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This article examines the pattern of female labour force participation since the 2000s in South Asia (SA) and the Latin America and Caribbean (LAC) countries. The objectives of the paper are twofold: first, to identify the factors that have led to changes in the patterns of female labour force participation in the two fastest-growing regions of SA and LAC and compare the underlying reasons behind the disparate trends; and second, to explore the policies appropriate for the two regions that can raise female labour force participation. From descriptive statistics and a review of existing research on gender inequality in employment in the two regions, the paper finds that a plethora of factors shape the extent of gender inequality in labour force participation. However, each of the factors has different roles and importance in the two regions, debunking any particular relationship pattern between economic growth and the gender gap in labour force participation. Hence, it is imperative to formulate multipronged, country- and region-specific policies. [ABSTRACT FROM AUTHOR]

The ifo Education Survey is a representative opinion survey of the German voting-age population on education topics that has been conducted annually since 2014. It covers public preferences on a wide range of education policy issues ranging from early childhood education, schools, and apprenticeships to university education and life-long learning. The dataset comprises several survey experiments that facilitate investigating the causal effects of information provision, framing, and question design on answering behavior. This paper gives an overview of the survey content and methodology, describes the data, and explains how researchers can access the dataset of over 4000 participants per wave. [ABSTRACT FROM AUTHOR]

This paper studies linguistic accommodation patterns in a large corpus of private online conversations produced by Flemish secondary school students. We use Poisson models to examine whether the teenagers adjust their writing style depending on their interlocutor's educational profile, while also taking into account the extent to which these adaptation patterns are influenced by the authors' own educational background or by other aspects of their socio-demographic profiles. The corpus does reveal accommodation patterns, but the adjustments do not always mirror variation patterns related to educational profiles. While salient features like expressive markers seem to lead to pattern-matching, less salient features appear less prone to 'adequate' adjustment. Lack of familiarity with the online behavior of students from other educational tracks is a factor too, since online communication clearly proceeds primarily within 'same-education' networks. The focus on cross-educational communication is quite unique in this respect and highly relevant from a sociological perspective. [ABSTRACT FROM AUTHOR]

With an ever increasing amount of research data available, it becomes constantly more important to possess data literacy skills to benefit from this valuable resource. An integrative course was developed to teach students the fundamentals of data literacy through an engaging genome sequencing project. Each cohort of students performed planning of the experiment, DNA extraction, nanopore sequencing, genome sequence assembly, prediction of genes in the assembled sequence, and assignment of functional annotation terms to predicted genes. Students learned how to communicate science through writing a protocol in the form of a scientific paper, providing comments during a peer-review process, and presenting their findings as part of an international symposium. Many students enjoyed the opportunity to own a project and to work towards a meaningful objective. [ABSTRACT FROM AUTHOR]

Peters is best known for 'Ethics and Education', (1966) an attempt, using analytical methods, to provide a universal canonical account of the nature of education. This corresponded closely with the prevailing conception of liberal education of the time. Despite the acclaim with which this work was received, Peters became increasingly dissatisfied with his early views of education and in a series of papers written between 1973 and 1982, he retreated slowly from the view that one could construct a universal canonical account of education and even from the view that this could be possible for liberal education. As his views changed, his philosophical methods developed as well, moving from the Moorean essentialist analysis of 1966, through a more Strawsonian connective analysis in the mid 1970s to a position based on W.B. Gallie's account of essentially contested concepts in the early 1980s. Parallel to and connected with this changing philosophical methodology came a distinction between an overarching concept of education and particular conceptions of education related to different societies and their values. [ABSTRACT FROM AUTHOR]

The teaching of medicine is in a state of flux. New technologies enable students to learn faster and more efficiently than ever before. Especially the possibilities that augmented reality brings with it can be applied very well in this field. The possibility to project additional information directly into the user's field of vision allows him to perceive additional knowledge without being distracted from the actual work. In this paper, a possibility of training Mamma Palpation is presented, which teaches students the course of action and the detection of possible tumors through virtual points. Through guideline-based interviews, added value for teaching could be highlighted. [ABSTRACT FROM AUTHOR]

Among the educative games of Plato's Cretan city, choral performances have a prominent role. This paper examines the function of play (παιδιά) in the choral education in virtue in Plato's Laws. I reconstruct the notion of play as it is elaborated throughout this dialogue, and then show how it contributes to solving the problem of virtue acquisition in the Athenian's account of moral education through songs and dances. I argue that play in the Laws is best understood as an imitative activity that is intrinsically pleasurable, ordered by rules and patterns of repetition, and undertaken for its own sake by a player whose psychic condition is childish. Thus interpreted, we are in a better position to see why choruses must be engaged in playfully. Because the self-likening process (ὁμοίωσις) choral performances aim at requires pleasure and because pleasure normally obtains when there is a concordance between one's character and the imitations, virtue acquisition is best secured if the imitations of virtue in choruses are performed or spectated playfully. [ABSTRACT FROM AUTHOR]

This paper discusses the integration of artificial intelligence (AI) tools in education, delineating their potential to transform pedagogical practices alongside the challenges they present. Generative AI models like ChatGPT, had a disruptive impact on teaching and learning, due to their ability to create text, images, and sound, revolutionizing educational content creation and modification. However, nowadays the educational community is polarized, with some embracing AI for its accessibility and efficiency thus advocating it as an indispensable tool, while others cautioning against risks to academic integrity and intellectual development. This document is designed to raise awareness about AI tools and provide some examples of how they can be used to improve education and learning. From an educator’s perspective, AI is an asset for curriculum development, course material preparation, instructional design and student assessment, while reducing bias and workload. For students, AI tools offer personalized learning experiences, timely feedback, and support in various academic activities. The Turkish Biochemical Society (TBS) Academy recommends educators to embrace and utilize AI tools to enhance educational processes, and engage in peer learning for better adaptation while maintaining a critical perspective on their utility and limitations. The transfer of AI knowledge and methods to the teaching experiences should complement and not replace the educator’s creativity and critical thinking. The paper advocates for an informed embrace of AI, AI fluency among educators and students, ethical application of AI in academic settings, and continuous engagement with the evolving AI technologies, ensuring that AI tools are used to augment critical thinking and contribute positively to education and society.

Despite substantial improvement in reducing maternal mortality during the recent decades, we constantly face tragic fact that maternal mortality (especially preventable deaths) is still unacceptably too high, particularly in the developing countries, where 99% of all maternal deaths worldwide occur. Poverty, lack of proper statistics, gender inequality, beliefs and corruption-associated poor governmental policies are just few of the reasons why decline in maternal mortality has not been as sharp as it was wished and expected. Education has not yet been fully recognized as the way out of poverty, improvement of women's role in the society and consequent better perinatal care and consequent lower maternal mortality. Education should be improved on all levels including girls, women and their partners, medical providers, religious and governmental authorities. Teaching the teachers should be also an essential part of global strategy to lower maternal mortality. This paper is mostly a commentary, not a systematic review nor a meta-analysis with the aim to rise attention (again) to the role of different aspects of education in lowering maternal mortality. The International Academy of Perinatal Medicine should play a crucial role in pushing the efforts on this issue as the influential instance that promotes reflection and dialog in perinatal medicine, especially in aspects such as bioethics, the appropriate use of technological advances, and the sociological and humanistic dimensions of this specific problem of huge magnitude. The five concrete steps to achieve these goals are listed and discussed. [ABSTRACT FROM AUTHOR]

In this paper, we test to what extent Food Quality Schemes (FQS, including Geographical Indications and organic products) contribute to the social and economic sustainability of farmers and regions through employment and education. Through employment, FQS may counter the urban migration trend affecting rural regions, and help retain economic and social capital in the local region. Indeed, as FQS are often small and specialised sectors, the economic inefficiency of such businesses may translated into greater employment and social sustainability. Separately, by requiring a higher-level of quality and hence skills, FQS may encourage greater local educational attainment or skilled immigration. To test these propositions, we analyse the employment and educational outcomes of 25 FQS. Our results show that the FQS products examined have a 13% higher labour usage (labour-to-production ratio) compared to reference products, indicating that they provide greater employment. Additionally, wage levels are 32% higher in FQS compared to references. Despite providing greater employment and higher wages, profitability of FQS (i.e. how much turnover/profit is generated per employee) is nevertheless 32% higher for FQS compared to reference products, due to the ability to attract higher product prices. Finally, there is no clear link between FQS and greater (or lower) education attainment in the supply chain. Overall, our results suggest that FQS can provide a strong contribution to local employment, employee income and business profits, strengthening the social and economic sustainability of producers and regions. [ABSTRACT FROM AUTHOR]

In diesem Beitrag werden die Einschränkungen und Konsequenzen für Pflichtpraktika während der COVID-19 Pandemie thematisiert. Im Kontext der Praktikumsberatung des Instituts für Bibliotheks- und Informationswissenschaft der Humboldt-Universität zu Berlin wurden 81 Einrichtungen kontaktiert und angefragt, welche der Einrichtungen während der andauernden Einschränkungen ein Praktikumsangebot machen. Die Ergebnisse der Befragung, daraus resultierende Konsequenzen sowie Vorschläge für Ersatzleistungen oder Alternativen zum klassischen Praktikum (im digitalen Raum) werden mit den Vor- und Nachteilen beschrieben. The paper investigates the impact of the pandemic and subsequent limitations on student internships required by study programmes. The internship advisory service of the Berlin School of Library and Information Science at Humboldt University contacted 81 institutions to ask whether they offered internships under corona restrictions. The results of this survey are presented here and suggestions for substitutes or digital alternatives to the traditional model of internship are outlined – with their advantages and disadvantages. [ABSTRACT FROM AUTHOR]

Studies using co-design methods require the meaningful involvement of stakeholders in creating new knowledge and harnessing, mobilising, and transferring existing knowledge to support comprehensive and long-term solutions. In the health sector, co-design methodology is seen as a way of supporting and engaging local communities in critical decision-making about their health. However, little is known about which specific co-design methods have been adopted, used, and implemented within health education contexts. To address this gap, this paper presents a literature review of co-design methods used to design and implement health education interventions. This rapid evidence assessment (REA) was carried out by identifying 53 papers categorised into four themes: methods, stages, stakeholders, and outcomes. We examined specific co-design methods used in health education stages to support the involvement of stakeholders, second, we reviewed the outcomes of the application of these methods. Based on the review findings, the paper reflects two areas: first, the review shows that there are a wide number of co-design methods being used to support stakeholder collaboration to design health care services as products and processes. Second, there is no clear way co-design methods are evaluated for their outcomes. This review of literature contributes an evidence base to support the future development and use of co-design in health contexts by organising relevant literature into coherent themes in ways that can inform future research.

There are a variety of data sources that can be used for educational research as well as for educational monitoring in Switzerland. Nevertheless, the landscape is fragmented. Individual existing sources are sometimes hard to find and their research potential is difficult to assess. Integrating data sources could add value to research and education monitoring. This paper presents a panel discussion on this topic and goes further by presenting three approaches to improve the potential of data for the Swiss education space. [ABSTRACT FROM AUTHOR]

This study delves into the use of impoliteness strategies within emails sent by undergraduate and postgraduate students to their professors, aiming to discern the variance in their implementation based on (Culpeper and Hardaker's. 2017. Impoliteness. In: Culpeper, Jonathan, Haugh, Michael and Daniel Kadar (eds.), The Palgrave handbook of linguistic (im) politeness, 199–225. Basingstoke: Palgrave) model. Data, comprising emails from University of Jordan students and semi-structured interviews, underwent analysis to identify impoliteness strategies and themes. Findings indicate a higher prevalence of impolite strategies among undergraduates, totaling 58 instances compared to 38 among postgraduates. Particularly, undergraduates exhibit a greater tendency toward positive impoliteness. Thematic analysis of interviews unveils three contributing factors: work experience, participation in writing skills courses, and familiarity with formality levels. Notably, undergraduates' lack of work experience contrasts with postgraduates', often impacting their email etiquette. Moreover, postgraduates' extensive enrollment in writing courses during MA studies fosters a more formal approach in communication with professors. The study underscores implications for future research, emphasizing the need to explore these dynamics further. By comprehending the influences on students' email behavior, institutions can devise tailored interventions to promote effective and respectful communication within academic setting. [ABSTRACT FROM AUTHOR]

This article outlines the relationship that cultural capital, which is identified as a media user's education level, shares with news media consumption patterns, civic engagement, and cultural participation. The article's findings are based on data gathered during a 2015 investigation on news media consumption conducted by a group of European researchers as part of a comparative research project, supplemented with data from a survey on a random sample of Polish citizens conducted in May 2019. The project for the empirical 2015 study aimed to examine the principles of building individual media repertoires as a representation of media usage patterns and experiences related to news media consumption. The study focused on universal aspects of news media consumption, while simultaneously allowing for the discovery of aspects of news media use that are specific to the individual countries participating in the study: Germany, Denmark, Israel, Belgium-Fr., Belgium-Flanders, Portugal, Spain, the Netherlands, Croatia, and Poland. [ABSTRACT FROM AUTHOR]

Comparing the behaviour of subjects randomly allocated to perform tasks and tests online or in the lab, I find that the setting influences males' and females' behaviour differently. Males are more selfish in the online setting than in the lab, while females are more risk-averse when they answer online compared to the lab. Interestingly, performance in math is influenced by the setting for females: online they perform better. The gender gap in numeracy closes online, while it is present in the lab, where males solve more math problems. This work provides preliminary evidence on how gender differences and gaps can be altered by the setting. As online settings have become more and more common practice in running experiments and have started to be used also in education, it is important to understand the consequences that this shift implies also relative to gender differences and gaps. [ABSTRACT FROM AUTHOR]

Advanced sensors/electrodes and signal processing techniques provide powerful tools to analyze surface electromyographic signals (sEMG) and their features, to decompose sEMG into the constituent motor unit action potential trains, and to identify synergies, neural muscle drive, and EEG–sEMG coherence. However, despite thousands of articles, dozens of textbooks, tutorials, consensus papers, and European and International efforts, the translation of this knowledge into clinical activities and assessment procedures has been very slow, likely because of lack of clinical studies and competent operators in the field. Understanding and using sEMG-based hardware and software tools requires a level of knowledge of signal processing and interpretation concepts that is multidisciplinary and is not provided by most academic curricula in physiotherapy, movement sciences, neurophysiology, rehabilitation, sport, and occupational medicine. The chasm existing between the available knowledge and its clinical applications in this field is discussed as well as the need for new clinical figures. The need for updating the training of physiotherapists, neurophysiology technicians, and clinical technologists is discussed as well as the required competences of trainers and trainees. Indications and examples are suggested and provide a basis for addressing the problem. Two teaching examples are provided in the Supplementary Material.

Digital skills, particularly programming, have become a vital prerequisite for succeeding in today's work life. Developing those skills is, however, a challenging task, as it requires perseverance, effort, and practice. To teach coding, individualized tutoring adapted to the novice programmers' state of knowledge has evolved as the most promising learning strategy. However, offering sufficient learning support while practicing coding tasks is a challenge due to resource constraints. Following a three-cycle design science research approach, we developed a chatbot-based digital tutor that can support novice programmers using individualized, automated conversations based on adaptive learning paths and in-depth code analyses. In this article, we present the final version of the digital tutor software and report the findings of introducing it in a field setting over two entire lecture periods. We show that digital tutors can effectively provide individualized guidance in moments of need and offer high learning satisfaction in a long-term learning setting. This article expands the state of research by presenting insights into how students interact with a digital tutor over an entire lecture period. This also provides insights on how to design digital tutors for developing skills. [ABSTRACT FROM AUTHOR]

The politics of disability policy in the contemporary Congress confirms the observation by James Curry and Frances Lee that lawmaking largely remains a process of bipartisan accommodation. Most major disability legislation since the 1970s has passed with bipartisan sponsorship and support. One reason is that the issue affects so many Americans, including members of Congress. There have been some exceptions to this bipartisan pattern, particularly when disability policy intersects with more contentious issues. And bipartisanship does not guarantee outcomes that are satisfactory to people with disabilities. [ABSTRACT FROM AUTHOR]

This article aims to contribute to the construction of the pedagogy of multiliteracies. It presents a study developed to answer the following research question: How does focalization construct ideological meanings in digital multimodal narratives? A case study of a story app was developed involving multimodal critical discourse analysis. Findings reveal that focalization productively inscribes ideological meanings in the multimodal narrative through a complex layering of meanings resulting from the use of specific semiotic resources and the establishment of intermodal meaning processes. The findings suggest that focalization is a relevant dimension in the enactment of critical analysis of multimodal narratives, pointing into its importance in the enactment of the pedagogy of multiliteracies. Findings and implications are discussed with reference to extant research. [ABSTRACT FROM AUTHOR]

Adolescents and young adults require age-appropriate healthcare services delivered by clinicians with expertise in adolescent medicine. However, resident family physicians report a low perceived self-efficacy and under-preparedness to deliver adolescent medical care. We conducted a scoping review to map the breadth and depth of the current evidence about adolescent medicine training for family medicine residents. We followed Arksey and O'Malley's framework and searched seven electronic databases and key organizations' webpages from inception to September 2020. Informed by the CanMEDS-FM, we analyzed the extracted data concerning basic document characteristics, competencies and medical topics using numerical and qualitative content analysis. We included 41 peer-reviewed articles and six adolescent health competency frameworks (n=47). Most competencies taught in family medicine programs were organized under the roles of family medicine expert (75%), communicator (11.8%), and professional roles (7.9%). Health advocate and leader were rarely included (1.3%), and never scholar. The omission of multiple competency roles in family medicine resident education on adolescents is insufficient for family physicians to deliver optimal care to adolescents. The combined efforts of family medicine stakeholders to address adolescent medicine competency gaps may positively impact the perceived competence reported by family medicine residents. [ABSTRACT FROM AUTHOR]

As the primary method of communicating research results, journals garner an enormous impact on community behavior. Publishing the underlying research data alongside journal articles is widely considered good scientific practice. Ideally, journals and their publishers place these recommendations or requirements in their author guidelines and data policies. Several efforts are working to improve the infrastructure, processes, and uptake of research data sharing, including the NFDI4Chem consortium, working groups within the RDA, and IUPAC, including the WorldFAIR Chemistry project. In this article, we present the results of a large-scale analysis of author guidelines from several publishers and journals active in chemistry research, showing how well the publishing landscape supports different criteria and where there is room for improvement. While the requirement for deposition of X-ray diffraction data is commonplace, guidelines rarely mention machine-readable chemical structures and metadata/minimum information standards. Further evaluation criteria included recommendations on persistent identifiers, data availability statements, data deposition into repositories as well as of open analytical data formats. Our survey shows that publishers and journals are starting to include aspects of research data in their guidelines. We as authors should accept and embrace the guidelines with increasing requirements for data availability, data interoperability, and re-usability to improve chemistry research. [ABSTRACT FROM AUTHOR]

Educational Robotics (ER) has gained prominence in the literature on Computational Thinking (CT) because of its modularity, a feature that potentially facilitates the development of abstract thinking through complex robotic parts. The field of robotics encompasses the characteristics of technology, intelligence, embodiment, and interaction, and these characteristics can serve as means of instruction for CT. Essential 21st Century Skills include decomposition, pattern recognition, abstraction, and the use of algorithms; which are fundamental to effective problem-solving skills. Although CT is believed to be the key to developing 21st Century Skills, its role in doing so is significantly underexplored. This paper investigates the influence of CT ability on students’ efficacy in imbibing 21st Century Skills. The study implemented a qualitative case study design, in which students of an Indonesian vocationaleducation school were engaged in ER activities. CT skills and the associated 21st Century Skills were evaluated through several phases of observation and interviews. The findings reveal that CT paves the way for the development of 21st Century Skills. Analysing the development of CT can be a major way in which individuals are empowered to take full advantage of the developments brought about by rapid changes in technology.

In this paper, we present 3D printing examples that we developed and unitized for hybrid teaching during the global pandemic. We highlight the benefits of 3D printing in classrooms and opportunities for developing different knowledge and skills, starting from mathematical and technological knowledge to communication and collaboration skills. During our activities, we used GeoGebra for 3D printing preparations, it was also utilized for online students’ activities, while supporting theoretical background students gained in real classrooms. Since 3D printing technology in the classroom is at its beginnings, the presented observations are highlighting teaching new kinds of strategies supported by 3D printing.

The purpose of this paper is to provide an overview of approaches to and insights for impact assessment on open educational resources (OER) in higher education and building on this to sketch a framework for university focussed OER impact assessment. The authors describe the literature on impact assessment in the OER context and the existing contributions to OER impact assessment in higher education. Findings of the analysis are that there are few contributions on the effects of OER in general or of specific OER initiatives. Four contributions are presented in more detail. From these examples and the literature analysis, derivations, and challenges for OER impact assessment are drawn, such as the large diversity in OER purposes and the invisibility of the re-usage of OER. The contribution sketches a framework model for describing OER-relevant results, outcomes, and impact, and more specifically demonstrates how this can be done for exemplary OER-related objectives. This contribution is thus of relevance to funding bodies and institutions working in the context of higher education that wish to systematically evaluate and monitor statements about the effectiveness of OER activities according to the UNESCO (2019) OER recommendation.

In the sign of homaging Paul Cobley as part of this Festschrift for him, we will consider two of his edited volumes: the first The Routledge companion to semiotics, 2010, to which we contributed a text titled "Semioethics," and the second (co-edited with Kristian Bankov), Semiotics and its masters, 2017, to which we contributed the text "Semioethics as a vocation of semiotics." Particular reference is made to Paul's observations in his "Introduction" to Part I, "Understanding semiotics," in the 2010 book, and in his opening essay, "What the humanities are for – a semiotic perspective," in Section 1: "Semiotics in the world and academia," in the 2017 book. What follows is an ideal discussion with Paul regarding "Semioethics" and possible developments today. In line with critical semiotics, our focus is on communication in globalization and the need for education to dialogism, plurilingualism, and critique for a new humanism, a primary task for the humanities today. [ABSTRACT FROM AUTHOR]

Computer Programming Learners usually fail to get approved in introductory courses because solving problems using computers is a complex task. The most important reason for that failure is concerned with motivation; motivation strongly impacts on the learning process. In this paper we discuss how techniques like program animation, and automatic evaluation can be combined to help the teacher in Computer Programming courses. In the article, PEP system will be introduced to explain how it supports teachers in classroom and how it engages students on study sessions outside the classroom. To support that work, students’ motivation was studied; to complement that study, a survey involving students attending the first year of Algorithms and Programming course of an Engineering degree was done. It is also presented a tool to analyse surveys, using association rules.

Jensen notes that HL received its "most lengthy and most serious review" from the historian Karl Hillebrand (1829-1884), who wrote that "Mr Nietzsche speaks as if the entire German nation enjoyed an academic education and was smothered in historical knowledge" (159-60), and Brooks suggests that "Nietzsche's claim that the modern world was ripe for a cultural re-Hellenization is likely to strike contemporary readers as odd" (207). By contrast, Church argues that Nietzsche "rejects [...] a "great man" view of history, according to which individuals alone direct history" and, on the basis of the call to action for his sympathetic audience to assist in the advancement of culture in WB 1, suggests that Nietzsche "is quite clear here [...] that the people matter just as much as the great individuals, contradicting many scholars who have concluded that, for Nietzsche, the lives of nobody except the exemplar matter" (201). Citing Nietzsche's view that "the great moments on the struggle of the human individual constitute a chain [...] unit[ing] humankind across the millennia" (HL 9) and that there are "a few individuals in whom humanity will culminate" (Nachlass 1873, 29[73], KSA 7.661) and noting - I contra i Jensen's argument about a lack of "an explicit set of criteria by which to judge whether someone is "great" (114) - that Nietzsche does develop a theory of exemplarity on which we can ground judgements of greatness, Church makes the important point that Nietzsche "is not a "relativist" about value, as he is so often understood to be" (79). [Extracted from the article]

In this paper we provide a description of the project DrIVE-MATH, highlighting the main goals, intellectual outputs, outcomes, the involved partners, and activities and reports from the three-years’ project. At the end we discuss the impact of the new proposed Education models at various levels, from students, to HEIs, to stakeholders.

The School of Engineering of the Polytechnic of Porto (ISEP) has embraced the DrIVE-MATH project, since September 2017. Active-learning (AL) techniques were implemented in several Math courses, namely Linear Algebra and Analytic Geometry, Probability and Statistics, Statistical Models, Computational Mathematics, and Differential and Integral Calculus I. In this paper, we will share the strengths, weaknesses, opportunities and threats of the implementation of the active-learning (AL) environment in these courses. We will detail the courses’ plans, emphasizing the syllabus, pedagogical methodologies, assessment methods, students’ perceptions, and other related issues. Several questionnaires were posed to the students enrolled in these Math courses during the last three academic years. The statistical analysis of the gathered data provided valuable indications of students’ perceptions on the effectiveness of several AL methods, on the development of their own essential (soft+hard) skills. These skills will be a valuable resource to their future professional and personal lives. The 5th Industrial Revolution is just around the corner.

The article contains the results of a research within the STIMEY (Science, Technology, Innovation, Mathematics, Engineering for the Young) project funded by the European Union’s Horizon-2020 research and innovation program (2016-2021). In the project, a hybrid learning environment (LE) was developed for both on-site and online learning suitable for the learning conditions in the COVID-19 era and beyond. The purpose of the research segment presented in this paper was to develop an instrument for assessment of the learner’s progress in creativity as one of the key targets of STIMEY. COVID-19 has shown that creativity is also needed to allow education systems the flexibility for unexpected changes and circumstantial challenges. The article presents a definition of Science and Technology Oriented Creativity (STOC) based on the existing theories in the field, a short outline of the STOC measurement method developed, procedures, evaluation algorithms and an overview of the experimental STOC testing results. The relevance of the method developed to its purpose and suggested tentative positive influences of the STIMEY LE on learners’ creativity are discussed. Argumentations of strengths, limitations, applications of STOC testing outside the STIMEY project and the key directions of further improvements of the method developed are provided.

The teaching and assessment of soft skills such as ethical behaviour remains a challenge to dental schools. This paper aims to attempt to help the description and retrospective evaluation of a history of dentistry and medical ethics course in the dentistry curriculum of Cyprus Health and Social Sciences University.

The transformation of clinical laboratories towards digitalization requires processes that improve digital maturity. This requires establishing connectivity, end-to-end workflow, and advanced analytical technologies and techniques. Digital technologies have the key role here, directing laboratory personnel and scientists to move their focus from routine to more complex and meaningful work. This requires their empowerment in working with new instruments and software. Strategies leading clinical laboratories through this transformation are not without challenges, but different models are being developed to overcome them. The essential is the role of interoperability. [ABSTRACT FROM AUTHOR]

In this paper, we present several different approaches to formula for the sum of integer powers of two in accordance with different representations of this sum or different algebraic methods for its computation. Our long-term experience shows the effectiveness of discussion on this theme for enhancing interest and creative thinking of the students about solutions of various problems, not only in mathematics but also in others fields of knowledge.

Evidence indicates that some Africans, with or without special needs or disabilities highly target attending U.S. colleges and universities for further education. Typically, most of these people had obtained their bachelor's degrees in institutions of higher education in their countries. The desire to travel to U.S. for graduate studies could be due to factors such as the absence of desired graduate programs, limited admission opportunities in institutions of higher education, and social, political, and economic instabilities in African countries. For Africans with special needs or disabilities, the lack of support services in tertiary institutions in their countries is a major factor for their strong desire to go the U.S. for higher education. Some Africans educated in U.S. colleges and universities may, on completion of their programs of study, decide to seek suitable employment opportunities in the U.S. From afar, they are still able to make positive contributions to the social, economic, and political developments of their home countries. I am one of those graduates who decided to work in the U.S. In this article, I share my experiences. [ABSTRACT FROM AUTHOR]

Both iterative, qualitative descriptive analysis, as well as known classifications of medical self-explanation, facilitated the identification of 17 categories of NP student-specific diagnostic reasoning self-explanation types, as outlined in Table 1. Keywords: differential diagnosis; education; nurse practitioner; self-explanation EN differential diagnosis education nurse practitioner self-explanation 50 58 9 02/07/22 20220201 NES 220201 Introduction Diagnostic errors are the most common cause of medical errors in the United States (U.S.), with an estimated 12 million people each year affected by their consequences [[1]], [[2]]. For example, in a study by Woods, Brooks, and Norman [[44]], students learning underlying pathophysiological mechanisms responsible for signs and symptoms demonstrated greater diagnostic accuracy after a one-week delay, compared to students learning non-biological conditional disease probabilities. [Extracted from the article]

Not only do NPs have different educational backgrounds than medical providers, NPs embody a philosophical approach to patient care emphasizing health promotion, disease prevention, and patient education [[1]]. Over half of NP patient encounters include the diagnosis and management of acute and chronic conditions, and accurate diagnoses are critical during these encounters [[3]]. Connecting clinical information to diagnosisConnecting signs, symptoms, diagnostic data, or other clinical information to specific diagnoses."Patient becomes dizzy and uncomfortable when trying to lay down during the exam, so - probably about 95% BPPV."9. Keywords: diagnostic reasoning; education; nurse practitioner; self-explanation EN diagnostic reasoning education nurse practitioner self-explanation 40 49 10 02/07/22 20220201 NES 220201 Introduction Nurse practitioners (NPs) are licensed, independent clinicians with expertise in diagnosing and comprehensively treating health issues, as well as educating patients on disease prevention and health management [[1]]. [Extracted from the article]

We investigated the long-term effects of birthplace favoritism by top-ranking politicians on the quality of education in Vietnam. We used over 1 million test scores from the 2009 and 2014 Vietnamese national university entrance examinations. We examined both the different timing of political terms and the total years of birthplace favoritism. Using the school fixed effects, we found that birthplace favoritism did not have any significant impacts, regardless of the timing and duration of such favoritism. We did not find evidence for such impacts in the distribution of test scores either. The results also suggest that national entrance examinations were unaffected by birthplace favoritism up to 2014. [ABSTRACT FROM AUTHOR]

The Muslim Brotherhood's ideological belief in Islam as a comprehensive system (šumūlīya) implies ambitious ideas about forming and re-forming the minds, spirits and bodies of Muslim individuals through educational activities within the organisational framework of the Brotherhood. Internal debates reveal that actual educational practice in the Muslim Brotherhood balances different priorities and goals and allows a range of different expressions of Muslim subjectivity. Tensions between different, sometimes contradictory goals are solved theoretically by the concept of balancing (tawāzun) and practically by a division of labour within the movement that only requires a small elite to reach the highest levels of an "Islamic personality" (šaḫṣīya islāmīya). This article traces debates in programmatic and educational writings, in memoirs and in weblogs and social media outlets in order to reach a critical assessment of Muslim Brotherhood education in the Arab world, primarily between the 1980s and the mid-2010s and focused on Egypt and the Arab East. [ABSTRACT FROM AUTHOR]

By adopting an inter-organisational learning model to the case study of the American Expeditionary Forces (AEF) Signal Corps during the First World War, this article seeks to position the neglected subject of inter-allied learning within the broader context of the contentious debates surrounding the AEF's training and military operations. Employing American, British, and French sources, the article examines the experiences of the AEF Signal Corps, an organisation whose role and influence historians of the AEF have largely overlooked and failed to fully appreciate. It argues that although recent interpretations of the AEF's receptivity to certain British and French methods are generally correct, they underestimate the varied and interconnected nature of the driving influences that shaped the AEF's learning processes, as well as the collaborative and reciprocal characteristics of inter-allied learning more broadly. [ABSTRACT FROM AUTHOR]