Papers by katy newell-jones
This presentation examines the experiences of a particular group within the School of Health and ... more This presentation examines the experiences of a particular group within the School of Health and Social Care as it created a community of practice in response to an international concern around students academic skills development and support in higher education. This Academic Skills Development Group generated a range of activities including small staff and student surveys that led to a wider exploration of the prevalent perceptions of literacies development and the culture of learning in which this was being sustained. Embracing a community of practice approach, the group, underpinned by the emergent literature, was able to challenge existing approaches to academic skills support across pre-registration, post-qualifying, and postgraduate courses. Initiatives included workshops, consultation in the schools strategic plan and also attempts to impact more fundamentally on the culture of learning within the school. The presentation highlights some of the obstacles and complexities enc...
This paper explores the early stages in the establishment of a Global Dimension Network (GDN) of ... more This paper explores the early stages in the establishment of a Global Dimension Network (GDN) of academic staff in the field of health and social care. The rationale for selecting a community of practice (Wenger, 1998) as the model for the GDN is discussed, together with the advantages and inherent tensions.
CRITICAL LITERACY: Theories …, 2007
CSSGJ was created in 2005 to provide a focus for research and teaching in relation to the most fu... more CSSGJ was created in 2005 to provide a focus for research and teaching in relation to the most fundamental question facing us as citizens: how should we live? Based in the School of Politics and International Relations at the University of Nottingham, CSSGJ offers a space for reflection, education and research in many different facets of social and global justice.
The Foundation Years, 2009
Trainers in healthcare frequently find themselves managing situations of conflict or discomfort. ... more Trainers in healthcare frequently find themselves managing situations of conflict or discomfort. For example, in groups one participant might dominate discussion and constantly challenge the trainer; or the group might be passive and want 'expert knowledge' from the trainer, whereas the trainer would prefer the group to be more proactive. These situations can challenge trainers and pose barriers to learning. This article invites trainers to examine how they perceive the causes of tension and conflict, and how this might influence the ways they react in group-work, multi-professional teams and one-to-one relationships. Tensions exist in all groups and tutorials and come from a variety of sources. Many trainers feel uncomfortable when tension or conflict is evident and focus their entire energy, often unconsciously, on suppressing differences and avoiding discomfort. By adopting this attitude, trainers may be missing a transformational learning opportunity 1 ; for example, radically influencing attitudes to patient care or working partnership with other professionals. In the model proposed by Tuckman, 2 a critical time in the development of any group is the storming phase. Storming, coming after the initial forming, is a necessary stage when challenging questions are asked and personal viewpoints become more apparent. The trainer might feel threatened or experience a desire to assert their authority. How trainers respond to this phase influences the patterns which are established in the group. Storming does not happen just once in groups, but we see it recurring as a positive feature which can often change the nature of groups. Trainers' feelings and interpretations Writers on facilitation skills increasingly encourage trainers to be aware of their own emotions and reactions, and not to see themselves as neutral, objective health professionals. 3-6 Writing about communication skills in medicine, Kurtz et al. recognize the perceptual skills of healthcare professionals-that is, what
3.2 The target group of current PL programmes is usually the graduates from adult literacy classe... more 3.2 The target group of current PL programmes is usually the graduates from adult literacy classes, but some others (especially younger persons) are often admitted. 3.3 The main provision for PL is in the form of the development of PL materials-reading materials of an improving nature intended to promote central visions of development. These are developed mainly from the top-down, especially in writing workshops, and they are made available through local PL centres or libraries. 3.4 The staffing of PL is usually the same as for ILT; and there is virtually no specific training for PL. 4. The report examines some of the pressures for change with this model. 4.1 It points out that there are many expressions of concern about PL from practitioners and planners-about its separation in some countries from a planned basic education programme; about the lack of commitment to PL on the part of policy-makers and donors, and its lack of institutional capacity; about the gap between ILT and PL, and between PL and Continuing Education (CE); about its failure to reach the right or enough participants (only about one in ten participants in ILT join in PL activities); about the inappropriateness of the PL materials, their inadequate distribution and utilisation; about the weaknesses of local library and PL centres; about its failure to achieve its own goals, and its failure to promote gender-sensitised literacies. LEA
CSSGJ was created in 2005 to provide a focus for research and teaching in relation to the most fu... more CSSGJ was created in 2005 to provide a focus for research and teaching in relation to the most fundamental question facing us as citizens: how should we live? Based in the School of Politics and International Relations at the University of Nottingham, CSSGJ offers a space for reflection, education and research in many different facets of social and global justice.
The UNESCO Institute for Lifelong Learning (UIL) is a non-profit international institute of UNESC... more The UNESCO Institute for Lifelong Learning (UIL) is a non-profit international institute of UNESCO. The institute undertakes research, capacity-building, networking and publication on lifelong learning with a focus on adult and continuing education, literacy and non-formal basic education. Its publications are a valuable resource for educational researchers, planners, policymakers and practitioners. While the programmes of UIL are established along the lines laid down by the General Conference of UNESCO, the publications of the Institute are issued under its sole responsibility. UNESCO is not responsible for their contents. The points of view, selection of facts and opinions expressed are those of the authors and do not necessarily coincide with official positions of UNESCO or UIL. The designations employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO or UIL concerning the legal status of any country or territory, or its authorities, or concerning the delimitations of the frontiers of any country or territory.
Trainers in healthcare frequently find themselves managing situations of conflict or discomfort. ... more Trainers in healthcare frequently find themselves managing situations of conflict or discomfort. For example, in groups one participant might dominate discussion and constantly challenge the trainer; or the group might be passive and want 'expert knowledge' from the trainer, whereas the trainer would prefer the group to be more proactive. These situations can challenge trainers and pose barriers to learning. This article invites trainers to examine how they perceive the causes of tension and conflict, and how this might influence the ways they react in group-work, multiprofessional teams and one-to-one relationships. Tensions exist in all groups and tutorials and come from a variety of sources. Many trainers feel uncomfortable when tension or conflict is evident and focus their entire energy, often unconsciously, on suppressing differences and avoiding discomfort. By adopting this attitude, trainers may be missing a transformational learning opportunity 1 ; for example, radically influencing attitudes to patient care or working partnership with other professionals. In the model proposed by Tuckman, 2 a critical time in the development of any group is the storming phase. Storming, coming after the initial forming, is a necessary stage when challenging questions are asked and personal viewpoints become more apparent. The trainer might feel threatened or experience a desire to assert their authority. How trainers respond to this phase influences the patterns which are established in the group. Storming does not just happen just once in groups, but we see it recurring as a positive feature which can often change the nature of groups. Trainers' feelings and interpretations Writers on facilitation skills increasingly encourage trainers to be aware of their own emotions and reactions, and not to see themselves as neutral, objective heath professionals. 3-6 Writing about communication skills in medicine, Kurtz et al. recognize the perceptual skills of healthcare professionals-that is, what
SOFHA works in the field of reproductive health in Somaliland as well as all of its crosscutting ... more SOFHA works in the field of reproductive health in Somaliland as well as all of its crosscutting issues. In Somaliland, there is no issue more interwoven into women's health than FGM/C. SOFHA is determined to see the end of FGM/C in one generation and is working with local and international partners to develop and implement evidenced based interventions. Orchid Project has a vision of a world free from female genital cutting (FGC). Orchid Project was set up in 2011 to pursue this vision and works as a catalyst for change to foster and accelerate the abandonment of FGC. As a UK charity with global reach Orchid Project works through partnering, sharing and advocacy to end FGC worldwide. www.orchidproject.org Population Council confronts critical health and development issues-from stopping the spread of HIV to improving reproductive health and ensuring that young people lead full and productive lives. Through biomedical, social science, and public health research in 50 countries, we work with our partners to deliver solutions that lead to more effective policies, programs, and technologies that improve lives around the world. Established in 1952 and headquartered in New York, the Council is a nongovernmental, non-profit organisation governed by an international board of trustees. www.popcouncil.org
The Foundation Years, Feb 1, 2009
Trainers in healthcare frequently find themselves managing situations of conflict or discomfort. ... more Trainers in healthcare frequently find themselves managing situations of conflict or discomfort. For example, in groups one participant might dominate discussion and constantly challenge the trainer; or the group might be passive and want 'expert knowledge' from the trainer, whereas the trainer would prefer the group to be more proactive. These situations can challenge trainers and pose barriers to learning. This article invites trainers to examine how they perceive the causes of tension and conflict, and how this might influence the ways they react in group-work, multi-professional teams and one-to-one relationships. Tensions exist in all groups and tutorials and come from a variety of sources. Many trainers feel uncomfortable when tension or conflict is evident and focus their entire energy, often unconsciously, on suppressing differences and avoiding discomfort. By adopting this attitude, trainers may be missing a transformational learning opportunity 1 ; for example, radically influencing attitudes to patient care or working partnership with other professionals. In the model proposed by Tuckman, 2 a critical time in the development of any group is the storming phase. Storming, coming after the initial forming, is a necessary stage when challenging questions are asked and personal viewpoints become more apparent. The trainer might feel threatened or experience a desire to assert their authority. How trainers respond to this phase influences the patterns which are established in the group. Storming does not happen just once in groups, but we see it recurring as a positive feature which can often change the nature of groups. Trainers' feelings and interpretations Writers on facilitation skills increasingly encourage trainers to be aware of their own emotions and reactions, and not to see themselves as neutral, objective health professionals. 3-6 Writing about communication skills in medicine, Kurtz et al. recognize the perceptual skills of healthcare professionals-that is, what
AdrA Adventist relief Agency ArP Alternative rite of Passage dhs demographic and health surveys e... more AdrA Adventist relief Agency ArP Alternative rite of Passage dhs demographic and health surveys ecAw education centre for the Advancement of women FGd Focus Group discussion FGm Female Genital mutilation FGm/c Female Genital mutilation / cutting GeP Girl empowerment Programme GtZ Gesellschaft für technische Zusammenarbeit (German technical cooperation) kdhs kenya health and demographic health surveys mou memorandum of understanding mywo maendeleo ya wanawake nGo non-governmental organisation PAth Program for Appropriate technology in health rwAydo reach women and youths development organisation sdA seventh day Adventist tni tsaru ntomonok initiative unFPA united nations Population Fund uniceF united nations children's Fund whA world health Assembly who world health organisation ywcA young women's christian Association 3. e e t his research was carried out by Population Council, Kenya, in partnership with Feed the Minds, UK, Education Centre for the Advancement of Women (ECAW), Kenya and Reach Women and Youths Development Organisation (RWAYDO), Kenya. We would like to express our sincere thanks to the staff and volunteers of ECAW in Kuria and RWAYDO in Kisii for mobilising the communities, introducing us to local agencies involved in anti-FGM programmes and for organising the programme of focus group discussion and interviews. We are particularly indebted to all of those who took part in the informal discussions in Kuria and Kisii as well as those who participated in the focus group discussions and in-depth interviews, on which the findings of this research are based. We also really valued the opportunity to discuss the YWCA alternative rites of passage programme in Kisi with staff and beneficiaries.
International Journal of Medical Education
FAO UN Food and Agriculture Organisation 'continuing education') or those other activities (such ... more FAO UN Food and Agriculture Organisation 'continuing education') or those other activities (such as income generating groups) which follow after the teaching of literacy skills has been completed, i.e. everything that follows the adult literacy teaching programme. Namibia is an example of this ambiguity. The National Guidelines of 1997 outline three years of study in the basic adult literacy programme, each with their own primers. Post-literacy is seen to commence after Stage 3 of the literacy programme, and it consists of a planned curriculum equivalent to Grades 5 to 7 of formal primary school, open to the graduates from the first three stages of the adult literacy programme and to those who have completed Grade 4 of primary school in other 'bolted on' to the ILT programme rather than integrally planned with it from the start. Maruatona and Legwaila note that "at inception the BNLP [Botswana National Literacy Programme] did not have a provision for post-literacy"; it was not until 1992 that a clear PL policy was created (Botswana 1998 pp2-3). In India, the Post-Literacy Campaign (PLC) was only created when the Total Literacy Campaign (TLC) had been completed in several Districts. Initially, the Districts were encouraged to devise their own forms of PL (India p5); it was not until 1995 that Guidelines for Post-Literacy were finally issued (NLM 1995). This is common to many other programmes. In India, the weakness of this approach has been recognised: the National Literacy Mission of India now requires all Districts, when planning for a new TLC, to devise a complete programme consisting of TLC, PLC and Continuing Education.
International Journal of Educational Development, 2000
3.2 The target group of current PL programmes is usually the graduates from adult literacy classe... more 3.2 The target group of current PL programmes is usually the graduates from adult literacy classes, but some others (especially younger persons) are often admitted. 3.3 The main provision for PL is in the form of the development of PL materials-reading materials of an improving nature intended to promote central visions of development. These are developed mainly from the top-down, especially in writing workshops, and they are made available through local PL centres or libraries. 3.4 The staffing of PL is usually the same as for ILT; and there is virtually no specific training for PL. 4. The report examines some of the pressures for change with this model. 4.1 It points out that there are many expressions of concern about PL from practitioners and planners-about its separation in some countries from a planned basic education programme; about the lack of commitment to PL on the part of policy-makers and donors, and its lack of institutional capacity; about the gap between ILT and PL, and between PL and Continuing Education (CE); about its failure to reach the right or enough participants (only about one in ten participants in ILT join in PL activities); about the inappropriateness of the PL materials, their inadequate distribution and utilisation; about the weaknesses of local library and PL centres; about its failure to achieve its own goals, and its failure to promote gender-sensitised literacies. LEA
The Foundation Years, 2008
Trainers in healthcare frequently find themselves managing situations of conflict or discomfort. ... more Trainers in healthcare frequently find themselves managing situations of conflict or discomfort. For example, in groups one participant might dominate discussion and constantly challenge the trainer; or the group might be passive and want 'expert knowledge' from the trainer, whereas the trainer would prefer the group to be more proactive. These situations can challenge trainers and pose barriers to learning. This article invites trainers to examine how they perceive the causes of tension and conflict, and how this might influence the ways they react in group-work, multiprofessional teams and one-to-one relationships. Tensions exist in all groups and tutorials and come from a variety of sources. Many trainers feel uncomfortable when tension or conflict is evident and focus their entire energy, often unconsciously, on suppressing differences and avoiding discomfort. By adopting this attitude, trainers may be missing a transformational learning opportunity 1 ; for example, radically influencing attitudes to patient care or working partnership with other professionals. In the model proposed by Tuckman, 2 a critical time in the development of any group is the storming phase. Storming, coming after the initial forming, is a necessary stage when challenging questions are asked and personal viewpoints become more apparent. The trainer might feel threatened or experience a desire to assert their authority. How trainers respond to this phase influences the patterns which are established in the group. Storming does not just happen just once in groups, but we see it recurring as a positive feature which can often change the nature of groups. Trainers' feelings and interpretations Writers on facilitation skills increasingly encourage trainers to be aware of their own emotions and reactions, and not to see themselves as neutral, objective heath professionals. 3-6 Writing about communication skills in medicine, Kurtz et al. recognize the perceptual skills of healthcare professionals-that is, what
The Foundation Years, 2009
Trainers in healthcare frequently find themselves managing situations of conflict or discomfort. ... more Trainers in healthcare frequently find themselves managing situations of conflict or discomfort. For example, in groups one participant might dominate discussion and constantly challenge the trainer; or the group might be passive and want 'expert knowledge' from the trainer, whereas the trainer would prefer the group to be more proactive. These situations can challenge trainers and pose barriers to learning. This article invites trainers to examine how they perceive the causes of tension and conflict, and how this might influence the ways they react in group-work, multi-professional teams and one-to-one relationships. Tensions exist in all groups and tutorials and come from a variety of sources. Many trainers feel uncomfortable when tension or conflict is evident and focus their entire energy, often unconsciously, on suppressing differences and avoiding discomfort. By adopting this attitude, trainers may be missing a transformational learning opportunity 1 ; for example, radically influencing attitudes to patient care or working partnership with other professionals. In the model proposed by Tuckman, 2 a critical time in the development of any group is the storming phase. Storming, coming after the initial forming, is a necessary stage when challenging questions are asked and personal viewpoints become more apparent. The trainer might feel threatened or experience a desire to assert their authority. How trainers respond to this phase influences the patterns which are established in the group. Storming does not happen just once in groups, but we see it recurring as a positive feature which can often change the nature of groups. Trainers' feelings and interpretations Writers on facilitation skills increasingly encourage trainers to be aware of their own emotions and reactions, and not to see themselves as neutral, objective health professionals. 3-6 Writing about communication skills in medicine, Kurtz et al. recognize the perceptual skills of healthcare professionals-that is, what
Education in Palliative Care, 2007
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Papers by katy newell-jones