people for elementary students both groups found... 

Close contacts are considered to be individuals who have slept in the same house as the patient at any time in the 7 days before onset of symptoms, and boyfriends or girlfriends of the patient. Only healthcare workers who have administered mouth-to-mouth resuscitation or had prolonged face-to-face contact with the patient require prophylaxis and this should be initiated after consultation with the hospital infection control team. Prophylaxis for other contacts from closed communities such as nurseries, schools or universities should be considered where two or more linked cases have occurred and this should be initiated by a public health doctor. 

Soraya Dhillon is a Foundation Professor and Head of The School of Pharmacy at the University of Hertfordshire. Professor Dhillon has extensive experience in Clinical Pharmacy and Clinical Pharmacokinetics and has held positions in Community and Hospital Pharmacy. She has published widely in the evaluation of clinical pharmacy services and education. She currently holds a nonexecutive role as Chairman of Luton Dunstable Foundation Trust and has a particular interest in driving forward patient safety initiatives. 

Some research projects promoted or initiated by the Foundation are currently ongoing. A European research consortium, with the participation of different countries, is proposed to study the influence of pharmaceutical care in the control and treatment of minor diseases from community pharmacists, and it has submitted to the European Community in Brussels asking for economic support. Such research will be coordinated by the School of Pharmacy of the University of Manchester, United Kingdom. A project promoted by the European Society of Clinical Pharmacy is currently studying the number of drug related problems (DRP) identified by community pharmacists on patients discharged from the hospital. A research study on the number of DRP identified by pharmacists in patients admitted to emergency services of hospitals was initiated... 

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