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Secondary and High School students are usually adolescents, most of them in the urban areas and metropolitan cities are aware about the existence, various opportunities, career paths and advancements of the space industry. They are constantly updated, given they have access to quality and organized education models and a competitive environment. Although, the students in the rural areas who are equally ambitious and talented yet are not fortunate enough to have access to the state of art facilities like the counterparts. Even if they try and gain access with their self-interest, they do not have the motivation to sustain the passion, given their lack of clarity in subject, lack of awareness about engaging in various ways and fields in space other than technological related and mainly lack of driving force. The purpose of this paper is to develop and present an education model, exclusively for the high school students of the rural areas and inculcate sustainable passion for space. As opposed to the primary school students, the secondary school students have a consciousness of the space industry. This paper will talk about various plans and strategies, that will allow them to gain exposure, guide them about the existence of different career paths which are not entirely technological related, yet are still essential in the space like, administrative framework for example. This opens a new dimension in their brain helping them realize how they can be part of the industry in countless ways, and this shall assist them in being on the right track to space. In addition to, hosting creative space themed exhibitions, fun and engaging model design competitions, workshops, all of these would widen their knowledge boundaries and help them challenge their skills. A real time case study example from a school located in the rural southern of India shall be focused on this paper. Including data from a survey thereby the results, with action plans shall be presented in detail, which will aid in the analysis of the need, feasibility, and long-term sustenance of this approach and the requirement to scale it over different rural areas globally. • Need for improvised education models in rural areas elucidated, with data collection. • Data analysis and correlation of space education awareness, for high school students across two geographical locations. • Readily executable action plans age groupwise, for real-time education models in remote areas globally. [ABSTRACT FROM AUTHOR]

Workforce education and development are key cornerstones in advancing and maturing the Cell & Gene Therapy sector. A skilled worker shortage can significantly impact and delay progress as well as the quality of output for any developer, thereby negatively impacting a patient's access to life-saving treatments. Several roundtable discussions were held at the International Society for Cell & Gene Therapy (ISCT) 2023 Annual Meeting to dive deeper into the current state of workforce development and solutions to address this bottleneck. One roundtable discussion was co-hosted by the Alliance for Regenerative Medicine (ARM) and ISCT, which focused on the gap analysis provided for the United States Cell & Gene Therapy (CGT) sector, highlighting the lack of skilled workers in manufacturing and quality control. In this manuscript, the roundtable participants continue this conversation, review the roles and staffing requirements in both academic and industry as well as small and large company settings. The adoption of increased manufacturing automation is one promising solution to propel the sector forward. However, automation alone won't replace on-site staff, but will lower the bar to entry for a larger pool of people and require different training. This paper also addresses the workforce development and training paradigm shift as advanced manufacturing techniques are implemented, which will differ considerably based on the type of manufacturing efforts, thus emphasizing the need for a well-thought-out strategy to up-skill and re-skill the technical workforce to adapt to these advancements. Organizations such as ISCT and ARM have a role to play in propelling the field forward, providing awareness and education to stakeholders at all levels, as well as acting as a convener and participating as a key stakeholder in discussions and partnerships between academia and industry towards solutions for training the best personnel for CGT manufacturing. This scope includes novel digital tools and technologies to simplify training to increase access to new talent pools interested in careers in a rapidly advancing sector. [ABSTRACT FROM AUTHOR]

Conventional wisdom and evidence from democracies suggest that more education should increase voter turnout. This paper revisits this issue by analyzing turnout in China's rural elections. Employing an instrumental variable strategy, I find that more education reduces turnout in rural elections. I provide suggestive evidence that more educated people may face higher opportunity costs of voting, which explain about a quarter of cross-province variation in education-turnout links. I also discuss the role of other factors, including Confucian culture and election stakes. [ABSTRACT FROM AUTHOR]

In this paper, we show that the village social structure shapes the learning outcome of marginalised children in rural India. Exploiting the variation in the dominant social group in the village, we find a significant impact of village dominance. The reading and arithmetic skills of Scheduled Castes are better in their own castes-dominated villages compared to higher castes-dominated villages. Our findings show that village dominance affects learning outcomes primarily through differential teachers' behaviour. Children from marginalised castes are more likely to be scolded, beaten up, and treated unfairly by teachers in villages dominated by higher castes compared to their own castes. We do not find evidence of other mechanisms like the difference in parent and children's aspirations, caste diversity, discrimination in the village, or positive group externalities, which could explain why children from Scheduled Castes fare better in their own castes-dominated villages. [ABSTRACT FROM AUTHOR]

Central to neurosurgical care, neurosurgical education is particularly needed in low- and middle-income countries (LMICs), where opportunities for neurosurgical training are limited due to social and economic constraints and an inadequate workforce. The present paper aims (1) to evaluate the validity and usability of a cadaver-free hybrid system in the context of LMICs and (2) to report their learning needs and whether the courses meet those needs via a comprehensive survey. From April to November 2021, a non-profit initiative consisting of a series of innovative cadaver-free courses based on virtual and practical training was organized. This project emerged from a collaboration between the Young Neurosurgeons Forum of the World Federation of Neurological Societies (WFNS), the NIHR Global Health Research Group on Neurotrauma, and UpSurgeOn, an Italian hi-tech company specialized in simulation technologies, creator of the UpSurgeOn Box, a hyper-realistic simulator of cranial approaches fused with augmented reality. Over that period, 11 cadaver-free courses were held in LMICs using remote hands-on Box simulators. One hundred sixty-eight participants completed an online survey after course completion of the course. The anatomical accuracy of simulators was overall rated high by the participant. The simulator provided a challenging but manageable learning curve , and 86% of participants found the Box to be very intuitive to use. When asked if the sequence of mental training (app), hybrid training (Augmented Reality), and manual training (the Box) was an effective method of training to fill the gap between theoretical knowledge and practice on a real patient/cadaver, 83% of participants agreed. Overall, the hands-on activities on the simulators have been satisfactory, as well as the integration between physical and digital simulation. This project demonstrated that a cadaver-free hybrid (virtual/hands-on) training system could potentially participate in accelerating the learning curve of neurosurgical residents, especially in the setting of limited training possibilities such as LMICs, which were only worsened during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

This paper explores the skills landscape of the emerging green hydrogen industry in Australia drawing on data collected from a study that gathered insights on training gaps from a range of hydrogen industry participants. A total of 41 industry participants completed a survey and 14 of those survey respondents participated in industry consultations. The findings revealed widespread perceptions of training and skilling as being very important to the industry, but under-provisioned across the sector. Data were analysed to consider the problem of skilling the green hydrogen industry and the barriers and enablers as perceived by industry stakeholders. In this paper we argue that urgent cross-sector attention needs to be paid to hydrogen industry training and skill development systems in Australia if the promise of green hydrogen as a clean energy source is to be realised. • Cross-sector collaboration is needed to support education and training on hydrogen energy. • Insufficient training is available to support skill development in hydrogen energy. • Training on electrolysers, fuel cells, hydrogen storage and refuelling stations is most needed. [ABSTRACT FROM AUTHOR]

• education and training are of great importance in achieving the goal of safe transfusion practice. • haemovigilance is not adequately represented in the education of medical and nursing students and physicians. • the literature on haemovigilance education is reviewed and a haemovigilance education programme for medical students and residents is proposed. According to the literature, there are significant differences in the availability of education and training in transfusion medicine worldwide, with significant heterogeneity in the existing curricula. Recognising the need for education with the aim of achieving globally standardised competencies in transfusion medicine, a group of experts collaborating in the European and Mediterranean Initiative in Transfusion medicine (EMITm) proposed a process of incremental training and education. Subsequent to two previous papers published by this group on general education in transfusion medicine, this paper specifically refers to the field of education in haemovigilance. This topic is of particular importance when one considers the role of haemovigilance in improving the safety of transfusion practice, and the fact that this role can only be realised through the cooperation of all participants in the transfusion chain. In addition to promoting the importance of education in haemovigilance, this paper provides an overview of the available literature on this topic and proposes an education programme on haemovigilance for medical students and residents. [ABSTRACT FROM AUTHOR]

The integration of industry and education plays a crucial role in facilitating the transfer of research outcomes from universities to industrial applications, promoting technology exchange and innovation, and fostering the development of skilled professionals in the hydrogen sector. However, the lack of motivation among hydrogen enterprises to engage in this integration process poses a pressing challenge. This paper presents a theoretical model based on a cost-benefit driving analysis framework, aiming to explore the relationship between resource income from universities, hydrogen enterprises' cost risks, policy subsidies, and their willingness to integrate. Through the use of questionnaire data collected from 184 hydrogen enterprises, this study examines the underlying mechanisms among these variables. The findings reveal that resource benefit (β = 0.632, p < 0.01) has a significantly positive correlation with the companies' willingness to participate in collaborative education. Higher levels of resource benefit are associated with greater willingness. Policy subsidies were found to moderate the relationship between resource benefits and integration willingness, as evidenced by the positive interaction effects of resource income and policy subsidies (β = 0.4, p < 0.01; β = 0.129, p < 0.01). This indicates that policy subsidies play a positive role in fostering collaboration between enterprises and educational institutions. On the other hand, cost risk (β = 0.575, p < 0.01) showed a significantly negative correlation with the enterprises' willingness to engage in collaborative education. Higher levels of cost risk hinder the company's willingness to participate. These findings highlight the importance of resource benefits and policy subsidies in promoting collaborative education initiatives for hydrogen enterprises. The findings contribute to the understanding of factors influencing enterprise engagement and have practical implications for fostering fruitful collaborations between educational institutions and hydrogen enterprises. • 184 hydrogen enterprises' willingness of participating in 'industry-education integration' were investigated. • Resource benefits positively influence hydrogen enterprises' willingness for collaborative education. • Policy subsidies moderate the relationship between resource benefits and integration willingness. • Cost risks negatively impact enterprises' willingness for collaborative education. • Findings offer insights for policymakers and educational institutions to promote such integration in the hydrogen sector. [ABSTRACT FROM AUTHOR]

The development and production of cell gene and tissue (CGT)-based therapies requires a specialized workforce. Entering the CGT arena is complex because it involves different scientific and biomedical aspects (e.g., immunology, stem cell biology and transplantation), as well as knowledge of regulatory affairs and compliance with pharmaceutical quality standards. Currently, both industry and academia are facing a worldwide workforce shortage, whereas only a handful of educational and training initiatives specifically address the peculiarities of CGT product development, the procurement of substances of human origin, the manufacturing process itself and clinical monitoring and biovigilance. The training offered by traditional Master's and PhD programs is not suited for training a skilled workforce ready to enter the increasingly fast-growing CGT field. Indeed, typically these programs are of long duration and only partially cover the required competencies, whereas the demand for a specialized workforce relentlessly increases. In this paper, we (i) present and discuss our understanding of the roots of current growth acceleration of the CGT field; (ii) anticipate future workforce needs due to the expected increase of marketed CGT-based therapies and (iii) evaluate potential solutions that seek to adapt, develop and implement current educational and training initiatives. Importantly for these solutions, we call for scientific societies, such as the International Society for Cell & Gene Therapy, to play a more active role and act as catalysers for new initiatives, building bridges between academia and Industry to establish effective educational and training programs that will engage and prepare a new generation of qualified professionals for entry into the CGT field. [ABSTRACT FROM AUTHOR]

This paper delves into the complexities of assessing educational performance and efficiency in the context of education governance. We propose a novel perspective on how governing features of educational systems influence their efficiency, focusing on the key features of public bodies responsible for local education management in Peru, known as UGELs. We characterize the educational production function using three inputs: planning conditions, human resources, and accountability mechanisms; and two outputs: student achievement and educational progress. Our efficiency estimation utilizes Robust Free Disposal Hull, Robust Data Envelopment Analysis, and Stochastic Non-parametric Envelopment approaches, leveraging unique government data from 2014. Additionally, we explore potential factors like infrastructure and internet access that could improve UGELs' efficiency through conditional DEA analysis. Our findings highlight the need for nuanced methodologies in evaluating educational performance and reveal a significant gap in existing literature. This paper addresses this gap by offering a comprehensive evaluation framework, emphasizing the importance of thorough assessments for gauging educational institution efficiency. As policymakers increasingly rely on evidence-based decision-making, our research provides valuable insights that can inform and shape education policy decisions, making it a significant contribution to the field of education policy and governance. • Aim : Assessing educational performance and efficiency from governance perspective. • Focus : Local bodies (UGELs) in Peru. • Analysis : Inputs (planning, resources, accountability) & outputs (achievement, progress). • Advanced methods : FDH, DEA, StoNED & conditional DEA. • Impact : Comprehensive evaluation framework for educational governance assessment. [ABSTRACT FROM AUTHOR]

• Considers an evolving framework around the nuclear technologies and in particular the area of nuclear safeguards. • Studies the principles of provision and preservation of knowledge for the executive managers and technical experts. • Recommends individual oriented education and training approach based on the target audience needs. • Effectiveness of building of competences in the area of nuclear safeguards can be assessed by five key competence indicators. • The Safeguards Training and Education project is the unique offer enhancing nuclear safeguards competences in the world. • Focuses on the building and preservation of the nuclear competences and nuclear safeguards competences in particular. The nuclear industry worldwide is experiencing significant transformations driven by various trends. They include rising energy demands, technological advancements, climate crisis challenges, international cooperation agreements, growing public concerns and evolving threats. These trends require robust competences development in the nuclear area to ensure the safe and secure use of nuclear energy. Current nuclear industry challenges include development and adaptation of methodologies and technologies for implementation of nuclear safeguards and non-proliferation regimes today and in future. This paper analyses the key global trends shaping the field of nuclear safeguards and identifies five crucial competences required for future professionals. Five key nuclear safeguards competences are: technical expertise, analytical skills, communication and collaboration skills, adaptability and lifelong learning, ethical and professional conduct. Beyond these core competences, the paper emphasizes the importance of investing in education and training: developing new training programmes, offering scholarships and fostering international exchange and collaboration; building a robust safeguards culture as a good example of encouraging knowledge exchange and fostering a culture of continuous learning and improvement and engaging with the public. This study is supported by the lessons learned and experience gained through the Safeguards Training and Education Project (MC3.01/18; INSC/2018/401-261) funded by the European Union (hereinafter - Safeguards Training and Education Project) and its Specializing Master Programme on Nuclear Safeguards. Being a part of the European Commission Instrument for Nuclear Safety Cooperation, the project aims to responding the high demand on building of nuclear safeguards competences and knowledge improvement within the partner countries outside the European Union. Addressing the global trends in nuclear industry by introducing various competence development concepts can ensure a competent and dedicated workforce prepared for future safeguards challenges, enabling continued safe and responsible use of nuclear energy. [ABSTRACT FROM AUTHOR]

This paper presents a framework of employee skills and competencies useful for developing occupational profiles for employees of companies transitioning towards Industry 4.0. The paper consists of a discussion of the theoretical and practical parts of case studies. The theoretical portion was created on the basis of a review of scientific literature and research studies regarding the competencies and skills of employees in the ongoing fourth industrial revolution. This part focuses on the skills profile of an Industry 4.0 employee and an Operator 4.0 (O4.0) from a creativity and innovativeness point of view. The link between the theoretical part and the case study analysis was a general framework for building the competencies and skills of the steelworker in the emerging fourth industrial revolution. The case study analysis covered the framework of competencies and skills of a metallurgist in smart manufacturing built into the organization of steel mills. Recruitment offers of a steel company implementing smart manufacturing (SM) projects and educational programmes of technical universities in the field of metallurgy were analysed. The aim of the study was to develop a framework for the profile of an employee working in an innovative company transforming to I4.0. The publication posed the following research questions (purposes/hypotheses): P1. To what extent do Polish companies in the metallurgical sector pay attention to creativity and innovation issues when looking for employees? P2. To what extent do the profile (portfolio) of metallurgy graduates of Polish technical universities turn their attention to the issues related to creativity and innovation? [ABSTRACT FROM AUTHOR]

• This paper investigates the relation between democracy and income per capita over the period 1870–2010. • I use both cross-sectional and panel fixed effects regressions to explore how this relation changed over time. • Results show that democracy positively affects income per capita in the period post-1950, especially after 1990. • Yet, democracy has no significant effect in the period prior to 1950. • In the years before World War II, income per capita is mostly explained by prior income levels and education. Economists and political scientists have long investigated the effect of political institutions on economic development, mainly focusing on cross-sectional analyses for the years after World War II. This paper takes a historical perspective and studies whether this effect can be traced back to 1870 and how it changed over time. Using both cross-sectional and panel fixed effects regressions, I show that democracy positively affects income per capita in the post-1950 period. The effect increases as time passes and becomes especially larger after 1990, i.e. with the great democratization wave induced by the Fall of the Iron Curtain. Yet, I find no effect for the period before 1950, when the variation in income per capita is mostly explained by prior income levels, and in particular, by education. These findings are robust to accounting for income dynamics as well as to using different data sources to measure political institutions. [ABSTRACT FROM AUTHOR]

The accepted definition of the academic library states its primary purpose of supporting the curriculum and the research of the university faculty and students; however, the essence of the academic library as embodied in its architecture is much more intricate. Academic libraries in Israel are unique in having more intellectual planning processes and more financial support and funding resources. This paper examines the architecture of stand-alone academic library buildings in Israel and their development and evolution over time, especially in the decades after the establishment of the State in 1948. The research investigates their appearance and conceptual reflections, inquiring whether they integrate with the surroundings physically and conceptually or are considered 'ivory towers.' Moreover, this paper scrutinizes the influences that affected the architectural environment these libraries came to embody. The discussion on the architecture of academic libraries analyzes the changing influences of Israeli politics and society upon the architectural discourse. Architects were searching for new methods in design, which led to the transition in the architecture of academic libraries: from modesty to complexity in design. [ABSTRACT FROM AUTHOR]

Scientific software incorporates models that capture fundamental domain knowledge. This software is becoming increasingly more relevant as an instrument for food research. However, scientific software is currently hardly shared among and (re-)used by stakeholders in the food domain, which hampers effective dissemination of knowledge, i.e. knowledge transfer. This paper reviews selected approaches, best practices, hurdles and limitations regarding knowledge transfer via software and the mathematical models embedded in it to provide points of reference for the food community. The paper focusses on three aspects. Firstly, the publication of digital objects on the web, which offers valorisation software as a scientific asset. Secondly, building transferrable software as way to share knowledge through collaboration with experts and stakeholders. Thirdly, developing food engineers' modelling skills through the use of food models and software in education and training. • Re-use of models and software should favour knowledge transfer in the food domain. • Suitable diffusion channel depends on the type of model. • Diffusion channels relying on web-based technologies are most promising solutions. • Building scientific software from shared knowledge facilitates knowledge transfer. • Initiatives for teaching modelling online are being developed by food scientists. [ABSTRACT FROM AUTHOR]

The majority of modal disparity studies focus on accessibility to jobs and to non-work activities with little attention paid to actual commuting behavior. How modal differences in commuting behavior change when set against the minimum and maximum commutes possible within a fixed urban structure is much less known. In commuting efficiency studies, the mode of commuting flows has not been intersected with socio-economic characteristics. Using the 2015 1 % National Population Sample Survey (NPSS) in Shanghai, we apply the excess commuting framework to fill this research gap by measuring the modal disparity between public transport and cars, in commuting efficiency by education level of workers. Results show that public transport users are less efficient commuters than car users, indicating great capacity exists for optimizing public transportation. However, the modal disparity decreases with increasing educational attainment, because car commuting efficiency is decreasing at a faster rate than for public transport. Based on these findings, urban transportation policy should focus on improving jobs-housing balance of public transport, and building a friendly green travel environment to rectify car-oriented bias in urban spatial structure and narrow the difference between public transport users and car users, especially for the poorly-educated. • This paper is the result of an international collaboration between three authors who have worked extensively on topics related to commuting. • The paper examines aspects of the demographics and transportation interactions in Shanghai. • A very notable finding is the overwhelming mode share in public transport for the least educated workers. • The paper shows the importance of heterogeneity of socioeconomic characteristics in estimating excess commuting. [ABSTRACT FROM AUTHOR]

Caste is a unique marker of social stratification in India. There are significant eco- nomic inequalities and considerable disparities in educational achievements between historically disadvantaged caste groups and Others. Unequal investments in their chil- dren's human capital by caste can perpetuate income inequalities and reproduce class differences between caste groups. This paper analyses caste-based disparities in house- hold expenditure on children's school education using nationally representative social expenditure data on education from 2007–08 and 2017–18 in India. The paper uses a recentered influence function (RIF) based decomposition analysis to pinpoint the key factors underpinning the disparity in private educational expenditure between disadvantaged caste groups and Others. Further, to overcome the problem of heterogeneity of data the study also employs propensity score matching (PSM) as robustness check for the decomposition analysis. The findings from decomposition and matching approaches reveal that differences in endowments, specifically income differences, between caste groups explain most of the caste-based gap in children's human capital investments. The study has implications for public policy to address educational and economic disparities between disadvantaged caste groups (ST, SC and OBC) and Others in India. [ABSTRACT FROM AUTHOR]

Although the metaverse is still in the early stages of development and implementation, it has the potential to revolutionize the way how businesses can interact with customers through both the virtual and real world. In particular, service industries are already exploring the opportunity to utilize the metaverse to provide more immersive, interactive and engaging customer experiences. However, the holistic overview of the future applications, opportunities, and challenges of a metaverse in the context of service industries from academic and expert perspectives is limited. By employing a multi-perspective approach, this study looks into these unexplored aspects of the metaverse in the context of service industries through informed and multifaceted narratives by leading academics and experts from cross-disciplinary backgrounds from media and communication, education, hospitality, financial services, retail, tourism and healthcare. The main opportunities identified include the development of new experiences, the introduction of novel inter-world interactions, and new business-consumer relations within the metaverse. The key challenges covered include current technological boundaries, limitations of the experiences in the metaverse, health issues, and data privacy, security, and legal issues. The paper concludes with formulating future research agendas and presenting contributions to literature and implications for practice. • It explores future applications, opportunities, challenges, and research agenda of the metaverse in service industries. • Opportunities include new experiences development, novel inter-world interactions, and new business-consumer relations. • Key Challenges are technological boundaries, limited experiences, health, data privacy, security, and legal issues. • The paper concludes with formulating future research agendas and presenting contributions to literature and practice. [ABSTRACT FROM AUTHOR]

Objectives: To determine which training methods positively influenced healthcare professionals' communication skills and families' deceased organ donation decision-making.Methods: An integrative review using systematic methods and narrative synthesis for data analysis. Electronic databases of PubMed, Cumulative Index to Nursing and Allied Health Literature (EBSCO), Embase (OVID) and ProQuest Dissertations & Theses Global, were searched between August 1997 and March 2020, retrieving 1019 papers. Included papers (n = 14) were appraised using the Medical Education Research Study Quality Instrument.Results: Training programmes offered theory, experiential learning, feedback and debriefing including self-reflection, the opportunity to role-play and interact with simulated participants within realistic case scenarios. Programmes reported observed and self-rated improvements in communication learning and confidence. The methodological quality score averaged 13, (72% of maximum); few studies used an experimental design, examined behavioural change or families' perspectives. Weak evidence suggested training could increase organ donation authorisation/consent rates.Conclusions: Multiple training strategies are effective in improving interprofessional healthcare professionals' confidence and learning of specialised communication. Methodological limitations restricted the ability to present definitive recommendations and further research is warranted, inclusive of family decision-making experiences.Practice Implications: Learning of specialised communication skills is enhanced by using multiple training strategies, including role-play and debriefing. [ABSTRACT FROM AUTHOR]

Astrotourism and related citizen science activities are becoming a major trend of a sustainable, high-quality tourism segment, core elements to the protection of Dark skies in many countries. In the Summer of 2020, in the middle of COVID pandemics, we started an initiative to train young students – Cyber-Cosmos – using an Unistellar eVscope, a smart, compact and user-friendly digital telescope that offers unprecedented opportunities for deep-sky observation and citizen science campaigns. Sponsored by the Ciência Viva Summer program, this was probably the first continuous application of this equipment in a pedagogical and citizen-science context, and in a pandemic context. Pampilhosa da Serra, home to a certified Dark Sky destination (Aldeias do Xisto) in central Portugal, was the chosen location for this project, where we expect astrotourism and citizen science to flourish and contribute to space sciences education. • Astrotourism and citizen science are core elements to the protection of Dark skies. • Smart telescopes to support science missions (Lucy, TESS, Plato, ARIEL, James Webb). • First demo activity in a COVID-19 pandemic context • Supported by Pampilhosa da Serra Space Observatory for SSA activities. • Presentation at the 72nd IAC, Dubai, United Arab Emirates, 25–29 October 2021, as paper 66604, session on space culture. [ABSTRACT FROM AUTHOR]

Several studies agree that high socioeconomic position is protective against risk of PE. However, socioeconomic impact on outcomes from PE is not known. In this paper we aimed to compare differences in risk of recurrence and mortality within the first year following a first-time PE across level of education. Using Danish national registers, patients ≥18 years of age hospitalized with a first-time PE between 1998 and 2018 were registered. Based on International Standard Classification of Education system 2011 patients were divided into four levels of education. Risk of recurrence and death across educational level were assessed by cumulative incidence curves and multivariable adjusted absolute risk regression analyses. In total, 22,708 patients with basic education (60 % women, median age 73 years), 19,809 with high school/vocational education (43 % women, median age 67 years), 7257 with short/medium higher education (54 % women, median age 65 years) and 2410 with long higher education (34 % women, median age 64 years) were hospitalized for PE. Risk of recurrence was not influenced by increasing educational level (relative absolute risk (RAR) 0.97, [95 % confidence interval (CI), 0.85–1.11], RAR 1.01 [95 % CI, 0.85–1.19], RAR 0.81 [95 % CI, 0.60–1.09]) compared to basic education, however, risk of death decreased with increasing level of education (RAR 0.93 [95 % CI, 0.90–0.96], RAR 0.88 [95 % CI, 0.83–0.92], RAR 0.83 [95 % CI, 0.76–0.89]). Significant educational differences exist in mortality following PE, warranting a need for socially differentiated efforts targeted towards patients with low educational status. [ABSTRACT FROM AUTHOR]

• A total of 33 advanced vaccinology courses were in existence in 2021. • Some vaccinology courses were not sustained since 2018. • The number of vaccinology courses has been increasing during the last few years, with courses offered in each WHO region. • The COVID-19 pandemic resulted in the cancellation or postponement of some vaccinology courses. • Due to the COVID-19 pandemic, an increased number of courses are using an online or hybrid format. The rapid development of innovations and new technologies, the focus on the life-course approach to immunization and equity, and the prevalent hesitancy towards vaccines requires immunization staff to be well-trained and updated regularly in order to deliver quality immunization services to the public. The need for advanced vaccinology training is therefore paramount. In preparation for a second Global Workshop on Advanced Vaccinology Training that took place in March 2022, this paper presents the results of a survey aiming to provide a thorough update of a landscape analysis on advanced vaccinology courses conducted in 2018 and a look at the impact of the COVID-19 crisis. Thirty-three course organizers responded to a survey to provide information on their respective course. Of those, 17 courses are short courses, 11 post-graduate courses and 5 are Master level courses. Most courses are organized on an annual basis. Even though some courses were not sustained overtime, the number of courses has been increasing during the last few years, and at least one vaccinology course is now being offered in each WHO region. Although the training capacity has increased tremendously, the need still exceeds the capacity and many courses have way more applicants than they can select. The most frequent challenges reported included sustainable funding and identifying faculty. The COVID-19 pandemic impacted the delivery of several vaccinology courses, which have been postponed or reformatted to an online or hybrid training event. An e-portal of the global collaboration has been established to facilitate communication between the different courses and to assist future course participants to identify the most suitable course for their needs. [ABSTRACT FROM AUTHOR]

Social enterprises are currently receiving significant attention from academics and practitioners because of their hybrid nature to achieve profit while achieving the planned social mission. To achieve their social mission as well as financial sustainability, social enterprises need to have the ability to carry out innovation for sustainability which helps them balance these two goals. In hybrid organizations, such as social enterprises, priorities in financial and social missions may conflict, resulting in managerial tensions and stakeholder pressure, making open innovation (OI) by involving external parties essential. This paper aims to explore OI for sustainability in social enterprises. The research question posed is: what innovation for sustainability practices do social enterprises implement and, how does the mechanism of OI for sustainability work in social enterprises? A multiple case study approach is used by taking four leading social enterprises in the education sector located in West Java, Indonesia. Our findings indicate that sustainability innovation is practiced by social enterprises in the form of providing social benefits such as paying for the education costs of their students and providing social services for the surrounding community. Beyond that, ecological benefits are provided in the form of reducing waste and using unproductive land in a productive manner. Innovation is performed with a different approach from one case to another. All cases studied collaborate with parties external to the organization to be able to implement sustainability innovation. This study contributes to the literature by providing empirical research on sustainability innovation in the context of social enterprises, which is still rarely found in the literature. [ABSTRACT FROM AUTHOR]

This paper defines cultural competence and cultural humility in the context of library and information professionals. Though cultural competence has been the standard of late within LIS, cultural humility is an important next step for information professionals to have the ability to work with the changing multiculturally diverse population throughout the world. Through evaluation of work published within the medical and social work fields, cultural humility frameworks are discussed before describing frameworks that are applicable for information professionals. Cultural humility is a lifelong process that requires education and extensive self-reflection and evaluation. Within the paper is a list of actionable questions that professionals can answer throughout their career that look at their perception of self, fellow professionals, and the communities that they serve. Within the appendix is an individual and organizational level assessment that can be completed to assist in reflection on cultural humility by the professional and organization. [ABSTRACT FROM AUTHOR]

This paper studies the impact of the introduction of fiber broadband in North Carolina, through the lens of student achievement. I link granular data on new fiber construction and advertised download speeds with administrative test score data and local labor market data. Exploiting variation in fiber availability at the census block group level, I implement a difference-in-differences design and find modest effects on educational outcomes, roughly equivalent to lowering class sizes by one student. I show fiber increases local employment and search intensity for supplementary educational materials. Last, I show that increased competition from fiber providers drives quality improvements in other available technology. • Fiber broadband availability increases both math and student standardized test scores • Fiber availability applies competitive pressure on other technologies to raise speeds • Fiber availability improves test scores through increased employment • Limited evidence that fiber increases usage of supplementary education materials [ABSTRACT FROM AUTHOR]

• The sport and site of basketball is undertheorized within educational scholarship. • Courts are sites of critical pedagogy and transformative masculinity construction. • Pedagogies of the court support critical consciousness in black and latinx boyhood. • Formal, institutional spaces of play reify the rigidity of hegemonic masculinities. • Courts offer sense of belonging, relational intimacy, and emotional expression. While there is an abundance of interdisciplinary research on boyhood, education, and sport respectively, especially as relating to males of color in the United States, the extant education scholarship has a dearth of auto-ethnographic work that examines these areas. Hence, this article examines how sport, and specifically, basketball, links to the development of masculinities, identity, and critical pedagogies within our own "education." Further, considering the various tensions around the schooling of U.S. youth from minoritized backgrounds, we leverage our backgrounds as Chicanx and African American scholars to recollect and analyze our journeys and links to our boyhoods and sense-making in formal and informal spaces of play. Our findings entail a push for a re-examination of how sports and critical identities of race and class may work in dialectical and transformative ways, even amidst various contradictions of boyhood. Rather than perpetuating a view of basketball cultures as solely reproducers of harmful masculinities, this paper imagines the pedagogical and liberatory aspects of the game. We conclude with implications for research around gender identities within formal and informal play. [ABSTRACT FROM AUTHOR]

The present paper describes the development of a novel framework for the creation of specialised Micro-Credentials supporting the training and re-training of students and professionals on the integration of renewable energy and sustainable fuels in urban settings. The framework is built upon a set of stackable micro-credentials, co-designed with the stakeholders input and it uses advanced natural language processing (NLP) and machine learning algorithms to assess the impact on the job market at regional level. The use of Micro-Credentials are considered to be the optimal methodology for enhancing the knowledge of specific topics especially for life-long learning for professionals. A co-design approach of such an innovative educational framework with relevant stakeholders fosters a tailored educational path for green upskilling. Finally, the framework is validated processing and analysing a large dataset of job descriptions, extracting the skills required by the market, organising the skills in categories and clusters. All this process lead to the creation of a basket of 74 Micro-Credentials oriented to students and professional with both a technical and non-technical backgrounds. • Renewable job-market skill needs identification through NLP and machine learning. • Educational co-creation approach based on stakeholders interaction. • Microcredential (MC) framework for life-long learning in the renewable sector. [ABSTRACT FROM AUTHOR]

A clinical, evidence-based model to inform clients and their parents about the nature of stuttering is indispensable for the field. In this paper, we propose the Erasmus Clinical Model of Stuttering 2.0 for children who stutter and their parents, and adult clients. It provides an up-to-date, clinical model summary of current insights into the genetic, neurological, motoric, linguistic, sensory, temperamental, psychological and social factors (be it causal, eliciting, or maintaining) related to stuttering. First a review is presented of current insights in these factors, and of six scientific theories or models that have inspired the development of our current clinical model. Following this, we will propose the model, which has proven to be useful in clinical practice. The proposed Erasmus Clinical Model of Stuttering visualizes the onset and course of stuttering, and includes scales for stuttering severity and impact, to be completed by the (parent of) the person who stutters. The pathway of the model towards stuttering onset is based on predisposing and mediating factors. In most children with an onset of stuttering, stuttering is transient, but if stuttering continues, its severity and impact vary widely. The model includes the circle of Engel (1977), which visualizes unique interactions of relevant biological, psychological, and social factors that determine the speaker's experience of stuttering severity and its impact. Discussing these factors and their interaction with an individual client can feed into therapeutic targets. The model is supplemented by a lifeline casus. • A new clinical, evidence-based model to inform children who stutter and their parents, and adult clients about stuttering. • The onset and development of stuttering is visualized in a Figure. • Biological, psychological, and social factors are related to the speaker's experience of stuttering severity and impact. • A hypothetical lifeline casus illustrates the model. [ABSTRACT FROM AUTHOR]

Society is changing ever faster, and tunnels are complex systems where performance is affected by many different stakeholders. These conditions suggest that safety management needs to be proactive and based on a systems perspective that acknowledges socio-technical theories. Although systems thinking principles are foundational in overarching European regulations and goals, system principles generally don't affect tunnel fire safety design principles or engineering practice. In the countries investigated in this study, tunnel fire safety management (TFSM) builds on experience-based and risk management-based principles that are optimized independently system by system. This is usually done with limited consideration of how these systems are interconnected and affect the overall tunnel system. The purpose of this paper is to investigate how systems thinking could support existing engineering practice. The work presented in this article is the outcome of a collaboration between fire safety researchers and practitioners from five countries and three continents. Through three workshops, current TFSM principles have been compiled and discussed. It is suggested that tunnel safety regulations be redesigned to strengthen the ability of engineers to work in design teams using systems thinking principles. [ABSTRACT FROM AUTHOR]

• Parents of trans children hold a body of knowledge about supporting trans children. • Families interact with a wide range of services and agencies in their journey to affirm their children's gender. • Parent knowledge and advocacy extends far beyond the medicalised pathway. • Parent knowledge can be used to inform services and agencies to provide more integrated, affirming services. The childhood and adolescence of transgender and gender diverse children and young people (trans children) is contested in many areas, such as media, education, health, and increasingly in the political sphere. Parents and carers of trans children navigate services and societal relations in their journey to affirm their children, from happy childhood to trans adults. This paper reports on the accounts of parents of trans children in Australia. Semi-structured interviews with 18 parents of 15 trans children in four states were analysed to understand the journey holistically, and interactions with services and institutions on this journey. Children ranged in current age from 8 to 21 years, and were 2 to 16 years when they first expressed their trans identity. These journeys highlight moments of gender euphoria, and points of both positive and negative interactions with a range of services such as GPs, specialist healthcare, trans healthcare, schools, foster care, government records, and sporting environments. This research demonstrates that parents have a collective body of knowledge on supporting and affirming trans children that should be drawn on to inform child and youth services. [ABSTRACT FROM AUTHOR]

• Instability often overshadowed young people's experiences of being in care. • Disrupted schooling could have a devastating impact on academic confidence. • School was frequently described by participants as a key source of support. • Stigmatisation was a significant theme in participants' narratives of school. • Narratives often painted a complex picture of instability, educational struggle, and perceived failure. • The societal imperative to be resilient and self-reliant had the effect of responsibilising participants. Research highlights a plethora of negative outcomes for care leavers and it is widely accepted that children in care are likely to have lower educational attainment than their peers. Rather than concluding that these figures can be attributed directly to being 'in care', scholars have indicated that the matter is more complex, drawing attention to circumstances which pre-date or supersede entry into care. This paper seeks to highlight the experiences of those care leavers who bucked the trend and achieved sufficient qualifications to study in higher education. Despite achieving well academically, our research shows that young people in care still struggled to manage the academic pathway between care and university. This paper draws on evidence collected from 234 care experienced students in England and Wales to consider the educational challenges faced by those without familial support. Findings revealed that instability, stigma and poor institutional support were significant barriers in participants' educational journeys. We consider the impact of narratives of 'meritocracy' and 'resilience' on interpretations of educational success for care leavers. We conclude that caution should be exercised when celebrating individual successes, and greater attention should be paid to structural and systemic barriers to educational achievement. [ABSTRACT FROM AUTHOR]

Applying artificial intelligence in education is relevant to addressing the current educational crises. Many available solutions apply Convolutional Neural Networks (CNNs) to help improve educational outcomes. Therefore, a series of works have been developed integrating techniques in different educational contexts, for instance, in online teaching practices. Given the various studies and the relevance of CNNs for educational applications, this paper presents a systematic literature review to discuss the state-of-the-art. We reviewed 133 papers from the IEEE Xplore, ACM Digital Library, and Scopus databases. Based on our revision, we discuss characteristics of studies such as publication venues, educational context, datasets, types of CNNs models, and performance of models. We evidence that the literature regarding CNNs still misses more studies discussing educational problems faced by Global South students, considering both teaching and learning perspectives. Such a population cannot be neglected during experiments due to specific educational weaknesses (for example, basic skills) demanding personalized solutions. • A systematic literature review of 133 published papers. • China covered most publications, followed by India. • There is a research gap regarding using CNNs in some regions of the Global South. • The main educational context with CNN applications is students' performance. [ABSTRACT FROM AUTHOR]

Whilst the majority of primary-school aged children with Down syndrome are educated in mainstream schools, little is known about the roles of Teachers and TAs in their education provision or their views on issues related to their effective inclusion. This study explored the perceptions of Teachers and TAs working with pupils with Down syndrome in mainstream primary schools in the UK using an online survey. Responses from 105 TAs and 94 Teachers were collected. Teachers and TAs tended to view themselves as primarily responsible for a range of teaching and learning activities. TAs were more likely to have attended Down syndrome specific training and were frequently viewed as primarily responsible for delivering teaching, alongside other teaching and learning activities. TAs were less likely than Teachers to agree with statements relating to satisfaction with support from internal teaching staff and external agencies, and more likely to disagree with statements relating to sufficient time for planning and preparation. Both Teachers and TAs indicated positive attitudes to inclusion, though TAs felt more confident and competent in meeting the needs of pupils with Down syndrome. Data suggest a lack of clarity and consistency in relation to the roles and responsibilities of Teachers and TAs supporting pupils with Down syndrome, and concerns relating to several factors associated with successful inclusion. These findings are discussed in relation to the Down Syndrome Act (2022) and guidance for educators working with pupils with Down syndrome. This paper reports the views of teachers and TAs working with pupils with Down syndrome in primary schools across the UK, including their satisfaction with factors which support successful inclusion, gathered through an online survey. The data demonstrates differences in teacher and TA views on who is primarily responsible for teaching and learning activities for pupils with Down syndrome. Factors associated with successful inclusion cover training and support, planning and preparation as well as attitudes, confidence and competence of educators. In general, educators reported the need for Down syndrome specific training and sufficient time to plan and prepare. Overall TAs reported higher levels of confidence, competence and ability to meet pupil's needs. Ultimately this paper highlights the views of those responsible for educating pupils with Down syndrome and the need for clear guidance around roles and responsibilities and training to ensure successful inclusion of pupils with Down syndrome in the UK. • Educator roles in supporting pupils with Down syndrome in UK needs clarification. • Teaching Assistants report higher levels of confidence and ability to meet pupil needs. • Educators report need for Down syndrome specific training and more planning time. • Guidance should address access to training and role of external advisory services. [ABSTRACT FROM AUTHOR]

All secondary schools in England have been required to teach Relationships and Sex Education (RSE) since 2019, which has raised particular challenges for – and confrontations with – religious minorities. This paper draws on ethnographic research to centre analysis on the fraught moral binds felt by Jewish parents and educators as they struggle to decide when and how to equip children with knowledge while needing to conform to institutional positions on what protection means. Bodily knowledge is redacted across religious/state models of education, which propagates the maintenance of social boundaries and definitions of sexual transgression, but do not stop the quests and questions that adolescents harbour during puberty and development. The paper draws attention to the use of bracketed words in feminist scholarship to convey how terms are projected as having universal meanings or connotations, which are, in reality, socially situated or at least used in socially sanctioned ways. [ABSTRACT FROM AUTHOR]

This paper is a conceptual evaluation of the 2014 code of practice for Special Educational Needs and Disabilities (SEND). The focus of the evaluation is the efficacy of the code for the youth justice population of England, with an emphasis on the resettlement cohort of young people leaving prison. The resettlement cohort has a range of complex needs, including SEND. These needs are reflected in the code of practice, which creates statutory expectations regarding SEND support for young people transitioning through resettlement. The paper uses secondary evidence to consider the efficacy of the code of practice. • The code of practice offers no clear framework or guidance for effective practice in resettlement. • Structural and socio-economic factors, relevant to both SEND and resettlement, are not acknowledged by the code of practice. • The conceptual analysis of the code suggests it is underpinned by pathologising discourses. [ABSTRACT FROM AUTHOR]

The Aga Khan Foundation in Kyrgyzstan implemented the Community Engagement for Better Schools project in Kyrgyzstan in 2017–2022. The project promoted three key mechanisms - performance and budget hearings, social contracts, and community scorecards – that were innovative for schools in the post-Soviet lower-middle-income country with multiple education reforms. This paper examines to what extent the project succeeded in improving the accountability and responsiveness of teachers and school management and empowering parents from the perspective of parents/caregivers. It draws on the survey with 1750 parents/caregivers from the project and comparison schools collected at the baseline and endline stages. The paper concludes that the project improved the accountability and responsiveness of teachers and school management to some extent from the perspective of parents/caregivers, especially women and those from low-income households. Most changes were observed in relation to making budget information available and reporting on school expenses. The project outcomes offer validated mechanisms for promoting accountability and responsiveness of schools that can be rolled out to other schools. However, a multi-actor commitment at the national and local levels is required for long-term sustainable results. • The project improved the accountability and responsiveness of teachers and school management. • Most changes were observed in relation to making budget information available and reporting on school expenses. • The project outcomes offer validated mechanisms for promoting accountability and responsiveness of schools. • A multi-actor commitment at the national and local levels is required for long-term sustainable results. [ABSTRACT FROM AUTHOR]

• History of ENEN in support to nuclear knowledge communities. • Biggest nuclear Education and Training Organization in Europe. • European Commission funded education. • Networking among Universities and Research Centers. • Novel technologies in Nuclear. The European Nuclear Education Network (ENEN) just celebrated in 2023 the first twenty years of existence. During this period, the ENEN network grew, reaching today more than ninety Members, Partners and Supporters. The mission of ENEN is the preservation and the further development of expertise in the nuclear fields by higher Education and Training. We target to reach this objective through the co-operation between universities, research organisations, regulatory bodies, the industry and any other organisations involved in the application of nuclear science and ionising radiation. Networking is an important method that we use to achieve success in our actions. Either if we speak about networking between people that aim at delivering specific education and training (E&T) actions (attraction to nuclear, higher education and training, workshops, webinars, summer/winter schools, etc.) or networking between persons who need an upgrade in their professional career through these E&T actions, we strongly believe that collaboration is the answer for a safe usage of nuclear energy in Europe and beyond. Today, ENEN is the response to the European need for highly educated people in the nuclear field by meeting these needs through cooperation between industry, research centers, technical support organizations international organizations and higher education institutions. This paper summarizes the recent evolution of ENEN after twenty years of existence and the vision for the coming period, in the service of nuclear education in Europe. [ABSTRACT FROM AUTHOR]

• ENEN creation: historical context. • The nuclear engineering academic offer today. • Education in nuclear in an international perspective. • ENEN contributions to nuclear education (international mobility and EMSNE). • Nuclear applications spectrum and related ENEN prospects. The European Nuclear Engineering Network Association (ENEN), later named European Nuclear Education Network, was created 20 years ago after concerns had been expressed by the nuclear industrial sector about the recruitment of qualified workforce. Networking between European universities and research centers appeared as a tool to attract more students in nuclear engineering by offering them various harmonized curricula and enhanced learning opportunities in terms of knowledge, skills and attitudes (KSA). This was achieved by developing new programs in areas such as radiochemistry, radiation protection, nuclear safety engineering, geological disposal and radioactive waste management, and by offering important mobility opportunities for engineering education and training. Through its successive Framework Programs, the European Commission supplied an important financial support to ENEN projects: besides the mobility actions, around 40 thematic projects enabled to develop new products such as well-coordinated programs, learning platforms, and distance learning courses. The paper concludes with suggestions for the future. A suggested area for new inter-university co-operations is the strengthening of the academic programs in the field of the global energy approach for the benefit of decarbonization. This would involve courses on technical, economic and environmental aspects of the energy mix. [ABSTRACT FROM AUTHOR]

This paper quantifies learning losses related to delaying the return to in presence school activities after the peak of the Covid-19 pandemic, for children of low socioeconomic background in Mexico by exploiting a unique data set constructed for such purpose. Data on math and reading comprehension learning outcomes for a panel of children aged 10–15 were collected between April and December 2021 in two geographically adjacent and similar states in the southern region of the country, with significant between and within state variability in the school reopening and school return process. We use alternative estimation techniques to measure changes in learning outcomes in relation to the exposure to in-presence education during a 6-month period and find that children that returned to school earlier had higher achievement scores of at least 0.27 standard deviations, and these were greater for older children. These findings highlight the potential learning losses associated with remote education. [ABSTRACT FROM AUTHOR]

Running is a popular form of physical activity yet discontinuation is common. Interventions targeting physical activity adoption have shown modest effects, often with little translation into long-term participation, which may limit the health benefits available to the wider community. This paper details the development of a new online running intervention (Just Run) aimed at improving continuation of running activity in new runners through a motivational and psychological lens, including aspects of design, content, refinement, and usability testing. A six-step intervention mapping process was used to develop a theory-based online intervention using a mix of research designs. Key stakeholders including runners, coaches and relevant experts in physical activity and behavior change provided valuable insight, feedback and refinement of the education to be delivered. The final Just Run intervention included ten modules delivered online over twelve weeks to promote ongoing running participation through videos, testimonials, and activities. Key themes identified through the literature and stakeholder engagement process related to goal setting, self-efficacy, intrinsic motivation, social support and overcoming barriers to running participation. Usability testing confirmed the quality and suitability of the education to the target population. Just Run has been developed with a range of stakeholders to address an area of unmet need in the adoption and promotion of running. Just Run is a robust online intervention that has been designed and pre-tested with positive feedback and unique insights from key stakeholders. Further investigation is required to support its implementation to the wider community. • A six-step intervention mapping process informed the design of Just Run. • Key stakeholders contributed to the design of this motivational running intervention. • Goal setting and social support were key topics included in the designed material. • Positive usability testing confirmed the aptness of the education to runners. [ABSTRACT FROM AUTHOR]

• Sustainability is the opportunity to integrate Occupational Health and Safety into secondary school education. • Teachers feel comfortable working in a community of practice (Mind Safety – Safety Matters) specifically designed and operated for this purpose. • Effective integration calls for teacher training, ready-to-use, creative class materials and recognition. Sustainable development calls for an urgent shift from discourse to action and concerted efforts to find effective ways to achieve it. With concrete goals in mind, and especially targeting good health and well-being, quality education, decent work and economic growth, our paper proposes a solution for sustainably integrating occupational safety and health (OSH) into education. It combines theoretical foundations and empirical evidence in an innovative approach to integrating OSH into secondary school teaching practices. The empirical evidence comes from the Mind Safety – Safety Matters! initiative, a pan-European project involving Estonia, Portugal, the Netherlands, Spain and Turkey. Our findings include i) an analysis of the positions and controversies around teachers as core stakeholders; ii) barriers and facilitators of OSH integration into education; and iii) a minimum viable platform, an ICT tool designed for interacting, consulting and sharing materials and experiences in this specific field. Our main contribution consists in envisioning, orchestrating and validating a solution to the challenge of integrating OSH into schools to ultimately assist in translating into action selected sustainable development goals. The proposed formula targets the very young generation as possible predecessors of future professionals who will be more sensitive and receptive to effective and impactful business responsibility and sustainability initiatives and practices, by means of introducing the lifelong learning of OSH. [ABSTRACT FROM AUTHOR]

Colombia's health sector reform has been recognized for its universal health (UHC) coverage scheme. However, this reform evolved without palliative care (PC), thereby omitting a core element of UHC. In this paper, we analyze the Colombian health system reform and health policies in relation to PC. We present the history, innovations, successes, and shortcomings of the reform and summarize the lessons learned to strengthen efforts leading to PC integration. Our analysis is based on the WHO public health framework for PC (policy, access to medicines, education, service provision). For several years and especially during the last decade, the government enacted laws and regulations to improve access to essential medicines and to integrate PC. Relative to other countries in Latin America, Colombia was the first to launch a PC service and to accredit palliative medicine as a specialty, the second to establish a national PC association and one of the few countries with a specific PC law. However, data shows that there are still too few services to meet the PC needs of approximately 250,000 adult patients annually. Our analysis shows that the country's failure to integrate PC most likely is a result of limited health worker education. Advocacy efforts should include deans of schools and provosts, in addition to policy makers and regulators. Other possible factors affecting uptake and implementation of existing national policies are civil unrest and limited collaboration between government offices. Additional research is needed to evaluate the impact of these and other related factors on PC integration in Colombia. [ABSTRACT FROM AUTHOR]

• This paper estimates the effect of immigrant networks on education of school-age Salvadoran immigrants in the United States. • Salvadoran immigrants exposed to a larger network complete fewer years of schooling after arriving to the United States. • Immigrants may face a distorted trade-off between studying and working when exposed to large immigrant networks. • Young immigrants may decide to not go to school if they are exposed to a network that offers them low-skill jobs. This paper estimates the effect of immigrant networks on the education of school-age Salvadoran immigrants in the United States. I construct an instrument for the network size in the U.S. using previous settlement patterns and municipality-level push factors in El Salvador such as crime, agricultural land use, and economic development. I find that Salvadoran immigrants lose half a year of education when their network size exogenously increases by 1 standard deviation (4.7% decrease). Causal links between the education decisions of immigrants and their network may partly explain the low level of education attained by new young immigrants. Immigrants with more education may assimilate better into their host countries and contribute to their economies. [ABSTRACT FROM AUTHOR]

Undergraduate research is commonly performed in many STEM disciplines and has a wide array of benefits for students, laboratories, principal investigators, and institutions. While many fields have assessed best practices and the cost-benefit analysis of incorporating undergraduates in research, this has not yet been addressed in biomechanics. This paper represents the perspectives of seven members of the American Society of Biomechanics (ASB) Teaching Biomechanics Interest Group (TBIG). These TBIG members discussed their own experience regarding the opportunities, challenges, and benefits of undergraduate research and this perspective paper presents the commonalities found during these interactions. The TBIG members reported that undergraduate research was assessed similarly to graduate student research, which often led to an underestimation of productivity for both the student and overall lab output. While undergraduate researchers are not often responsible for publications and grant funding, they are instrumental in lab productivity in other ways, such as through human subject approvals, conference abstract presentations, student thesis projects, and more. Students benefit from these experiences, not necessarily by continuing in research, but by learning skills and making connections which further them in any career. While this perspective presents the experience of seven professors in the United States, future studies should further assess the cost-benefit relationship of working with undergraduates in biomechanics research on a global scale. A clearer picture of this analysis could benefit students, faculty, and administrators in making difficult decisions about lab productivity and assessment. [ABSTRACT FROM AUTHOR]

This paper investigates whether the Conditional Cash Transfer (CCT) Bolsa Família improves test scores performance of beneficiary pupils compared to similar disadvantaged pupils who are non-beneficiaries of the program. Prova Brasil (Brazil Exam), Censo Escolar (School Census), and the Attendance System (Sistema Presença) of 2011 are used to answer this question in a Propensity Score Matching design. We find a significant positive association of the Bolsa Família program on test scores in language and mathematics, but the effect is very small: between 2 and 3 of a standard deviation. We also find small heterogeneous effects by region as beneficiary pupils from the richer regions of southeast and south perform, on average, 1 of a standard deviation higher than beneficiary pupils from the poorer north and northeast. This paper extends the scarce literature on the impact of CCTs on test scores performance in the developing world. • The Bolsa Família program has a small significant positive association on test scores performance of beneficiary pupils. • Beneficiary pupils from richer regions perform slightly higher than beneficiary pupils from poorer regions • This article shows the importance of accounting for sample bias to assess the potential effects of social protection programs [ABSTRACT FROM AUTHOR]

Modeling is an essential and challenging activity in any engineering environment, and it requires some hard-to-train skills such as abstraction and communication. This makes it difficult for educators to teach or train their students, co-workers, or users. The audience of this paper is both educators and learners who struggle with modeling. To address this challenge, we present PapyGame, a gamified version of a robust modeling environment (Papyrus) that aims to improve the learner's motivation, make the learning process an enjoyable experience, and boost learning outcomes. Gamification is the exploitation of gaming mechanisms for serious purposes, such as promoting behavioral changes, soliciting participation and engagement in activities, and more. The paper presents PapyGame's functionalities, architectures, illustrative scenarios, and its potential impact on both educators and learners. • PapyGame: Open-source gamified modeling environment. • Objective: Gamify learning of modeling in Papyrus UML editor. • Benefits: Enhances motivation, enjoyable learning experience, improved outcomes. • Assignments: Multiple levels with corresponding exercises. • Game Types: Hangman, On Your Own (OYO) for each learning exercise. [ABSTRACT FROM AUTHOR]

This introductory article to the special issue provides a brief theoretical introduction to pragmatic research on the communication and dissemination of domain-specific knowledge across new media, discussing some of the central problems, such as the impact of digital technologies on understanding and learning, the changes in the participation framework, their impact on the construction of credibility and identity. We also call attention to the need for multimodal and hypermodal analysis of the processes of recontextualisation in selected genres. In this context, the papers in the special issue converge in presenting a nuanced view of a broad range of phenomena. Our goal is to encourage research on digital discourse to keep up with the present technological developments and the increasing complexity emerging from the ensuing interaction of knowledge transmission and knowledge circulation practices. • Communication and dissemination of domain-specific knowledge in a digital world need attention in pragmatic research. • Digital technologies have an impact on understanding, knowing and learning. • Intersubjective positioning can be explored as a concomitant of relevant high-quality information. • Methods can be devised to address credibility construction. • Multiple perspectives can be combined to assess communication strategies in (hyper-)multimodal environments. [ABSTRACT FROM AUTHOR]

By providing public service for equity and reducing the investment gap between rich and poor children, government spending plays a crucial role in intergenerational income mobility. With the China Health and Nutrition Survey data from 1989 to 2015, this paper assessed the relationship between government spending and intergenerational income mobility in China. First, we found that there was greater intergenerational mobility in high-spending provinces compared with low-spending provinces. Second, children with high per-capita government spending were more likely to experience upward mobility; this effect was twice as common in urban areas compared with rural areas. Third, government spending exerted influence on intergenerational income mobility through the mediation of education expansion. Higher government spending, which brought better quality in primary and secondary education, benefited poorer families more. In underdeveloped provinces, especially rural areas, government spending aimed at equal distribution of public services may provide more opportunities for the poor and lead to greater intergenerational income mobility in the future. Finally, the robustness checks that supported changing how income was measured or how government spending occurred did nothing to change our findings. [ABSTRACT FROM AUTHOR]

• Individuals' choice between education and fertility can drive sustained growth. • Gender balance is important in depicting the real impact of quality-quantity trade-off. • A unique census-based French county level data is used for empirical analysis. • We find that higher education causes lower fertility and vice versa. • The effects of negative endowment almost disappear at a low level of fertility. • The results are robust to controls, endogeneity and distributional heterogeneity. Recent theoretical developments in growth models, triggered particularly by unified theories of growth, suggest that the child quantity-quality trade-off is a defining element in our explanation of a transition from Malthusian stagnation to a sustained growth path. This paper presents a model and derives a testable empirical framework to investigate the role of gender in the trade-off between education and fertility for 86 French counties during the 19th century. Endogeneity-mitigated mean- and median-based regressions offer robust empirical predictions for gender-empowered quantity-quality trade-off. In particular, we find the existence of a significant and negative association between education and fertility. Further, while gauging the differential effects of schooling on fertility, we find that the short-run differences between male and female are small whilst the long-run effects are large. From policy perspective, our results imply that for stable long-run growth it matters not just that parents educate their children, but specifically that they choose to educate girls. [ABSTRACT FROM AUTHOR]

Insect decline, i.e. the rapid loss of insect biodiversity and species abundance, is an imminent crisis that mirrors the global loss of biodiversity and biological annihilation. Conservation scientists have therefore called for effective public education on how to mitigate insect decline. In this paper, we develop the framework " Action Competence for Insect Conservation (ACIC)" as a tool for improving education and citizen action for insect biodiversity conservation. The ACIC is an educational framework to develop peoples' abilities to take actions that sustain insect biodiversity, connecting insect conservation science with social science. This framework is applicable in various contexts and settings in both formal (e.g. schools, universities) and informal (e.g. outreach) education. It can be used to design and improve educational approaches, develop social interventions for insect conservation more generally, and develop instruments to assess such interventions. ACIC builds on the educational concept of Action Competence that goes beyond traditional education, which has focused on theoretical knowledge. Instead, the ACIC aims to foster peoples' action-oriented knowledge, confidence in their actions and willingness to take action. This explicit focus on actions contributes to overcoming gaps between knowledge and action implementation. The ACIC covers not only actions in private greenspaces, but also highlights the importance of actions that address other people in the community along with relevant stakeholders. We believe that the ACIC framework can contribute to identifying and developing effective intervention approaches, which have the potential to support transformational change in sustaining insect biodiversity. • Scientists call for effective public education on how to mitigate insect decline. • Paper proposes the educational framework Action Competence for Insect Conservation. • The ACIC framework is based on knowledge, willingness and confidence. • It enables to identify and develop effective educational approaches. • It provides a basis for crucial research on social aspects of insect conservation. [ABSTRACT FROM AUTHOR]