When we speak of prevention in the context of public health, we usually think of what is sometimes called ‘primary prevention’, which aims to prevent disease from occurring in the first place; that is, to reduce the incidence of disease. Vaccination against childhood infectious diseases is a good example of primary prevention, as is the use of sunscreen to prevent the development of skin cancer. However, somewhat confusingly, the term ‘prevention’ is also used to describe other strategies to control disease. One of these is the use of screening to advance diagnosis to a point at which intervention is more effective, often described as ‘secondary prevention’. What is sometimes called ‘tertiary prevention’ is even more remote from the everyday concept of prevention, usually implying efforts to limit disease progression or the provision of better rehabilitation to enhance quality of life among those who have been diagnosed with a disease.

This final chapter offers advice on the opportunities and challenges of being a composer, and is intended to be useful and encouraging for anyone developing their practice. It suggests ways to build a professional profile through growing networks and understanding effective working habits.

Older people are one of the biggest populations requiring hospital care, and the demand is expected to rise. There is a compelling need to transform hospital environments to meet older-people physical, psychological, and emotional needs. In the UK, certain hospital circumstances such as ward configuration, mealtimes, noise levels, and visiting hours can be detrimental to patients admitted with delirium and to those living with dementia. In rehabilitation settings, lack of meaningful activities, isolation, and boredom are additional key challenges.

Models of good hospital practice catering for old people exist, both in the UK and internationally, and there is strong evidence for their clinical effectiveness. Environmental strategies to maintain orientation and enhance safety in hospital are crucial for a positive experience. Arts-based programmes in acute care settinsg can improve the experience of a hospital admission.

A cultural shift is warranted to champion the delivery an elderly-friendly service. Creating the right environment requires a hospital-wide system, a ward-based service, and a specially trained clinical team. In this chapter we will present examples of essential ingredients for hospitals and wards, and desirable qualities in clinicians who work in collaboration to deliver the best outcomes for an older population.

Executive functions refer to the higher-order skills we use to engage in purposeful and goal-directed behaviours (Carlson et al., 2013). ‘Purposeful’ means that we call on these functions when we have a goal in mind. Developmental psychologists compare the brain with a bustling airport, referring to executive functions as the mind’s ‘air traffic control’ system (Center on the Developing Child, 2011). In the same way that an air traffic controller manages the arrival and departure of several aeroplanes at the same time, the brain’s executive functions enable us to manage a lot of information. Executive functions help us to focus and resist distractions, to think before acting, and to cope with frustrations and rules simultaneously. Young children use executive functions in all aspects of their everyday lives, such as remembering the rules of a game, resisting temptations or impulsive reactions, waiting their turn, staying focused, recalling routines and respecting different points of view. This chapter begins by defining executive functions and their role in children’s learning. It then describes how educators work across the early years to promote executive functions. The final section of the chapter lists questions that may help early years educators to reflect on the ways in which they support children’s emerging executive functions.

Finally, Chapter 17 refers to an important aspect of the role of any EC professional – ongoing professional learning. This chapter discusses reflective practice and critical reflection as a means of ensuring that EC professionals review and monitor their own practice and understand how this practice affects children’s learning outcomes. Tools such as reflective journals and professional portfolios are discussed. The theoretical aspects of EC professionals’ pedagogical content knowledge, content knowledge and pedagogical knowledge are explored.

As we discussed with regard to leadership in Part 1, the context in which the public health tools are used has a bearing on the choice of tool and how it is implemented. In the second part of Essential Public Health: Theory and Practice, we consider a range of contemporary contexts in which public health is practised and illustrate how the tools we have described are applied.

This chapter is dissected into distinct and clear learning tasks. These tasks are then examined within the context of a self-regulated learning cycle and points for instruction and assessment are emphasized. The tasks are reassembled into two case studies – one positive and one negative – to demonstrate how the learning tasks can be used by students. Teacher educators may be interested in the first three parts of each chapter, although they could also use the fourth part to inspire action research projects. Educational researchers may be interested in all four bullet points in order to understand the concepts and variables in the research project design.

The Conclusion summarises the findings and makes recommendations for interpreting the Refugee Convention in a manner that better responds to the characteristics of contemporary armed conflicts. The effective international protection of persons fleeing contemporary armed conflicts would require a shift in assumptions and consideration of evidence that goes beyond the conventional warfare perspective currently adopted by appellate authorities in EU MS to focus instead on the gendered dynamics of violence. The book recommends a more detailed examination of armed groups’ strategies and tactics in conflicts, including their means, as this provides a better understanding of their reliance on violence against civilians to control populations and territories and support the financial costs of fighting. Examining the tactics and means of parties to conflicts locates a logic in the choice of violence leading to highly visible forms of human rights violations. This, in turn, enables the conceptualisation of particular incidents, such as kidnappings or sexual violence and rape at checkpoints, as strategic choices of violence rather than criminal by-products of conflicts. Thus, better understanding the dynamics of violence in conflict helps identify the Refugee Convention reasons for persecution and highlights the increasing importance of imputed Refugee Convention grounds.

In this chapter, we begin by examining the importance of trust in partnership work. We will then discuss the final premise of the TWINE Model of Partnership - to adapt. Through this premise, we will explore concepts such as participatory action, mapping out timelines, funding and resourcing a partnership. We will also examine some of the common challenges that might be faced in partnership work and discuss the ways these challenges might be overcome in practice.

This chapter discusses the daily experience of hunger in the ghettos. It explores the myriad of coping mechanisms employed by those in the ghetto to combat hunger. This chapter discusses how individuals, families, and communities sought to increase the amount of food available. It discusses the sale of assets to obtain food and the preparation and consumption of hunger foods. This chapter reviews ways in which hunger drove individuals to behave in ways that challenged their core beliefs in terms of how they behaved, what they were willing to eat, and how they interacted with one another.

During stressful experiences the endocrine and brain systems involved have distinct neurochemical processes which enhance the power of the memory. Post-traumatic stress disorder is due not only to psychological factors, but neurochemical and evolutionary ones as well. It is valuable for people who have experienced stressful life events to realize that the power these memories have is not entirely psychological. It is in a deeply developed neural pathway created and preserved in the brain in a resilient fashion. Understanding that this is not a question primarily of “getting over It,” but rather “learning to live with it” may help. Stress has many effects on the brain and the body. Bolstering your physical reserves with physical activity, effective sleep, and a healthy diet enhances the ability to deal with stress. The experience of stress involves not only the brain, but also the body’s cardiovascular system and other parts. It is best if the work of dealing with stressful factors is accomplished early, before the achlyievement of great age. Several strategies can help to deal with stress: restful sleep, meditation, diet, cognitive and physical exercise, and avoidance of toxins.

In contemporary times, the body of students in most schools reflects a diverse medley of race, class, gender, ethnicity, religion, ability, identity and sexual orientation. All these young people have a right to a quality schooling experience, as well as the knowledge, skills and understandings required for them to lead active and healthy lives. However, teachers are sometimes unprepared for managing this complexity let alone celebrate this diversity. Although the learning area has much to contribute to young people, physically, socially, emotionally and cognitively, research continues to show how teaching practices celebrate some students while marginalising and discriminating against others. So too, when health and physical education is influenced by the logic of neo-liberal individualism, students are made to feel responsible for their own health and are sometimes ‘blamed’ for their failure to perform particular skills or achieve particular kinds of bodies . However, with a focus on diversity, acceptance and inclusion, health and physical education can have an integral role in combating injustice and achieve the best outcomes for all students.

Vocabulary-learning strategies are not only a means to improving the quality of vocabulary learning, but are a part of encouraging learners to take control of their own learning. That is, to become autonomous learners. It is useful to distinguish between knowledge of vocabulary strategies and the ability to use strategies. To be truly useful, a strategy needs to be practised until it is very easy to use. However, knowledge of the principles of learning that lie behind strategies is also important, because this knowledge allows learners to look critically at their own learning and to reflect on ways to improve it. A good language course should introduce learners to the most important principles of learning and should inform them of ways in which they can improve their language learning both inside and outside of the classroom. A good language course book should also include this information, and in this chapter, we will look at how this can be done. Strategies can involve choosing what to focus on and when to focus on it, finding information about words, establishing knowledge, and enriching knowledge.

This chapter assessed sustainability and resilience of eleven farming systems in their current situation, as well as in hypothetical future systems, using qualitative and quantitative methods. The assessment shows that current farming systems address sustainability dimensions in an unbalanced way and are characterized by poor resilience. Future resilient systems are imagined to promote environmental and social functions in the long term.