羟氨苄青霉素引起大疱性类天疱疮样疹

目的 探讨CD25单抗在无血缘关系造血干细胞移植（UHSCT）中对干细胞植入和移植物抗宿主病（GVHD）的作用。方法 27例UHCST中，移植后1、4d给予CD25单抗1mg/kg。结果 27例中，除1例早期死亡外，26例患者造血全部重建。17例发生急性GVHD，其中Ⅱ度以上急性GVHD6例（23％）。复发3例，严重感染3例。26例可评价患者中，19例无病生存（73％）。结论 CD25单抗在UHSCT中对保证干细胞植入和预防GVHD有肯定的作用，白血病复发并不增加。此研究为UHCST和HLA不合的造血干细胞移植提供一个可选择的途径。

This paper reviews the remarkably similar experiences of school science reported by high school students in Sweden, England, and Australia. It compares student narratives from interpretive studies by Lindahl, by Osborne and Collins, and by Lyons, identifying core themes relating to critical contemporary issues in science education. These themes revolve around the transmissive pedagogy, decontextualized content, and unnecessary difficulty of school science commonly reported by students in the studies. Their collective experiences are used as a framework for examining student conceptions of, and attitudes to, school science more generally, drawing on an extensive range of international literature. The paper argues that the experiences of students in the three studies provide important insights into the widespread declines in interest and enrolments in high school and university science courses.

Different countries, same science classes: Students’ experiences of school science in their own words

https://link.springer.com/content/pdf/10.1057%2Fpalgrave.sth.8700051.pdf

Medicine as Culture: Illness, Disease and the Body in Western Societies

Schools are considered to be settings for both health education and health promotion. But the core business of schools is actually focused on educational outcomes, not reducing health problems. In most countries, schools give low priority to health promotion, and school staffs, mainly teachers, are not aware of their role in health promotion. Studies show that teachers who have received health promotion training tend to be involved more frequently in health promotion projects and have a more comprehensive approach to health education. Pre-service and in-service staff training is then a main challenge. This is the reason why we have launched an initiative to join international forces to strengthen and advocate for teacher training in health promotion. The main goals are to develop research, affirm and reinforce the work done in teacher training in health promotion, support the institutes/colleges/universities in the provision of pre-service and in-service teacher training and stimulate international partnership work.

The future of health promotion in schools goes through the strengthening of teacher training at a global level

Ameliorer la connaissance des pratiques et des representations des enseignants de l’ecole primaire quant a leur role dans le champ de l’education a la sante (ES), identifier les resistances individuelles et structurelles ainsi que les besoins en termes de partenariat et de formation constituent des objectifs importants de la recherche en ES. Une etude quantitative sur un echantillon representatif de la population des enseignants du premier degre en region Auvergne (n = 673) a ete realisee entre avril et decembre 2001. Les resultats montrent que la majorite des enseignants declare pratiquer l’ES. L’approche est principalement thematique, essentiellement limitee a des sequences pedagogiques puisqu’elle n’est integree a un projet que dans 20 % des cas. Un maitre sur trois a fait appel a des partenaires issus majoritairement de la sante scolaire, les parents quant a eux, ne sont qu’exceptionnellement associes. Les parametres influencant les pratiques et les representations des enseignants sont : (1) le fait de travailler en zones ou reseaux d’education prioritaire et en regroupement pedagogique intercommunal ; les enseignants sont plus nombreux a faire de l’ES dans ces ecoles que dans les autres, et (2) le fait d’avoir recu une formation. Ces resultats suggerent qu’une politique visant la generalisation de la prise en compte de l’ES a l’ecole doit developper la formation ainsi que soutenir et accompagner les dynamiques collectives au sein des ecoles.

Éducation à la santé à l'école : pratiques et représentations des enseignants du primaire

This paper is intended to contribute to health by addressing the equality work and the acknowledgement of all students and by those means promote health. The idea is to equity by sketching a framework, facilitating the identification of the heterosexual norm and applying it on an empirical material. Science education has been pointed out as fact-based and built on reliable knowledge. However, sexual education offers aspects as love, sexuality and relations aspects suggesting a tension between the biological and well established definition of sex and later non-dichotomized perspectives. Teachers need to take these different perspectives into account to promote equality – and health for people that are not part of the prevalent norms for doing gender and sexuality. To study prevalent norms, a queer perspective has been used to build a framework and apply it on a data material that constituted of video observations in two classes with 14-year-old students during sexual education lessons. The results show that the framework is fruitful to illuminate equality issues regarding the hetero norm, by visualizing its re-construction and that further work needs to be done to improve the framework with respect to its internal structure. Nevertheless, it is concluded that the framework indicates attempts to challenge the norm.

Education à la santé dans et hors l’école : recherches et formations

Classically, health education has provided mainly factual knowledge about diseases and their prevention. This educational approach is within the so called Biomedical Model (BM). It is based on pathologic (Pa), curative (Cu), and preventive (Pr) conceptions of health. In contrast, the Health Promotion (HP) approach of health education intends to improve health by promoting healthy habits (He) and by developing empowerment (Ep) for a healthy decision-making with regard to environmental (Ev) challenges. The aim of the present study focused on a comparison of the emphasis on either model (BM or HP), as it was presented by textbooks from 16 countries. Each country team analysed the textbooks that were more frequently used at each educational level. Text and image analysis identified that some countries, such as France and Italy, were more associated with the Biomedical Model, whereas Germany, Mozambique and Finland were more linked to the Health Promotion approach. Data organised for four pupils’ age groups (6–9, 10–12, 13–15, 16–18 years old) showed that text and images of the same textbooks gave similar results in terms of following either the BM or HP model, and showed different indicators of consistency (Pa, Cu, Pr for BM; and He, Ep, Ev for HP). Furthermore, although the analyses might be, to a certain extent, subjective (depending on the researcher), it was shown to be very reliable, since all countries, whose textbooks were analysed for the four age groups or only for three age groups, showed a similar tendency of evolving from a HP (early ages) to a BM approach (elder ages). The interesting finding that the younger pupils’ textbooks were more associated with the Health Promotion model, whereas the older pupils’ textbooks were consistent with the Biomedical Model seems to be a matter for further and deep investigation.

/pdf/comparing-health-education-approaches-in-textbooks-of-4qnhcmwwqb.pdf

Comparing health education approaches in textbooks of sixteen countries

L'education a la sante en ecole primaire se traduit, dans la classe, par des productions ecrites ou non, revelatrices des pratiques reelles des maitres. La recherche vise a examiner la correlation existant entre les declarations des maitres et la presence de traces manifestes (ecrits professionnels et d'eleves, affichages, etc.) dans la classe. Le recolement des differentes traces d'ES (ecrits et dispositifs) permet d'en dresser une typologie conduisant a l'analyse des pratiques les ayant generes, a la mise en evidence du curriculum reel et a la mesure de l'impact sur la prise en charge des problematiques de sante au sein de l'ecole. Il s'agit de mettre en relief les points d'appuis et les obstacles a la mise en place de projets d'ES dans la classe. Les resultats montrent que l'on peut approcher les pratiques des enseignants en education a la sante a partir des productions diverses presentes en classe. Ce qui est significatif dans la pratique de la classe est en correlation avec les representations des maitres et se retrouve sous forme de traces au sein de la classe. Les analyses des ecrits professionnels usuels : projets, cahier journal, preparations, dossiers documentaires... et des productions des eleves : cahiers, realisations diverses... confrontees a l'intention initialement declaree par les enseignants permettent de valider l'hypothese selon laquelle l'ecart constate est revelateur de l'interaction des dispositifs pedagogiques, de l'approche didactique, de la tutelle developpee, des obstacles et des difficultes de mise en œuvre de l'ES au sein de la classe. L'analyse souligne une heterogeneite importante des pratiques tant sur le plan des contenus enseignes que des approches pedagogiques et didactiques et une difficulte a definir l'" education a la sante " comme objet d'enseignement. L'education a la sante oscille entre deux poles : d'un cote le developpement des savoir-faire et des savoir etre, et de l'autre l'apport de contenus scientifiques dans une perspective hygieniste comportementaliste. Il apparait necessaire d'accompagner les maitres dans leur dynamique de " promotion de la sante " a l'ecole.

http://documents.irevues.inist.fr/bitstream/handle/2042/30429/Didaskalia2009_34_35.pdf

Education à la santé dans les écoles élémentaires : Représentations et pratiques enseignantes

Background: This comparative study is intended to provide a better understanding of how health promotion services are organized in school settings in Europe and to show how health professionals involved outside or within the school setting help to improve young people's health. Methods: This study was based on an analysis of school health policies and the organization of school health services, where these existed, as well as on interviews with health and education professionals. The countries concerned were Belgium (French-speaking community), Denmark, France, Spain (Catalonia), Switzerland (Jura), Poland and Portugal. Results: Although the provision of health services for children and adolescents varied considerably, the health services available were very similar in each of the countries. The emphasis put on particular aspects of these services varied depending on the political and institutional culture in each country. Three different types of school health service provision were identified: community-based, school-based or health needs-focused. Conclusion: All countries had health education and health promotion services but the provision of these services varied considerably from country to country. They were provided either by a specific category of professionals (health personnel or teachers) or considered to be the responsibility of the educational community as a whole.

Dominique Berger

Papers

Éducation à la santé à l'école : pratiques et représentations des enseignants du primaire

Education à la santé dans et hors l’école : recherches et formations

Comparing health education approaches in textbooks of sixteen countries

Education à la santé dans les écoles élémentaires : Représentations et pratiques enseignantes

School health promotion: organization of services and roles of health professionals in seven European countries.