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The aim for 95% maternal health care coverage and zero-unmet need for family planning in Pacific Island countries by 2030 could be achieved by strengthening the midwifery workforce. To enable health services to provide accessible, locally acceptable, and high-quality care, the midwifery workforce must be regulated and educated to global standards and supported to practice in enabling environments. In 2019, around 64,000 live births occurred in Pacific Island countries, yet information regarding the state the midwifery workforce and midwifery education is limited. Using data from recent reports and country case studies, this paper provides an overview of the current midwifery education situation in Pacific Island countries and discusses strategic directions for strengthening quality midwifery education and therefore quality midwifery care provision in Pacific Island countries. Six Pacific Island countries have midwifery curricula, all post-nursing programs, although few offer midwifery education programs on a regular annual basis. Current programs do not meet ICM Global Standards for Midwifery Education. Critical areas for strengthening include making underpinning philosophical frameworks, the vision for midwifery education, and program intended learning outcomes explicit in curricula documents and ensuring integration of these in program implementation. Fortunately, five of six midwifery education programs are under processes of renewal and strengthening against global, regional, and national standards. Strengthening the midwifery workforce in the Pacific to meet maternal and newborn health targets can be achieved through supporting the existing midwifery education programs to meet global standards. Strengthened midwifery education programs in Pacific Island countries offer an opportunity to meet each country's maternal and newborn health targets. [ABSTRACT FROM AUTHOR]

• The EEG is one of the most useful technologies for brain research and clinical neurology. • The acquired traces are visibly displayed, but various studies investigate the translation of brain waves in sound. • The analog EEG was equipped with an auditory output, the pen-on-paper noise made by the writer unit, useful to facilitate the diagnosis of epileptic disorders. • Early digital EEG devices could be equipped with special software to duplicate the pen-on-paper noise digitally. • Nowadays, auditory neurofeedback has applications in therapeutic interventions, cognitive improvement, and basic research. The electroencephalogram (EEG) is one of the most useful technologies for brain research and clinical neurology, characterized by non-invasiveness and high time resolution. The acquired traces are visibly displayed, but various studies investigate the translation of brain waves in sound (i.e., a process called sonification). Several articles have been published since 1934 about the sonification of EEG traces, in the attempt to identify the "brain-sound." However, for a long time this sonification technique was not used for clinical purposes. The analog EEG was in fact already equipped with an auditory output, although rarely mentioned in scientific papers: the pen-on-paper noise made by the writer unit. EEG technologists often relied on the sound that pens made on paper to facilitate the diagnosis. This article provides a sample of analog video-EEG recordings with audio support representing the strengths of a combined visual-and-auditory detection of different types of seizures. The purpose of the present article is to illustrate how the analog EEG "sounded," as well as to highlight the advantages of this pen-writing noise. It was considered so useful that early digital EEG devices could be equipped with special software to duplicate it digitally. Even in the present days, the sonification can be considered as an attempt to modify the EEG practice using auditory neurofeedback with applications in therapeutic interventions, cognitive improvement, and basic research. [ABSTRACT FROM AUTHOR]

To discuss person-centred care in nursing education and the role of online pedagogy to facilitate meaninful learning. The core principles and values of person-centred care are at the centre of national and international healthcare education. Person-centred care recognises partnerships and relationships between nurses, healthcare practitioners and individual patients, carers and their families and part of the training of healthcare professionals. However, the literature on how person-centred care is taught to facilitate meaningful learning in nursing education particularly in the context of online pedagogy is limited. A critical discussion paper. A critical discussion of person-centred care and online pedagogy that can facilitate teaching practices are presented, drawing on authors' positionality and case exemplars. Teaching person-centred care using online pedagogy appears to have a promising impact on undergraduate and postgraduate nursing students' experiences. Engaging students in critical examination and reflection on the complexities of person-centred care in practice creates meaningful experiential learning for both students and educators. Evidence suggests that the use of online pedagogy is a beneficial and effective way to incorporate the teaching of person-centred care into nursing education, yet more evidence is needed to evaluate its impact on nursing practice. [ABSTRACT FROM AUTHOR]

The aim of this study is to present the possibilities of nurse education in the use of the Chat Generative Pre-training Transformer (ChatGPT) tool to support the documentation process. The success of the nursing process is based on the accuracy of nursing diagnoses, which also determine nursing interventions and nursing outcomes. Educating nurses in the use of artificial intelligence in the nursing process can significantly reduce the time nurses spend on documentation. Discussion paper. We used a case study from Train4Health in the field of preventive care to demonstrate the potential of using Generative Pre-training Transformer (ChatGPT) to educate nurses in documenting the nursing process using generative artificial intelligence. Based on the case study, we entered a description of the patient's condition into Generative Pre-training Transformer (ChatGPT) and asked questions about nursing diagnoses, nursing interventions and nursing outcomes. We further synthesized these results. In the process of educating nurses about the nursing process and nursing diagnosis, Generative Pre-training Transformer (ChatGPT) can present potential patient problems to nurses and guide them through the process from taking a medical history, setting nursing diagnoses and planning goals and interventions. Generative Pre-training Transformer (ChatGPT) returned appropriate nursing diagnoses, but these were not in line with the North American Nursing Diagnosis Association – International (NANDA-I) classification as requested. Of all the nursing diagnoses provided, only one was consistent with the most recent version of the North American Nursing Diagnosis Association – International (NANDA-I). Generative Pre-training Transformer (ChatGPT) is still not specific enough for nursing diagnoses, resulting in incorrect answers in several cases. Using Generative Pre-training Transformer (ChatGPT) to educate nurses and support the documentation process is time-efficient, but it still requires a certain level of human critical-thinking and fact-checking. [ABSTRACT FROM AUTHOR]

The majority of pediatric emergency patients are seen in mixed-age emergency departments and triaged by general emergency nurses. Educational methods for teaching pediatric triage education to general emergency nurses have not been well studied, and previous studies of the use of the Emergency Severity Index in children have been performed primarily in centers that are high volume for pediatrics. A repeated-measures, randomized crossover study comparing 2 different methods of pediatric triage education was conducted. Participants were general emergency nurses recruited from a general emergency department that is classified as low volume for pediatrics. Each participant was exposed in a random order to both educational methods: paper-based cases and high-fidelity simulation. All participants had substantial improvement in pediatric triage accuracy as measured by a standardized set of pediatric triage cases. The previously reported trend toward undertriage of the pediatric patient was observed despite a mean triage agreement rate of 73% at the end of the study period. No differences were observed between groups; the order of the educational intervention did not result in statistically significant differences in triage accuracy. A combined approach of paper-based cases and high-fidelity simulation was effective at improving pediatric triage accuracy among a group of general ED nurses with limited exposure to pediatric patients. The results from this study suggest that combining both methods of education may be a viable means of providing general emergency nurses with additional knowledge in pediatric triage; however, persistent trends in undertriage should be studied further. [ABSTRACT FROM AUTHOR]

Summary Background In Japan, the departments of nursing were established by 2004, and graduate school programs for master's degree were established by 2008, in 42 national universities. With these changes, a more academic mission has been pursued, and the need for writing papers in English has increased. Aim To investigate the numbers of papers published in English from the nursing departments of national universities in Japan over the past ten years. Methods The lists of teachers who have nursing licenses in the departments of nursing in the 42 national universities (n = 2292) were obtained from the Japan Association of Nursing Programs in Universities. The number of papers published in English by these teachers from 2004 to 2013 was counted using the SCOPUS database. Results The average number of total papers, in which at least one of the authors was a nursing teacher, and first-authored papers, in which the first author was a nursing teacher, were 211.4 and 69.9 per year, respectively; both increased approximately two-fold during the past ten years. The means and standard deviations of the number of total papers and first-authored papers were 50.3 ± 63.8 (range: 1–382) and 18.3 ± 23.4 (range: 0–147) according to universities, and 1.39 ± 5.84 (range: 0–140) and 0.33 ± 1.28 (range: 0–21) according to teachers, respectively. When journals with the highest number of papers were analyzed, 12 of the top 20 (total papers) and 12 of the top 16 (first-authored papers) were in journals whose editorial offices are in Japan. Conclusion The number of papers published in English has increased over the past ten years, varied markedly depending on the universities and teachers, and many papers were published in Japanese journals. To our knowledge, this is the first report anywhere to determine the average number of nursing papers “per teacher” in a specific population. [ABSTRACT FROM AUTHOR]

Dyslexia is a type of Specific Learning Disability (SLD) that affects the educational development of a student, as it is the reason of difficulties not only in writing or reading but also in other disciplines like Mathematics. Research has proven that Information and Communication Technologies (ICT) can have a positive effect to the educational development of a dyslexic student. In this paper, twenty 6 th -grade primary-school students were observed while using computers during exams - ten with Dyslexia and ten with no SLDs. All students were called to solve a digital test and a paper test that were including some basic mathematic operations. The researcher recorded and examined the differences between the results from the two tests. Descriptive and deductive statistical analysis showed that students had better results when examined via a computer compared to a traditional written examination. [ABSTRACT FROM AUTHOR]

Empathy development is an integral aspect of nurse education in several countries. Empathy supports person-centred care provision by aiding effective communication and promoting feelings of wellbeing by helping people feel understood. The development of empathy in nursing students is best facilitated through experiential learning and reflective practice, although to date, there are no reflective models specifically designed for this purpose. It is the aim of this paper to present a model designed to promote reflection on the development of empathy. The authors have developed an approach to empathic reflection based on the philosophy of Edith Stein. In this paper we outline the Empathic Reflection model which emphasises the need for educator support and an appreciative approach. We then present a narrative example of the model in action in an acute care setting. We have developed a three-stage model to support experiential learning about the development of empathy for nursing students. This discussion paper explores an interesting area for future nursing research about empathy development through experiential learning and reflective practice. Educators can contribute to the promotion of empathy by working in partnership with students to explore previously held beliefs which might act as barriers to empathic care provision. [ABSTRACT FROM AUTHOR]

Summary: High-fidelity patient simulation is a method of education increasingly utilised by educators of nursing to provide authentic learning experiences. Fidelity and authenticity, however, are not conceptually equivalent. Whilst fidelity is important when striving to replicate a life experience such as clinical practice, authenticity can be produced with low fidelity. A challenge for educators of undergraduate nursing is to ensure authentic representation of the clinical situation which is a core component for potential success. What is less clear is the relationship between fidelity and authenticity in the context of simulation based learning. Authenticity does not automatically follow fidelity and as a result, educators of nursing cannot assume that embracing the latest technology-based educational tools will in isolation provide a learning environment perceived authentic by the learner. As nursing education programmes increasingly adopt simulators that offer the possibility of representing authentic real world situations, there is an urgency to better articulate and understand the terms fidelity and authenticity. Without such understanding there is a real danger that simulation as a teaching and learning resource in nurse education will never reach its potential and be misunderstood, creating a potential barrier to learning. This paper examines current literature to promote discussion within nurse education, concluding that authenticity in the context of simulation-based learning is complex, relying on far more than engineered fidelity. [Copyright &y& Elsevier]

Abstract Electronic learning (e-learning) is a broader approach to learning that brings new opportunities for learning and teaching in many fields of education far from the traditional classroom environment. Over the past decades, research in the field indicates a proliferation of e-learning contents and discrepancies that affect interoperability patterns in education for students and teachers; however, little has been done to assess the usability of e-learning systems. From a different perspective, this study aims to provide information on the numerous findings relating to the cumulative results of e-learning in education. This systematic review uses a full protocol with the aim of standardizing and specifying all the procedures adopted to collect and code 99 academic articles from 2010 to 2018 with keywords: education and e-learning. The text analysis as conducted using the qualitative software Leximancer to extract meaning from the large number of articles retrieved. The results highlight four dominant themes, namely education systems and learning issues that in turn promote student behaviours and the use of online learning tools. This research contributes towards providing research propositions that can be used in a cogent theoretical framework and, based on the analysis, we also propose a new definition of e-learning. Graphical abstract Image 1 Highlights • This systematic review provide information on the cumulative results on e-learning in education. • The study identified 99 papers with peer review from 2010 to present. • This research offers research propositions that can be conceptualized in a cogent framework. • The findings help to propose a new definition of e-learning. [ABSTRACT FROM AUTHOR]

Highlights • ePIRLS 2016 is a new assessment of online reading skills of primary school pupils. • Spending time on the internet is positively associated with ePIRLS achievement. • Higher achievers in reading use computers less frequently for schoolwork at home. • Better online readers also use computers less frequently for schoolwork at school. • Owning a smart-phone is negatively associated with paper-based reading. Abstract Online reading necessitates the use of both similar and different skills to traditional paper-based reading. Therefore, some overlap is likely in the background and attitudinal factors associated with reading in the two modes. This study uses a multilevel framework and data from the Progress in International Reading Literacy Study (PIRLS, 2016) to explore the characteristics associated with online and paper-based reading in Ireland. Of independent variables examined, pupil reading confidence has the largest effect size for both PIRLS and ePIRLS. Home background variables have similar effect sizes for the two outcomes. Differences between the models emerge regarding time spent browsing the internet, the frequency of using a computer at school, pupil enjoyment of reading, and pupil ownership of a smartphone. [ABSTRACT FROM AUTHOR]

• In Italy, recent regulation has updated the post-mortem body disposition. • Body donation is admitted for study, training and scientific research purposes. • Unsolved issues concern the grantees of teaching and training activities. • The Italian College of Anatomists has made constructive criticisms to the law. • Suggestions are provided to manage the donation process and use of the body. In Italy, recent legislation (Law No. 10/2020) has tuned regulations concerning the donation of one's postmortem body and tissues for study, training, and scientific research purposes. This study discusses several specific issues to optimise the applicability and effectiveness of such an important, novel regulatory setting. Critical issues arise concerning the learners, the type of training and teaching activities that can be planned, the position of academic anatomy institutes, the role of family members in the donation process, the time frame of the donation process, the eligibility of partial donation, or the simultaneous donation of organs and tissues to patients awaiting transplantation. In particular, a universal time limit for donations (i.e., one year) makes it impossible to plan the long-term use of specific body parts, which could be effectively preserved for the advanced teaching and training of medical students and surgeons. The abovementioned conditions lead to the limited use of corpses, thus resulting in the inefficiency of the whole system of body donation. Overall, the donors' scope for the donation of their body could be best honoured by a more flexible and tuneable approach that can be used on a case-by-case basis. Furthermore, it is deemed necessary to closely monitor the events scheduled for corpses in public nonacademic institutions or private enterprises. This paper presents useful insights from Italian anatomists with the hope of providing inspiration for drafting the regulations. In conclusion, this paper focuses on the critical issues derived from the recently introduced Italian law on the donation and use of the body after death and provides suggestions to lawmakers for future implementations. [ABSTRACT FROM AUTHOR]

The field of medical education research is growing rapidly, but educational research has been widely criticized for its lack of a scientific approach, poor theoretical frameworks or study designs, deficient research methods and reporting quality, and lack of meaningful outcomes that would inform practice. There have been recent calls for greater accountability and return on investment for all research efforts and clinical practice. The impact of medical education on important health outcomes such as patient care is unclear but likely underestimated. A better understanding of the role and the structure of medical education research is called for, and in this review, the author outlines a framework for reading, reviewing, and (hopefully) pursuing and carrying out medical education research. Medical education research methodologies are discussed, along with guidelines for reading articles. A structured guideline is suggested and provided for interested readers and reviewers of educational research. Although there are challenges to be faced, they provide endless possibilities to expand and improve on medical education research and to bring it to its full fruition, alongside traditional clinical research. Education is critical to important outcomes, and a greater emphasis should be placed on understanding medical education research. [ABSTRACT FROM AUTHOR]

Abstract: Training in oral and maxillofacial surgery (OMFS) requires undergraduate degrees in both medicine and dentistry. When trainees in other surgical specialties may be pursuing a higher degree in research or education, OMFS trainees will be studying for their second undergraduate degree. It is possibly therefore that the specialty is weak in terms of doubly qualified university academics who have been trained in the full and extended curriculum OMFS. Research is recognised in all applications to United Kingdom and Ireland specialist training programmes, and points are awarded, though many juniors who enter these will have found it difficult to do any research during their careers to date. With changes in specialist training it may become even more difficult to obtain a research degree, although with the introduction of the National Institute for Health Research Integrated Academic Training (academic clinical fellowships/clinical lectureships) there is renewed hope that enthusiasm for academic OMFS will be reignited. In this paper we try to provide an idea of the opportunities available to OMFS trainees in academia and research. [ABSTRACT FROM AUTHOR]

In this paper we report on a review of papers written by teachers aimed at knowing more about teachers’ perceptions of the current situation of classroom assessment in primary mathematics education in China. The review is based on 266 papers included in the China National Knowledge Infrastructure database. We found that the teacher-authors reflected various aspects of their classroom assessment practice, including the purpose of assessment, the content of it, the person who is the assessor, the assessment methods that are used, and the feedback that is provided. Most attention was paid to feedback; it seems many teacher-authors considered classroom assessment to be equivalent to feedback. In general, the conceived classroom assessment practice as described in the papers echoed well nearly all aspects that are advocated in the Chinese mathematics curriculum standards. The only aspect that was scarcely discussed in the papers was the use of assessment results to adapt and improve instruction. [ABSTRACT FROM AUTHOR]

In the light of the continuing digital revolution in education and learning in general, and in literacy instruction in particular, the purpose of this review is to assess the emerging literature on such digital writing tools as computers and tablets compared with traditional writing tools like pen(cil) and paper, on early writing outcomes among first writers. We limited our review to studies published in international peer-reviewed journals during the last decade, within different theoretical perspectives. We identified a relatively small number of studies that can be categorized, as qualitative studies applying a case study design or within-subject design, and as quantitative studies, either quasi-experimental or cohort studies. These studies can be located within three research perspectives: 1) cognitive psychology, 2) neuroscience and learning and 3) socio-cultural theoretical perspective. While findings across the three perspectives were inconsistent, they were rather consistent within each perspective. While studies with a cognitive psychological and those with neuroscience and learning perspective point in favor of handwriting, studies with a socio-cultural perspective rather point in favor of digital writing. The studies that used a cognitive psychology and neuroscience and learning approach applied quasi-experimental or cohort designs, while studies based on a socio-cultural perspective mainly were qualitative. When analyzing the studies regarding methodological quality we found three flaws: small sample size (of quantitative studies); a lack of nesting effects; and inadequately controlling for experience for early writing. Facing an interdisciplinary research topic in rapid development, we provide some implications for further research, and suggestions in particular in terms of methodological challenges. [ABSTRACT FROM AUTHOR]

Instruction on software usage has long been dominated by the paper-based tutorial. This dominance is now being challenged with the rise of facilities for producing and publishing recorded demonstrations (video). Typically, each instructional medium has its own qualities. The present study aimed to optimize the design of a video tutorial for software training by attending to both its strengths and its weaknesses vis-à-vis a paper-based tutorial. Based on a distinction between two functionally different components in software tutorials, four tutorial configurations were compared: Paper-based, Mixed A (paper-based preview and video procedure), Mixed B (video preview and paper-based procedure), and Video. The 111 fifth and sixth grade participants (mean age 11.8) received instructions about Word's formatting options. The findings indicated significant and substantial improvements from pre-test to training in all conditions. In addition, participants in the Mixed A, Mixed B, and Video conditions outperformed those in the Paper-based condition. Significant and substantial learning gains were found from pre-test to post-test. Both the Mixed B and Video conditions outperformed the Paper-based condition. The success of the Mixed A, Mixed B, and Video tutorials is ascribed to the use of design guidelines for software training that direct the designer to optimize video's strong qualities and moderate or reduce its relative weaknesses. [ABSTRACT FROM AUTHOR]

The research paper has been identified as a genre that is commonly produced in both graduate and undergraduate courses. However, researchers have noted that this label tends to be used loosely and that texts referred to as research papers are not characterized by a fixed set of discoursal features [such as Johns A.M. (1997). Text, role and context. Cambridge: Cambridge University Press]. In addition, there appears to be no linguistic study of how the discourse structure of texts referred to as research papers may vary across courses in undergraduate or graduate programs. Using genre analysis, this study explores the nature of research papers from two disciplinary graduate courses, in order to increase our understanding of this heterogeneous genre and the dimensions along which it can vary across sub-disciplines. Evaluated research papers from two courses in environmental science were analyzed along a number of dimensions: the overall organization of the papers, the claims made, the intertextual links established, and the epistemic or phenomenal focus of the paper. The results of these analyses indicate that research papers can have multiply layered communicative purposes, which may vary in different disciplinary courses, resulting in texts characterized by different discoursal features. [Copyright &y& Elsevier]

Paediatric malignancies are a challenge for the radiation oncologist due to their rarity, the great variety of histological types, and the complexity of treatment concepts that evolve over time. The Paediatric Radiation Oncology Society (PROS) is the only internationally operating society for paediatric radiation oncology. The objectives of PROS are to set a world-wide standard of excellence with respect to radiation oncology aspects in curing children and adolescents with cancer, to provide a forum for communication between radiation oncologists, and to exchange information with all professionals involved in the management of paediatric and adolescent cancer. Challenges include the need to promote education and support practice in low and middle income countries (LMIC) as well as the cost and availability of modern treatment technologies for all but most especially these countries. Collaborations with other societies that include for example the education programmes provided jointly with ESTRO, and the upgraded technical platform of the PROS web site offer new possibilities to enhance the efficacy of PROS in education and support of paediatric radiation oncology practice world-wide. PROS has made an important contribution to the management of childhood malignancies over the past decade and new and developing collaborations between PROS and other societies or organizations will ultimately lead to a reduction in world-wide health care inequalities. [ABSTRACT FROM AUTHOR]

For the World Bank — whose mandate is to work with partners to fight poverty and improve the quality of life in developing countries — education is central to the development agenda. While considerable progress has been made with increased access and improved outcomes in many developing countries, significant challenges remain. The World Bank has recently launched a new Sector Strategy designed to identify the Banks’s priorities and directions in the education sector through cross-country and cross-regional analysis. The article outlines the process of development of the first Education Sector Strategy from conception (1997) to the formal presentation to the Executive Board of Directors (1999), highlighting the tensions that emerged during its evolution. The article proceeds to identify four global strategic priorities based on the Bank’s commitment to the international education goals and the consensus that there must be an unrelenting focus on the quality of teaching and learning — namely, (1) reaching for internaitonal goals; (2) early interventions; (3) innovative delivery: distance education, open learning and the use of new technologies; and (4) selected areas of system reform. The paper concludes with an assessment of overall progress towards goals and objectives across the Bank’s Education network. [Copyright &y& Elsevier]

Categorization and inference tasks were used in an examination of words of similar sense to further the understanding of the mental representations of polysemous words. It was seen that phrases that used polysemous word in different senses were not categorized together though the opposite occurred when the word was used in the same sense and this finding had implications for lexical representations.

Abstract: In an attempt to enhance the quality of internal medicine practice and to reform the education of internists across Europe, the European Board of Internal Medicine (formed by the European Federation of Internal Medicine and the European Union of Medical Specialists Section of Internal Medicine) has launched a project aimed at defining core competencies that are common to all internists. The compilation of six core competencies presented in this paper consists of patient care; medical knowledge; communication skills; professionalism, ethical, and legal issues; organizational planning and service management skills; and academic activities. These core competencies are the foundation required for the provision of high-quality medical care everywhere, regardless of the professional traditions and organization of health care in different countries. The authors hope this paper will stimulate constructive discussion and thoughtful debate, and that it will be followed by a collaborative effort to develop and endorse a European consensus. [Copyright &y& Elsevier]

The article presents a commentary on six month experiential training program with coaching is effective in reducing fatigue and promoting physical activity among children with cancer. Topics discussed include higher levels of physical activity self-efficacy; reducing fatigue and increasing physical activity among children with cancer; and usual medical treatment and an education talk on the importance of regular exercise for cancer recovery.

The article presents a synopsis on six-month experiential training program with coaching is effective in reducing fatigue and promoting physical activity among children with cancer. Topics discussed include higher levels of physical activity self-efficacy; reducing fatigue and increasing physical activity among children with cancer; and usual medical treatment and an education talk on the importance of regular exercise for cancer recovery.

Abstract: A conference on current research and educational programs in production of crops for bio-fuel was sponsored and organized by the EARTH University and the University of Florida in November, 2008. The meeting addressed current research on crops for bio-fuel production with discussions of research alternatives for future crop production systems, land use issues, ethics of food vs. fuel production, and carbon sequestration in environmentally sensitive tropical and sub-tropical regions of the Americas. The need and potential for development of graduate and undergraduate curricula and inter-institutional cooperation among educational institutions in the region were also discussed. Delegations from Belize, Brazil, Columbia, Costa Rica, Cuba, Honduras, Panama, The Dominican Republic, and the United States including ministers of Agriculture and Energy attended this meeting. Over a two-day period, four working groups provided a framework to facilitate networking, motivate task oriented creative thinking, and maintain a timely accomplishment of assigned duties in the context of the conference themes. Participants in the conference were assigned to one of four working groups, each following given topics: Agronomy, Environment, Socio-Economics and Education/Extension. It was the consensus of representatives of industry, academic and regulatory community assembled in Costa Rica that significant research, education and socio-economic information is needed to make production of bio-fuel crops sustainable. Agronomic research should include better crop selection based on local conditions, improved production techniques, pest and disease management, and mechanical cultivation and harvesting. Another conclusion was that tailoring of production systems to local soil characteristics and use of bio-fuel by-products to improve nutrient use efficiency and reduction of environmental impact on water quantity and quality is critical to sustainability of bio-fuel crop production. [Copyright &y& Elsevier]

Abstract: This study is a corpus-based lexical study that aims to explore the use of words in Coxhead’s (2000) Academic Word List (AWL) in journal articles in the field of applied linguistics. A 1.5 million-word corpus called the Applied Linguistics Research Articles Corpus (ALC) was created for this study. The corpus consists of 200 research articles that have been published in five applied linguistics journals, namely, Applied Linguistics, Language Learning, The Modern Language Journal, Second Language Research, and TESOL Quarterly. Results show that AWL words account for 11.17% of the entire ALC. Using both frequency and range as the criteria for word forms selection, this study identifies 475 AWL and 128 non-AWL word forms that are used more than 50 times in the ALC and at least five times across the five journals. Most of the AWL word forms belong to the word families included in Coxhead’s first and second sublists. The non-AWL word forms are specialized terms in applied linguistics, terms related to language education and research methodology, and adjectives/nouns indicating countries/languages. Pedagogical implications are made for both teachers and learners of academic English as a foreign language. [Copyright &y& Elsevier]

Few, if any, studies have examined the persuasion process as it unfolds in the computer environments that are so popular in today’s educational settings. As such, the purpose of this study was to examine the extent to which students’ knowledge and beliefs and their reactions to the features of the articles would be differentially influenced as a result of reading traditional persuasive texts vs. online computerized persuasive texts. The results revealed that text presentations were effective at significantly modifying both, students’ knowledge and beliefs. However, students in the computerized text condition found the texts significantly more difficult to understand, less interesting, and the authors less credible. Implications for research and practice are forwarded. [Copyright &y& Elsevier]

This article contrasts the official, largely silent, role of the World Bank as an agent of global markets with its professed role as agent of the poor. The failure to make explicit its role as global market advocate creates a policy environment that can be destructive of both global markets and the long-term survival of the world’s poor. The article examines the World Bank’s Education Sector Strategy in this light. The article begins by outlining the institutional, policy and education frameworks that emerge from the conflicts of the World Bank’s dual role in markets and poverty. It then shows that the implementation and outcome analyses in The Strategy grow out of these frameworks and are, therefore, limited in scope and effectiveness. An approach that explicitly acknowledges the market roles of the World Bank would have led to a more effective policy document. [Copyright &y& Elsevier]

The global contemporary shift from paper-based to digital online resources has led to a revolutionary change in medical training. A multitude of online resources have been developed over the years that complement the medical professional's education, with greater access to knowledge, while enabling continuous medical education and development. These sources also allow us to keep up-to-date with medical news. The development of medical mobile applications (apps) has also facilitated medical training by providing versatility, flexibility and portability of updated medical resources. [ABSTRACT FROM AUTHOR]

The introduction of ultrasound into medical student education is well underway in many locations around the world, but is still in its infancy or has yet to begin in others. Proper incorporation of ultrasound education into medical training requires planning and resources, both capital and human. In this article, we discuss the state of the art of ultrasound in medical education throughout the world, as well as various methodologies utilized to improve student education and to incorporate ultrasound into every facet of training. Experiences from various educational systems and available evidence regarding the impact of ultrasound education are summarized. Representing multiple societies and specialties throughout the world, we discuss established modern as well as novel education structures and different successful approaches. [ABSTRACT FROM AUTHOR]

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]

• Caste is an important and unique axis of inequality in India. Caste based digital divide can exacerbate the existing socioeconomic divisions between different caste groups. • Using non-linear decomposition method, the present paper explains the digital divide between disadvantaged and other caste groups. • We find that there is a considerable first level and second level digital divide between the disadvantaged caste groups and Others in India. • The caste-based digital divide is largely explained by the differences in education and income between the caste groups. • The study foregrounds the importance of bridging the caste-based digital gap by closing the gap between the educational attainments of the disadvantaged and other caste groups. With the increasing importance of information and communication technologies in access to basic services like education and health, the question of digital divide based on caste assumes importance in India where large socioeconomic disparities persist between different caste groups. Studies on caste-based digital inequality are still scanty in India. Using nationally representative survey data, this paper analyzes the first-level digital divide (ownership of computer and access to the Internet) and the second-level digital divide (individuals skills to use computer and the Internet) between the disadvantaged caste groups and Others. Further, this paper identifies the caste-based differences in socioeconomic factors that contribute to the digital divide between these groups using a non-linear decomposition method. The results show that there exists large first-level and second-level digital divide between the disadvantaged caste groups and Others in India. The non-linear decomposition results indicate that caste-based digital divide in India is rooted in historical socioeconomic deprivation of disadvantaged caste groups. More than half of the caste-based digital gap is attributable to differences in educational attainment and income between the disadvantaged caste groups and Others. Findings of this study highlight the urgent need for addressing educational and income inequality between the different caste groups in India in order to bridge the digital divide. [ABSTRACT FROM AUTHOR]

• Crime scene investigation training and education has to address specific problem solving and psychomotor skills. • AR technology could improve current training and education approaches when used as a supplementary tool. • Potential challenges and considerations are highlighted that are to be explored before implementing AR technology. The role of the crime scene investigator is complex, and investigators need to be able to conduct multiple frequently performed tasks. Appropriate training and education are critical to impart the crime scene investigator with the necessary capabilities. For a range of reasons, including the COVID-19 pandemic and the need for multi-disciplinary capabilities, training and education requirements have evolved in recent times to be more flexible and accessible. The skills of a crime scene investigator can be broadly categorised into two types of fundamental skills: decision-making and psychomotor skills. Both these skills need to be taught and assessed within training and education programs. The most common approach to impart these skills is by incorporating a crime scene simulation facility; however, not everyone has access to these facilities. Furthermore, crime scene staff often undertake refresher courses and are required to complete proficiency assessments. Conducting these activities in a dedicated crime scene simulation facility is time consuming and costly. Virtual tools have been developed in recent years to address this, but these tools only assess decision-making skills and not psychomotor skills. This paper argues that the implementation of augmented reality (AR) technology should be considered in crime scene investigator training and university education, because it can provide significant advantages when paired with conventional methods of training and education. When appropriately managed, AR can provide an avenue of training where both decision-making and psychomotor skills can be addressed simultaneously, while providing a more flexible and accessible approach. The implementation of AR has the potential to significantly improve the standards of teaching, resulting in better equipped crime scene investigators. The paper will explore how AR has the potential to improve accessibility of training, increase safety, enhance the student experience, enhance collaboration and feedback through connectivity and potentially reduce cost. This paper will also provide an insight into what would need to be considered before implementing AR technology into crime scene investigation training and education alongside current approaches. It is argued that the inclusion of AR into the current training and education arsenal provides significant benefits that are worthy of exploration. [ABSTRACT FROM AUTHOR]

This paper discusses the current medical sonographer status in the United Arab Emirates (UAE). The paper explores the current education, skills, job description, and challenges towards developing sonography professions and a sonographer framework. The study employed a quantitative descriptive research approach using a cross-sectional study design to collect and analyse data from sonographers in the UAE. Data was collected through a structured survey that included sections addressing demographic information, education, skills, current practices, and challenges. The data showed a relatively even distribution across different age groups, with a higher proportion falling in the 31–40 age range. Females constitute a slightly higher percentage (55.9 %) than males (44.1 %). The study found that sonographers have the necessary skills and knowledge to interpret the scan results and provide a formal report. A significant percentage of participants taught ultrasound to others and participated in research activities. The survey responses indicate difficulty in reporting sonograms. The study found that sonographers possess the necessary expertise and skills to pass on their knowledge to trainees and colleagues. The participants expressing a desire to increase their knowledge and skills indicate that sonographers recognised that continuous professional development is crucial for staying updated with advancements in the field. The participant's "Advanced Practitioners" title recommendation suggests a desire for professional recognition, career progression, and specialisations in sonography. Effective interdisciplinary collaboration is important for providing quality patient care. The paper emphasises the importance of recognising sonography as a vital healthcare profession. It aims to raise awareness about the crucial role of sonographers in patient care. The study also stresses the need for a well-defined career progression framework to guide professional growth and acknowledgement. [ABSTRACT FROM AUTHOR]

• Nurses are often the first responders during times of disasters who play a vital role in preserving life and sustaining all aspects of the health of the disaster-affected community. • This paper underscores the role of nursing curricula and evidence-based teaching learning strategies that can promote the next generation of nurses' preparedness for disaster nursing. Those strategies include classroom-based theory and didactic courses/course content on disaster nursing, integration of interprofessional education in disaster nursing curriculum, clinical experience, simulation and mock disaster training, and involvement of nursing students in research specific to disaster. • The inclusion of disaster management in the nursing curriculum is vital to prepare nurses who are competent, skillful and knowledgeable in providing quality care to disaster-affected communities. Trained nurses with adequate disaster education can serve as a healthcare asset during disasters and are better prepared to deliver healthcare services that are timely, need-based, culturally sensitive, and cost-effective. Disasters can occur anywhere and without warning, requiring proactive action to reduce errors and save lives. Nurses are often the first responders during times of disasters who play a vital role in preserving life and sustaining all aspects of the health of the disaster-affected community. The inclusion of disaster education in the nursing curriculum is vital to prepare nurses who are competent, skillful and knowledgeable in providing quality care to disaster-affected communities. This paper underscores the role of the nursing curriculum and evidence-based teaching learning strategies in preparing the next generation of nurses in providing quality care to the vulnerable population affected by the disaster. Moreover, the paper presents the role of theory and didactic course/course content on disaster nursing, integration of interprofessional education in disaster nursing curriculum, clinical experience, simulation and mock disaster training, and participation in research specific to disaster nursing. [ABSTRACT FROM AUTHOR]