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• Safety science has been developed and has received more and more attention in China in recent years. • Safety science in China is now becoming an independent discipline and an important research field. • A systematic review of the history, legislation, education and research of safety science in China was conducted. • The future developments of safety science in China were introduced briefly. The practice and study of safety science in China has a long and prolific history. In China, safety science originated in the early 1950s, soon after the establishment of the People's Republic of China (PRC) in 1949. However, the more complete concept, research and practice of safety science were defined after the late 1970s, when China started its full-scale drive for economic reform and policy of openness. In the past decades, particularly in the 21st century, with the support of and encouragement from the Chinese government, safety science in China has undergone many changes and has been developed such that it is now becoming an independent discipline and an important research and practice field. Evidently, the research and practice of safety science in China has been fruitful. However, this was not well known to the world because most of the works addressing safety science were published or introduced in Chinese. Focusing on the discipline level of safety science, this paper provides a complete overview of safety science in China from five perspectives, namely, history, legislation, education, research, and prospects. The paper attempts to promote the cooperation and exchange between China and other countries to provide effective evidence-based services for the development of safety science in countries across the world. However, more detailed research on China's safety science should be carried out for a deeper understanding of China's work safety research and development. [ABSTRACT FROM AUTHOR]

This paper aims to examine the role and activities of the Ministry of Education of Albania during the Italian occupation (1941–1943). By analysing official documents such as laws, decisions, and circulars, it explores how the Italian regime transformed the existing functions and structures of the Albanian School System to promote fascist ideology. The Italian occupation regime employed two strategies: the first was to create a positive image by presenting itself as a regime that supported education and sought to improve-the lives of the poorest members of society, hoping to gain the support of the Albanian people. The second strategy was to introduce fascist values and morality into the school curricula, censoring certain books, introducing new textbooks, and intimidating Albanian teachers while replacing them with Italian teachers and directors. With the onset of Italy's involvement in World War II, the Albanian education system suffered the consequences of the war. This article aims to address the gap in existing research in this field and provides valuable insights that can be used as a reference point for drawing comparisons with developments in education in many Eastern European countries after the Second World War, during the communist regime. [ABSTRACT FROM AUTHOR]

The National Security League was an elite private lobbying group in the World War I preparedness movement in the United States. Its educational wing was a group consisting mostly of college professors called the Committee on Patriotism through Education, which sought to use education to promote a militaristic brand of patriotism. This paper adds to our knowledge of the geopolitics of the period by critically reviewing the Committee's propaganda efforts, as organized into its Patriotism through Education Series. More importantly, this paper theorizes this propaganda by engaging with two literatures that seldom cross paths: emerging interest in intimacy-geopolitics and Gramsci's concept of war of position. Intimacy-geopolitics is used to highlight the performative edge of war propaganda, as it directs desire and affect to toward geopolitical visions which accord with elite visions of the good life. Intimacy-geopolitics as an analytical framework helps connect affect and war in a way that avoids scalar hierarchies of violence. The Committee deliberately sought to direct emotion toward militaristic ends, and saw teachers as foot soldiers in that effort. Understanding how war propaganda works through affect, that is, how it positions country as an object of affection, also qualifies and dovetails with an understanding of war propaganda as elemental to the Gramscian war of position. Quite apart from accusations of war-profiteering, elite manipulation of desire and affect toward the war effort also worked to obfuscate class interest in favor of gender and other social roles. [ABSTRACT FROM AUTHOR]

The paper describes the fundamental discoveries in the definition and treatment of patients with bleeding esophageal varices and cirrhosis. [ABSTRACT FROM AUTHOR]

This study examines the long-run effect of the 1981–1993 Punjab insurgency on the educational attainment of adults who were ages 6–16 at the time, using the 2005 India Human Development Survey. We find a substantial and statistically significant negative effect of terrorism on female educational attainment through a triple differences specification. We find that our main effects are robust to two separate placebo tests, fertility checks, selection bias and migration checks, caste fixed effects and alternative ways of measuring conflict. Additionally, we carry out a unique parallel short-term analysis of the effect of conflict on education for boys and girls. This analysis makes use of micro-level expenditure data from a farmer-level data set and sheds light on household investments during the insurgency. Results from this analysis are consistent with the long-term effects found in the first part of the paper. [ABSTRACT FROM AUTHOR]

This paper investigates the Public Relations Institute of Australia's introduction in 1991 of a national accreditation programme for university courses. Drawing on an analysis of previously unstudied industry archives, it identifies four themes significant for industry perspectives of education: public relations knowledge; industry expectations and experience; public relations curricula; and academic legitimacy. While university education was perceived by institute members to demonstrate the professional standing of public relations, the findings reveal divergent understandings of its role and content and identify considerable resistance to the institutionalisation of public relations knowledge. At the same time, the expansion and marketisation of higher education led to the introduction of new, vocational courses such as public relations. The significance of this study is it offers new insights into the development of Australian public relations education and the role of the professional association. [ABSTRACT FROM AUTHOR]

This paper examines the first moments of the emergence of “psychometrics” as a discipline, using a history of the Binet–Simon test (precursor to the Stanford–Binet) to engage the question of how intelligence became a “psychological object.” To begin to answer this, we used a previously-unexamined set of French texts to highlight the negotiations and collaborations that led Alfred Binet (1857–1911) to identify “mental testing” as a research area worth pursuing. This included a long-standing rivalry with Désiré-Magloire Bourneville (1840–1909), who argued for decades that psychiatrists ought to be the professional arbiters of which children would be removed from the standard curriculum and referred to special education classes in asylums. In contrast, Binet sought to keep children in schools and conceived of a way for psychologists to do this. Supported by the Société libre de l'étude psychologique de l'enfant [Free society for the psychological study of the child], and by a number of collaborators and friends, he thus undertook to create a “metric” scale of intelligence—and the associated testing apparatus—to legitimize the role of psychologists in a to-that-point psychiatric domain: identifying and treating “the abnormal”. The result was a change in the earlier law requiring all healthy French children to attend school, between the ages of 6 and 13, to recognize instead that otherwise normal children sometimes need special help: they are “slow” (arriéré), but not “sick.” This conceptualization of intelligence was then carried forward, through the test's influence on Lewis Terman (1877–1956) and Lightner Witmer (1867–1956), to shape virtually all subsequent thinking about intelligence testing and its role in society. [ABSTRACT FROM AUTHOR]

From the early 1980s, China underwent perhaps the world¿s largest and most comprehensive experiment of decentralization in education. There has been a shift from decentralization to some degree of recentralization, however, since the mid-1990s, particularly since the early 2000s. The purpose of this shift was to establish a stable and regularized financing mechanism for rural education. Using provincial-level data from between 1997 and 2005, this paper analyzes whether the shift worked as expected. It finds that by the end of 2005, there had been a substantial decrease in the rural¿urban gap, the regional disparity, and the overall inequality in per student budgetary expenditure and total spending. Much of the decline occurred in the 2000s. Moreover, the rural¿urban gap declined more rapidly than the regional disparity, and inequalities in spending on primary education declined much more rapidly than junior secondary education. [Copyright &y& Elsevier]

From the 1850s to the 1970s the teaching force in Catholic schools in Australia was dominated by priests, female religious and brothers. This paper details the scope of existing research on these teachers, the demands of their religious vocation, their own education, the atmosphere which they established in the schools, leadership opportunities, and the ‘darker side’ of their way of life. Such expositions can promote reflection on the possibility that teaching can be influenced by discourses of ‘vocation’ and ‘the giving of service’, every bit as much as it can be by ‘industrial’ and ‘labour’ perspectives. [Copyright &y& Elsevier]

Abstract: Background: It was only at the start of the 21st century that the nursing profession in Ireland gained full entry to the academy, joining the ranks of the graduate professions in healthcare. Up to that time, the system of professional training of nurses in Ireland was based on the apprenticeship-training model. Aim: This paper critically analyses discourses opposing advanced educational preparation for nurses and the entry of nursing to higher education in order to reveal the discursive work they perform. Methods: The study analyses historical and contemporary texts using a critical discursive approach. Findings: The study uncovers common themes and continuities embedded in discourses concerning the role of the nurse and nurses’ professional training. Through professional and popular debate, a particular and enduring set of images of the nurse was constructed, which was antithetical to the idea of a nurse receiving professional training in the academy. The debate was conducted by doctors, journalists, public officials, and by nurses, some of whom were ambivalent or even hostile to the notion of the educated nurse. Much of the debate concerned the role of the nurse and the relationship between knowledge/intelligence and practice/caring. Conclusions: As outsiders looking into the academy, nurses were required to justify their case for entry into higher education against a discursive backcloth that constructed a dichotomy between the mental and the manual and positioned nursing as a practical and commonsense occupation unworthy of academic study. In consequence, nursing was and continues to be challenged to expose, resist and counter the values and assumptions embedded in this backcloth as they strive to establish, maintain and consolidate their foothold in academia. [Copyright &y& Elsevier]

Branch misprediction limits processor performance significantly, as the pipeline deepens and the instruction issued per cycle increases. Since the introduction of the two-level adaptive branch predictor, branch history has been a major input vector in branch prediction, together with the address of a branch instruction. Until now, the length of branch history has been statically fixed for all branch instructions, and the history length is usually selected in accordance with the size of branch prediction table. However, different branch instructions require different length histories to achieve high prediction accuracies. Therefore, to dynamically adjust to the optimal history length for each branch instruction, this paper presents “dynamic per-branch history length adjustment” policy, by tracking data dependencies of branches and identifying strongly correlated branches in branch history. Our method provides optimal history length for each branch instruction, resulting in substantial improvement in prediction accuracy. The proposed solution does not require any forms of prior-profilings, and it provides up to 6% improvement in prediction accuracy. Further, it even outperforms, in some applications, the prediction accuracy of optimally selected history length by prior-profilings. [Copyright &y& Elsevier]

Summary: Health care and health information have been around since the time of Hippocrates or even before. Through the historical evolution, it is observed that the knowledge and information that were simple and easy to learn and retain by that time, became much more complex. This paper presents a brief reviewing on the evolution of MEDINFO conferences, and how nursing informatics grew up and made itself visible during all these years of IMIA conferences. [Copyright &y& Elsevier]