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\"Discusses how clothing impacts the environment and what you can do to be more eco-conscious\"--Provided by publisher.

There is a huge scarcity of good, practical resources for designers and students interested in minimising the environmental impacts of products. Design + Environment has been specifically written to address this paucity. The book first provides background information to help the reader understand how and why design for environment (DfE) has become so critical to design, with reference to some of the most influential writers, designers and companies in the field. Next, Design + Environment provides a step-by-step approach on how to approach DfE: to design a product that meets requirements for quality, cost, manufacturability and consumer appeal, while at the same time minimising environmental impacts. The first step in the process is to undertake an assessment of environmental impacts, using life-cycle assessment (LCA) or one of the many simpler tools available to help the designer. From then on, DfE becomes an integral part of the normal design process, including the development of concepts, design of prototypes, final design and development of marketing strategies. Environmental assessment tools and strategies to reduce environmental impacts, such as the selection of appropriate materials, are then discussed. Next, some of the links between environmental problems, such as global warming, ozone depletion, water and air pollution and the everyday products we consume are considered. In order to design products with minimal environmental impact, we need to have a basic understanding of these impacts and the interactions between them. The four subsequent chapters provide more detailed strategies and case studies for particular product groups: packaging, textiles, furniture, and electrical and electronic products. Guidelines are provided for each of the critical stages of a product’s life, from the selection of raw materials through to strategies for recovery and recycling. Finally, Design + Environment takes a look at some of the emerging trends in DfE that are offering us the opportunity to make a more significant reduction in environmental impacts. Both the development of more sustainable materials and technologies and the growing interest in leasing rather than selling products are examined. Design + Environment is organised as a workbook rather than an academic text. It should be read once, and then used as a key reference source. This clear and informative book will prove to be invaluable to practising designers, to course directors and their students in need of a core teaching and reference text and to all those interested in learning about the tools and trends influencing green product design. The authors have all been involved in an innovative demonstration programme, ‘EcoReDesign™’, which was developed by the Centre for Design at RMIT University with funding from the Australian government. The Centre successfully collaborated with Australian companies to improve the environmental performance of their products by following DfE principles.

\"A kid-friendly, accessible, and humorous text that describes the sometimes complicated task of eating while in space\"-- Provided by publisher.

Background Gypsies, Travellers and Roma (referred to as Travellers) are less likely to access health services including immunisation. To improve immunisation rates, it is necessary to understand what helps and hinders individuals in these communities in taking up immunisations. This study had two aims. Investigate the views of Travellers in the UK on the barriers and facilitators to acceptability and uptake of immunisations and explore their ideas for improving immunisation uptake; Examine whether and how these responses vary across and within communities, and for different vaccines (childhood and adult). Methods This was a qualitative, cross-sectional interview study informed by the Social Ecological Model. Semi-structured interviews were conducted with 174 Travellers from six communities: Romanian Roma, English Gypsy/Irish Travellers (Bristol), English Gypsy (York), Romanian/Slovakian Roma, Scottish Show people (Glasgow) and Irish Traveller (London). The focus was childhood and selected adult vaccines. Data were analysed using the Framework approach. Results Common accounts of barriers and facilitators were identified across all six Traveller communities, similar to those documented for the general population. All Roma communities experienced additional barriers of language and being in a new country. Men and women described similar barriers and facilitators although women spoke more of discrimination and low literacy. There was broad acceptance of childhood and adult immunisation across and within communities, with current parents perceived as more positive than their elders. A minority of English-speaking Travellers worried about multiple/combined childhood vaccines, adult flu and whooping cough and described barriers to booking and attending immunisation. Cultural concerns about antenatal vaccines and HPV vaccination were most evident in the Bristol English Gypsy/Irish Traveller community. Language, literacy, discrimination, poor school attendance, poverty and housing were identified as barriers across different communities. Trustful relationships with health professionals were important and continuity of care valued. Conclusions The experience of many Travellers in this study, and the context through which they make health decisions, is changing. This large study identified key issues that should be considered when taking action to improve uptake of immunisations in Traveller families and reduce the persistent inequalities in coverage. Trial registration Current Controlled Trials ISRCTN20019630 .

تعليم مهارات التفكير، وخصوصا التفكير الإبداعي. حيث تقوم العديد من التخصصات \"الإبداعية\" كالرقص أو الموسيقا على أسس من المهارات التي تطورت عن طريق الممارسة والتمرن. يستخدم المعلمون الجيدون منهجيات متوازنة، بما في ذلك التعليم المباشر، وتقديم مهام تعتمد على الاستقصاء، وتتطلب تعاونا بين الطلاب، ومهارات حل المشكلات، وتفكيرا إبداعيا. نجد بأن أحد مظاهر تفكير الأطفال باعتباره موضوعا بحد ذاته تتمثل في جذبه اهتمام مجموعات متنوعة، بمن في ذلك إخصائيي علم الأعصاب، وعلم النفس، وعلم الاجتماع، والطب، وعلماء الدين والاجتماع، والصحفيين، والأهالي، والتربويين ؛ وذلك لاعتقاد كل منهم بأن لديه ما يقدمه في هذا المجال. وبالطبع يمتلك الأطفال منذ الصغر قدرا من الوعي بعملية التفكير الخاصة بهم، وباستطاعتهم تقديم أفكار قيمة حول الموضوع.

Skin cancer comprises half of all cancers in England and Wales. Most skin cancers can be prevented with safer sun exposure. As over exposure as a child can greatly increase future skin cancer risk, early and accessible sun safety education and promotion of sun safe behaviours is critical. Scientists agree there is no such thing as a 'safe tan', yet the public, including children, often have positive perceptions of tanned skin. To protect against future skin cancer, it is important to understand and address these misconceptions. The Curriculum for Wales with its area for Health and Well-being, and autonomy for schools in designing curriculum content, presents an ideal way to facilitate this exploration. Gather data regarding perceptions towards tanning to explore the perceived effects of a tan on health.Inform the development and testing of an educational toolkit for integration within the Curriculum for Wales to encourage positive health behaviours and attitudes of school children towards tanning and sun exposure. SunChat is a mixed methods exploratory study comprising three work streams: Workshops with school children to understand their perceptions on tanning.An online multiple-choice survey with parents/carers to understand perceptions, attitudes and behaviours towards tanning both for themselves and their children.An informal focus group with primary school educators to explore challenges in engaging with the school community around the Health and Well-being Area in the Curriculum for Wales. To date, there has been no work in Wales exploring children's, parents/carers', and educators' perceptions of tanning and how healthier attitudes can be encouraged. This study will engage with participants to scope current perceptions on tanning and the perceived effects tanning has on health. Findings will feed into future toolkit and curriculum development for health in schools in Wales and beyond.

Writing development and pedagogy is a high priority area, particularly with standardised testing showing declines in writing across time and through the years of schooling. However, to date there are relatively few texts for teachers and teacher educators which detail how best to enable the children to become confident, autonomous, and agentic writers of the future. Developing Writers Across the Primary and Secondary Years provides cumulative insights into how writing develops and how it can be taught across years of compulsory schooling. This edited collection is a timely and original contribution, addressing a significant literacy need for teachers of writing across three key stages of writing development, covering early (4-7 years old), primary (7-12 years old), and secondary years (12-16 years old) in Anglophone countries. Each section addresses two broader themes - becoming a writer with a child-oriented focus and writing pedagogy with a teacher-oriented focus. Together, the book brings to bear rigorous research and deep professional understanding of the writing classroom. It offers a novel approach conceiving of writing development as a dynamic and multidimensional concept. Such an integrated interdisciplinary understanding enables pedagogical thinking and development to address more holistically the complex act of writing.

Recognition performance is impaired when people are required to provide a verbal description of a complex stimulus (i.e., verbal-overshadowing effect), such as the face of the perpetrator in a simulated robbery. A shift in the processing operations that support successful face recognition is believed to underlie this effect. Specifically, when participants shift from a global to a local processing orientation, face recognition is impaired. Extending research on this general topic, the present experiment revealed that verbalization is not a necessary precondition for the emergence of impaired recognition performance. Rather, face recognition can be disrupted by a task (i.e., letter identification) that triggers the activation of a local processing orientation. Conversely, the activation of a global processing orientation can enhance the accuracy of face recognition. The theoretical and practical implications of these findings for recent treatments of verbal overshadowing and memory function are considered.

People with severe mental illness (SMI) have reduced life expectancy compared with the general population, which can be explained partly by their increased risk of diabetes. We conducted a meta-analysis to determine the clinical effectiveness of pharmacological and non-pharmacological interventions for improving glycaemic control in people with SMI (PROSPERO registration: CRD42015015558). A systematic literature search was performed on 30/10/2015 to identify randomised controlled trials (RCTs) in adults with SMI, with or without a diagnosis of diabetes that measured fasting blood glucose or glycated haemoglobin (HbA1c). Screening and data extraction were carried out independently by two reviewers. We used random effects meta-analysis to estimate effectiveness, and subgroup analysis and univariate meta-regression to explore heterogeneity. The Cochrane Collaboration's tool was used to assess risk of bias. We found 54 eligible RCTs in 4,392 adults (40 pharmacological, 13 behavioural, one mixed intervention). Data for meta-analysis were available from 48 RCTs (n = 4052). Both pharmacological (mean difference (MD), -0.11mmol/L; 95% confidence interval (CI), [-0.19, -0.02], p = 0.02, n = 2536) and behavioural interventions (MD, -0.28mmol//L; 95% CI, [-0.43, -0.12], p<0.001, n = 956) were effective in lowering fasting glucose, but not HbA1c (pharmacological MD, -0.03%; 95% CI, [-0.12, 0.06], p = 0.52, n = 1515; behavioural MD, 0.18%; 95% CI, [-0.07, 0.42], p = 0.16, n = 140) compared with usual care or placebo. In subgroup analysis of pharmacological interventions, metformin and antipsychotic switching strategies improved HbA1c. Behavioural interventions of longer duration and those including repeated physical activity had greater effects on fasting glucose than those without these characteristics. Baseline levels of fasting glucose explained some of the heterogeneity in behavioural interventions but not in pharmacological interventions. Although the strength of the evidence is limited by inadequate trial design and reporting and significant heterogeneity, there is some evidence that behavioural interventions, antipsychotic switching, and metformin can lead to clinically important improvements in glycaemic measurements in adults with SMI.