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Paper conservators today face a growing preservation mandate that demands a comprehensive education. These remarks refer to the education of North American paper conservators. The path required to attain the necessary knowledge and skills to preserve works on paper has changed drastically over the past two generations starting with the establishment of graduate degree-granting programs and their dynamic and responsive curricula. [ABSTRACT FROM AUTHOR]

The traumatic effects of colonization on generations of Indigenous peoples and communities are referred to as intergenerational trauma. Alongside intergenerational effects of trauma experienced by Indigenous peoples and cultures across the globe is the capacity for individual and collective resilience, whereby an individual has good life outcomes despite having been subjected to situations with a high risk of emotional and/or physical distress. In North America and globally there have been calls to action for social work to find pathways toward reconciliation with Indigenous peoples. The purpose of this paper is to share the conceptual foundations of an innovative Master of Social Work program, currently in its sixth year. The program was designed to bridge Indigenous worldviews and social work by: creating links in the curriculum between neuroscience research in Western treatment modalities and Indigenous/traditional healing practices throughout the globe; fostering communication among all age groups; developing respect, kindness, and communication across all races; uncovering resiliency in understanding intergenerational trauma; understanding attachment difficulties created through colonization and rebuilding support systems; and creating learning objectives that address wellness. The objective is to prepare social workers to work with individuals, families and communities across the globe affected by intergenerational trauma. [ABSTRACT FROM AUTHOR]

Patients with epilepsy (PWE) have a significantly higher prevalence of psychiatric comorbid disorders involving depression, anxiety, psychotic, and attention-deficit disorders compared with the general population or patients with other chronic medical conditions. Currently, there is no systematic approach in the evaluation and management of psychiatric comorbidities in these patients. In addition, neurologists are not trained to recognize these disorders, and consequently, they remain undertreated. Despite the high prevalence of psychiatric comorbidities in patients evaluated for epilepsy surgery, most epilepsy centers in North America do not include a psychiatric evaluation as part of the presurgical work-up. Despite the intimate relationship between psychiatric comorbidities and epilepsy, collaboration between epileptologists and psychiatrists is sparse at best and nonexistent at worse. The purpose of this paper was to highlight and try to understand the causes behind the persistent lack in communication between neurologists and psychiatrists, the gap in the training of neurologists on psychiatric aspects of neurologic disorders and vice versa and to propose new initiatives to fix the problem. This article is part of the Special Issue "Obstacles of Treatment of Psychiatric Comorbidities in Epilepsy". • This article analyzes the reasons behind the lack of identification of psychiatric comorbidities by neurologists in patients with epilepsy. • This complex problem includes a lack of communication between neurologists and psychiatrists, the existence of serious gaps in the training of neurologists on psychiatric aspects of neurologic disorders (and vice-versa), and finally, the limited access to mental health services for these patients. • The article proposes strategies that can be implemented to optimize the training of Neurology and Psychiatry residents in these areas. [ABSTRACT FROM AUTHOR]

Addressing critical global health issues, such as antimicrobial resistance, infectious disease outbreaks, and natural disasters, requires strong coordination and management across sectors. The One Health approach is the integrative effort of multiple sectors working to attain optimal health for people, animals, and the environment, and is increasingly recognized by experts as a means to address complex challenges. However, practical application of the One Health approach has been challenging. The One Health Systems Mapping and Analysis Resource Toolkit (OH-SMART) introduced in this paper was designed using a multistage prototyping process to support systematic improvement in multi-sectoral coordination and collaboration to better address complex health concerns through an operational, stepwise, and practical One Health approach. To date, OH-SMART has been used to strengthen One Health systems in 17 countries and has been deployed to revise emergency response frameworks, improve antimicrobial resistance national action plans and create multi agency infectious disease collaboration protocols. OH-SMART has proven to be user friendly, robust, and capable of fostering multi-sectoral collaboration and complex system-wide problem solving. [ABSTRACT FROM AUTHOR]

Nonindigenous species pose significant risks to the health and integrity of ecosystems around the world. Tracking and communicating the spread of these species has been of interest to ecologists and environmental managers for many years, particularly in the bi-national Laurentian Great Lakes of North America. In this paper, we introduce the Great Lakes Aquatic Nonindigenous Species Information System (GLANSIS) Map Explorer. The Map Explorer provides access to records of documented nonindigenous species and their spatial distributions. Users may view the distributions of well-known nonindigenous species (such as zebra mussels) as well as perform custom queries. Additional map layers allow users to compare the distribution of nonindigenous species to environmental conditions. This tool serves to communicate knowledge to diverse stakeholder groups and to enable further in-depth research on nonindigenous species. [ABSTRACT FROM AUTHOR]

A profession is founded on knowledge, skills, and education. The knowledge, skills, and education required to practice within a profession should be defined in a body of knowledge of that profession. This is the first edition or the first comprehensive attempt to define the surveying body of knowledge. This work was initiated about three years ago, by the American Congress on Surveying and Mapping and the North American Surveying Educators organization. A special body of knowledge committee was established to carry out this task. The committee decided to develop a six part surveying body of knowledge. The first is a general body of knowledge, termed as the macro level body of knowledge which is presented in this paper. The other five specific detailed subset (micro level) bodies of knowledge in the areas of positioning, imagery, geographic information systems, law, and land development. The paper introduces the philosophical and conceptual considerations on which the body of knowledge was founded and provides details on the macro level body of knowledge. [ABSTRACT FROM AUTHOR]

As mathematical modeling of wastewater treatment plants has become more common in research and consultancy, a mismatch between education and requirements for model-related jobs has developed. There seems to be a shortage of skilled people, both in terms of quantity and in quality. In order to address this problem, this paper provides a framework to outline different types of model-related jobs, assess the required skills for these jobs and characterize different types of education that modelers obtain "in school" as well as "on the job". It is important to consider that education of modelers does not mainly happen in university courses and that the variety of model related jobs goes far beyond use for process design by consulting companies. To resolve the mismatch, the current connection between requirements for different jobs and the various types of education has to be assessed for different geographical regions and professional environments. This allows the evaluation and improvement of important educational paths, considering quality assurance and future developments. Moreover, conclusions from a workshop involving practitioners and academics from North America and Europe are presented. The participants stressed the importance of non-technical skills and recommended strengthening the role of realistic modeling experience in university training. However, this paper suggests that all providers of modeling education and support, not only universities, but also software suppliers, professional associations and companies performing modeling tasks are called to assess and strengthen their role in training and support of professional modelers. [ABSTRACT FROM AUTHOR]

This paper contends that the links between the North American academy's two defining trends over the past decade (namely, the culture wars and commodification) need to be explored more explicitly than has hitherto been done. Rather than providing a detailed empirical description of these developments, what is proposed is a theoretically driven critique of some of the Right's main positions by identifying their underlying socio-political interests and effects. All in all, the paper aims to demonstrate that the current, neo-liberal phase of academic restructuring is a deeply politicized and contested product of the narrowing of the scope of historical possibilities for the university. [ABSTRACT FROM AUTHOR]

Working specifically from the authors location in a working class urban teacher education program in the United States, this paper argues for the examination and problematization of one foundational archetype of a teacher in North America: the (white) Lady Bountiful. Incorporating discussions of the historical colonial contexts that produced this archetype and the ideologies she represents, this paper argues that the persistence of this image in popular culture, in teacher education programs, and beyond, contributes to a climate that makes it difficult to address white supremacy, heteronormativity and social class issues in teacher education programs. In addition, the endurance of this archetype can 'prohibit' certain bodies from entering the teaching profession. [ABSTRACT FROM AUTHOR]

This paper reports a collaborative project to explore our work as teacher educators, an effort to reconstruct a stance for ourselves in relation to our students. Our analysis is aligned with feminist post-modern perspectives, involving a reflexive representation of our teaching identities. To collect these expressions, we kept a real-time dialogue journal, sitting together weekly over the course of a semester, writing to each other in conversation about our ongoing interactions with students. We reviewed these written records looking for contradictions in our talk about our students and our methods of instruction. This paper shares our discovery of the ironic in our desires for authoritative knowledge, effective methods, coherent organization, and harmonic relationships that mirrored our students' requests of us. We suggest the importance of planting seeds of irony alongside our teaching recommendations, so that our students might recognize and embrace the limitations of our authority. I wonder about the value in talking about what concerns us in our teaching. The labels we dredge up get us to the same old places where we win, students struggle, and colleagues don't get it. Well, I don't usually get it either. I mean, I think you can get used to an audience and figure out how to address it, and that might get you good course evaluations. But to what end? (Hinchman, 9 September 1995). [ABSTRACT FROM AUTHOR]

Children's mental health and development issues are considered a significant concern today. A century and more ago children's mental health and developmental disorders were likely understood differently. This paper examines the portrayal of children's mental health and developmental disorders in all 41 accessible articles on the topic indexed in the Reader's Guide to Periodical Literature from 1890 to 1920. It focuses on these three decades as a time of fundamental economic, political and social transition before the first text in Child Psychiatry was published and the first professorship in the field established. It was also before the beginning of the influential child guidance movement. In particular, the research asks (i) what were the ‘disorders’ discussed and of what were they said to consist?, (ii) what was said to cause them? and (iii) what was thought best to be done about them? [ABSTRACT FROM AUTHOR]

This paper analyzes the public content on the websites of targeted universities in North America and English speaking-Europe to examine their commitment to education in sustainable transportation. Analyzing about 5000 shows that most of them were worth three credits, more sustainable transportation courses were offered to graduate students than to undergraduates, lecturing was the most common teaching method, and, on average, North American universities offered more sustainable transport courses than did their European counterparts. Finally, the environmental issue was emphasized and discussed far more than the economic and social issues in the sustainable transport context. [ABSTRACT FROM AUTHOR]

Academic listening is a very important skill for ESOL students to succeed in English-speaking universities. However, current popular English proficiency tests such as TOEFL and IELTS are not adequate measures of ESOL students' academic listening skills. It is argued in the paper that authentic and separate testing of ESOL students' academic listening skills should be administered in such widely accepted English proficiency tests. Important testing implications are discussed. [ABSTRACT FROM AUTHOR]

This paper describes accelerating development of programs in global health, particularly in North American academic institutions, and sets this phenomenon in the context of earlier programs in tropical medicine and international health that originated predominantly in Europe. Like these earlier programs, the major focus of the new global health programs is on the health needs of developing countries, and perhaps for this reason, few similar programs have emerged in academic institutions in the developing countries themselves. If global health is about the improvement of health worldwide, the reduction of disparities, and protection of societies against global threats that disregard national borders, it is essential that academic institutions reach across geographic, cultural, economic, gender, and linguistic boundaries to develop mutual understanding of the scope of global health and to create collaborative education and research programs. One indication of success would be emergence of a new generation of truly global leaders working on a shared and well-defined agenda – and doing so on equal footing.Journal of Public Health Policy (2008) 29, 383–401. doi:10.1057/jphp.2008.25 [ABSTRACT FROM AUTHOR]

This paper deals with the discourses related to race and anti-racism in a social sciences textbook for grade 12 Ontario students that was published in 2002. It is argued that the complexities of race and anti-racism are not dealt with systematically and cohesively. The textbook does not adequately address the topics of race and racism within the present Canadian social structure, leaving the discussion of complex and controversial ideas concerning race and racism virtually unexplored. In addition, the opportunity to make use of current scholarly work has been ignored or distorted. This is particularly important in light of recent developments regarding the impact of September 11, and the ensuing 'war on terror' and the changing dynamic of race relations in North America. [ABSTRACT FROM AUTHOR]

This paper constitutes a manifesto for Generation-X academics, in the form of eight diagnostical and prescriptive theses. It is written in response to shifting conditions at two levels: externally, the hegemony of neoliberalism in the socio-political environment within which North American universities operate, which has spawned the dogma of inter-institutional competitiveness and educational vocationalism; and internally, a generational changing of the guard within universities, which is accompanied by a sense of despondency toward intellectual life and is thereby producing strategies of resigned quietism or instrumental careerism. By contrast, the manifesto proclaims that we must invent a practice of intellectual craftwork and publicly engaged scholarly research, one simultaneously striving for analytical rigour and theoretical boldness in order to convert the academy into a space of critique of the status quo and invention of alternatives. [ABSTRACT FROM AUTHOR]

We currently face a significant contemporary crisis, not just of student voice but of compulsory schooling and the social and political contexts that shape it. This paper offers a typology that seeks to understand and explain both that crisis and the burgeoning of ‘new wave’ student voice work in Australasia, North America and the UK. It suggests a number of ways forward that point to the possibility of developing forms of leadership that encourage approaches to student voice that take seriously the education of persons, not merely the thin requirements of an overly instrumental and ultimately diminishing schooling. [ABSTRACT FROM AUTHOR]

This paper addresses the influx of computer science graduates from South Asia into Europe and North America. It analyses the need and supply chains between two points and identifies the pros and cons of the education imparted to these graduates. The effects of social disorder due to migrations are addressed. The resulting technological vacuum in the donor countries is also analysed. It concludes with recommendations to reduce the impact on both the donor and receiving countries. [ABSTRACT FROM AUTHOR]

In this paper w/e provide a North American perspective as w/e explore the formation and comprehension of queer knowledge in adult education and in larger sociocultural contexts. W/e consider the need to position queer in adult education mindful of how queer is historically and currently positioned in culture and society. In doing so, w/e articulate queer -- a term representing our spectral community that incorporates a diversity of sex, sexual, and gender differences -- and queerness: our ways of being, believing, desiring, becoming, belonging, and acting in life-and-learning spaces. Then w/e turn to queer history and queer studies to investigate queer knowledge as fugitive knowledge integral and informative to our project to transgress the social and reconstitute the cultural in adult education as a field of study and practice. W/e locate queer knowledge as an antecedent to queer praxis, and focus on inclusive queer praxis as a transgressive practice-expression-reflection dynamic and a site of transformative learning. [ABSTRACT FROM AUTHOR]

In this paper, we investigate the determinants of research output by European economics departments. We use data from a survey we conducted on the various characteristics of these departments. We pay particular attention to spillovers from North America to Europe and measure these in terms of visiting arrangements between academic institutions across the Atlantic and formal training received by European faculty in North America. We find strong evidence that European economics departments with North-American links have higher research output. [Copyright &y& Elsevier]

Comments on the paper written by Wilson and Pust in the first 1999 issue of the periodical `Education for Health' which offered reasons on the importance of including international health teaching in the curriculum of medical schools in North America.

The article focuses on the 84th Annual Meeting of the National Council for Geographic Education. The conference was attended by 522 college and university professors, K-12 teachers, and students from all parts of North America. Snowbird was one of the more successful recent meetings and those in attendance represented about 23% of the Council's individual members. The conference attracted participants from such distant locations as Alaska, Hawaii, Korea and Japan. Twenty-seven paper sessions and 40 workshops dealt with approaches to teaching regional and systematic geography, map and globe instruction, teaching techniques in human and physical geography.