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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]

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]

• 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]

• 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]

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]

• 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]

Cardiovascular disease (CVD) clinicians who care for seriously ill patients frequently report that they do not feel confident nor adequately prepared to manage patients' palliative care (PC) needs. With the goal, therefore, of increasing PC knowledge and skills amongst interprofessional clinicians providing CVD care, the ACC's PC Workgroup designed, developed, and implemented a comprehensive PC online educational activity. This paper describes the process and 13-month performance of this free, online activity for clinicians across disciplines and levels of training, "Palliative Care for the Cardiovascular Clinician" (PCCVC). A key component of PCCVC is that it is tailored to the lifelong learner; users can choose and receive credit for the activities that meet their individual learning needs. This webinar series was well-subscribed, and upon completion of the modules, learners reported better self-perceived abilities related to palliative care competencies. We propose PCCVC as a model for primary PC education for clinicians caring for individuals with other serious or life-shortening illnesses. [ABSTRACT FROM AUTHOR]

Dental care providers are essential in screening and co-managing sleep-breathing disorders, particularly obstructive sleep apnea. As an integral component of dental medicine education, Dental Sleep-disordered Breathing Education (DSBE) aims to equip undergraduate and graduate dental students with the necessary knowledge, skills, and attitude to screen for and manage sleep-breading disorders as part of interdisciplinary teams. Studies on DSBE have mainly focused on undergraduate dental programs. Thus, research is needed to support the improvement of DSBE in dental residency programs, especially in orthodontics, to address the learning needs of future dental students, including Generation Z learners. This perspective paper suggests key research areas and methodologies to support this much-needed undertaking. These areas include curriculum mapping, outcome evaluation, and improvement/innovation. Dental researchers are encouraged to investigate these areas, employing the suggested methodologies. This will help overcome existing educational challenges and advance the available knowledge on DSBE in residency programs in orthodontics and dentistry at large. [ABSTRACT FROM AUTHOR]

• This study shows the actual features of the risky behaviour of pedestrians when crossing the road and walking on the street. • The formation of social responsibility of citizens during walking will contribute to the elimination of the human factor among the causes of traffic accidents. • Nowadays, the complexity of the interaction of intensive traffic and pedestrian flows requires proactive safety-based management of these flows. As vulnerable road users, pedestrians are the object of research in various areas of road safety. One of the ways to reduce the level of risky behaviour of pedestrians is to increase their social responsibility by applying the "traditional" 3 E: engineering, education, and enforcement. Social responsibility involves a focus on responsibility for both actions related to personal safety and actions that benefit society. This paper deals with the results of a survey of pedestrians regarding their risky behaviour while walking, namely, violation of crossing rules and distraction by using a smartphone or listening to music through headphones. It was found that risky behaviour depends on the age of pedestrians, and listening to music through headphones also depends on the person's gender. It was established that respondents' assessment of the safety of transport modes does not correlate with data on mortality in road traffic accidents using different types of transport. It is proposed that social responsibility of pedestrians can be increased by analyzing the causes and events that lead to traffic accidents during the study of safety disciplines in higher education institutions. [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]

Artificial Intelligence (AI) has revolutionized various domains, including education and research. Natural language processing (NLP) techniques and large language models (LLMs) such as GPT-4 and BARD have significantly advanced our comprehension and application of AI in these fields. This paper provides an in-depth introduction to AI, NLP, and LLMs, discussing their potential impact on education and research. By exploring the advantages, challenges, and innovative applications of these technologies, this review gives educators, researchers, students, and readers a comprehensive view of how AI could shape educational and research practices in the future, ultimately leading to improved outcomes. Key applications discussed in the field of research include text generation, data analysis and interpretation, literature review, formatting and editing, and peer review. AI applications in academics and education include educational support and constructive feedback, assessment, grading, tailored curricula, personalized career guidance, and mental health support. Addressing the challenges associated with these technologies, such as ethical concerns and algorithmic biases, is essential for maximizing their potential to improve education and research outcomes. Ultimately, the paper aims to contribute to the ongoing discussion about the role of AI in education and research and highlight its potential to lead to better outcomes for students, educators, and researchers. [ABSTRACT FROM AUTHOR]

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

Effective communication with patients and colleagues is key to a pharmacist's ability to provide effective person-centered care. Neurodivergent patients face many barriers when interacting with health professionals; increased awareness and understanding are therefore paramount to the pharmacist's role. This paper describes an innovative teaching partnership between a school of pharmacy and an inclusive theater company which aims to develop awareness and skills of undergraduate pharmacy students in relation to communicating with patients with autism and/or learning disabilities. Forum theater and role-plays were used to complement existing communication skills teaching in Years two and four of the undergraduate MPharm (Master of Pharmacy) program. The sessions were designed and delivered in partnership between academic teaching staff and a theater company of neurodivergent actors. An online evaluation form was used to obtain student feedback on these sessions (two Likert-style questions and three open format questions). Of the 241 students who attended a session in 2021, 70 (29%) provided feedback. Feedback was positive, with 99% of respondents finding the session useful. Students spoke about how they found the sessions supportive and enlightening, helping them to reflect on their own communication skills. As a result, the teaching has been developed and now expanded through all years of the undergraduate program. While conscious of challenges such as funding and finding the right partner, the authors recommend this rewarding initiative to fellow academics. [ABSTRACT FROM AUTHOR]

In the increasingly digital age, students' education and assessment have undergone significant transformations, and online educational platforms have become an essential tool in this process. The purpose of this article is to explore and highlight the crucial role these platforms play in optimizing the assessment process in higher education institutions. In the year 2020, the world of education has been challenged by the global pandemic of COVID-19, causing educational institutions to rapidly reconfigure teaching and assessment strategies. With the suspension of traditional courses, institutions have been forced to adopt distance teaching and assessment methods. In this context, the development and use of online learning platforms have become essential to ensure the continuity of the educational process. Focusing on universities, this article proposes to highlight the crucial importance of online educational platforms in optimizing students' assessment. The goal is to develop a university platform that facilitates both the student evaluation process and effective communication between students and teachers. Thus, this article aims to explore in depth how online educational platforms can influence and improve the process of student assessment in universities. This paper brings to the fore the essential role that technology plays in educating future generations and preparing them for the challenges of a world in continuous transformation. We present our proposed platform that can be used to evaluate the students in automatically way. [ABSTRACT FROM AUTHOR]

The use of Online Games (OGs) in education has sparked significant interest in recent years. Despite the proliferation of various applications and approaches, the precise role of OGs in higher education remains uncertain. Therefore, this study aims to provide an overview of the integration of Online Games (OGs) in higher education. This study considered the broad perspective of OGs' use, not limiting the application to teaching strategies, to fully understand the variety of implementations. Using bibliometric analysis and coding, we processed journal articles and conference papers from the Scopus database, resulting in a sample of 109 documents. Four dimensions were found, with studies currently focused on: types of content and learning goals (89.9%), students' behavior towards the use of OGs in higher education (57.79%), OG software and applications (53.21%), and teachers' behavior toward the use of OGs in higher education (5.5%). Within these dimensions, we identified a total of 16 distinct elements as subtopics for further discussion and research opportunities. Notably, there is a lack of context-specific studies, both in terms of geographical region and disciplinary focus, indicating a pressing need for empirical investigations tailored to diverse educational contexts. [ABSTRACT FROM AUTHOR]

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

Ultrasound education varies greatly across European healthcare systems. This paper focuses on ultrasound academic education as a part of wider suite of surveys on radiographers working in ultrasound. The aim was to investigate sonography educational levels, methods of training, course duration and other factors in European Federation of Radiographers Societies (EFRS) member countries. In 2019 an online survey was sent to the 38 EFRS member societies to distribute to higher education institutions within their own country. The survey was in English and contained different types of questions such as closed questions, free text options, and scale responses, to investigate sonography education including academic course types and duration, curriculum content, learning and teaching methods. A total of 45 responses were received, showing wide variation in the duration of training between the respective countries. Academic level 7 (part-time) ultrasound education was most frequently reported (n = 13), followed by direct entry ultrasound courses (n = 9) and bachelor's degree programmes at EQF level 6 (n = 7). The duration of part-time courses ranged from nine months up to four years. Sonography training and education varies among EFRS member countries ranging from short focused courses to postgraduate awards. Few countries offer sonography education leading to an award. The majority of clinical teaching and learning takes place in the learner's workplace. High quality academic and clinical education for radiographers extending their role into ultrasound is important to ensure safe, effective sonography practice and good patient care. [ABSTRACT FROM AUTHOR]

Contemporary societal challenges put in evidence the need to improve the hard and soft skills of chemical engineering students. To promote a more student-centered approach, active-based learning, and improved assessment strategies, the Brazilian government approved the so-called New National Curriculum Guidelines (NCG) for engineering courses. To comply with those guidelines, the Department of Chemical Engineering of the Polytechnic School of the University of São Paulo (USP) is currently developing an educational modernization process sponsored by the Fulbright Commission in Brazil, called Special Program for Modernization of Undergraduate Education (PMG). The project is based on three pillars of modernization: content (what), form (how), and infrastructure (where). This paper describes initiatives in each of those pillars: content and format changes in Chemical Reaction Engineering and Process Safety courses and the creation of new spaces for a student-centered approach (an innovative classroom layout and a makerspace). By gathering two concrete classroom experiences guided by a broader institutional educational policies (the PMG project and the NCG), this paper highlights that slight changes can lead to great improvements in the learning process, leading to more engagement in the development of hard skills while favoring improvements in soft skills, such as communication, team-based work, and critical thinking. • Presents a modernization program under implementation at Universidade de São Paulo. • Discusses modernization from a triaxial perspective of content, form and infrastructure. • Reports the feedback of a PBL initiative for soft-skills development in a CRE course. • An active-based methodology in a Process Safety course is presented and discussed. • Presents two new infrastructural changes to facilitate the development of soft-skills. [ABSTRACT FROM AUTHOR]

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

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

Learning factories that focus solely on education may benefit from replicating software systems that drive processes, activities, and workflows in industrial environments. However, such systems (e.g., PLM, ERP or MES) will not meet the requirements if the learning factory intends to be an environment where education and research merge. The flexibility, volatility, ambiguity and incertitudes that characterise the integrated learning-research environment need to be addressed with an approach that replicates industrial reality, but that also accommodates and stimulates the versatility of the learning factory. This paper depicts how the digital twinning approach integrates the physical units of a learning factory and the software systems, but also data acquisition, simulation, and educational/didactic approaches to production/assembly processes and production optimalisation. The approach thus also includes, for example, IoT, planning, monitoring, diagnosis and (quality) control. In addition, the digital twinning approach is used to combine the current state of the learning factory and its activities with designed (to-be) and potential (could-be) representations of the environment in order to stimulate the evolution/improvement of both research and education and their combination. For this purpose, digital twinning is combined with the concept of daydreaming. The paper illustrates the approach based on an ongoing development trajectory of a new learning factory, in setting it up as an environment for education and simultaneously as a testbed for research. It discusses how the development process relies on the digital twinning approach and how, when the learning factory is commissioned, this digital twinning approach will increasingly integrate the use of and activities in the learning factory into the development/evolution cycle of that learning factory. [ABSTRACT FROM AUTHOR]

The Circular Economy Action Plan is the main building block of the European Green Deal, Europe's new agenda for sustainable growth. Businesses need new technologies, new methods and new industrial organization either to create new businesses or to transform their products, processes and business models. They also need new talents to innovate, create businesses and new jobs, and transform society into a more sustainable one. Circular economy has grown significantly in recent years as a topic taught in engineering curricula. The purpose of this paper is to present the design, implementation and evaluation of a summer school program dedicated to the development, transformation and implementation of circular economy systems and new business models in manufacturing. The program was designed in collaboration with three university partners during a European project and relied on contributions from industrial companies, including start-ups and innovative companies. At the end, some lessons are drawn in order to show the main added value based on the evaluation of this summer school and to identify recommendations for the design and implementation of similar summer schools. [ABSTRACT FROM AUTHOR]

• Emerging nurses must be literate in Planetary Health if they are to practice in the escalating impacts of climate change. • Adequate support (internal and external), an understanding of rationale, concept, and process, and personal belief and confidence are key factors that can influence the success of curriculum change and delivery. • Academics must utilize levers to integrate Planetary Health into the curricular as a matter of priority. Due to the escalating severity of the impact of climate change on human and ecological health and its implications for nursing practice, it is imperative that planetary health is embedded into the undergraduate nursing curriculum. This rapid review was undertaken to identify the barriers and enablers to implementing planetary health into the undergraduate Bachelor of Nursing curriculum. Databases (PubMed, Education Source, CINAHL, and Scopus) were searched for relevant studies between 2013 and 2023. Seven papers were eligible for review. The studies demonstrated that adequate knowledge, skill development, social support, a supportive organization, and access to adequate resources were required to embed changes into the curriculum. This study has identified enablers that can be leveraged to successfully integrate planetary health into the undergraduate nursing curriculum, preparing nurses who are working in a practice environment impacted by climate change. [ABSTRACT FROM AUTHOR]

Virtual reality's (VR) applications in education have been a topic of interest to the academia in recent years. Although literature expands significantly worldwide, the focus on education still presents a high number of opportunities to explore. In Latin America, the literature regarding the use of virtual reality is limited and not yet systematized. Therefore, the present study aims to provide an overview of Latin America's research publications regarding the use of VR in higher education. Using bibliometric measures and coding in Scopus and Web of Science (WoS) databases' outputs, we analyzed 126 papers, the majority of them from social sciences, followed by engineering, business, and medicine. Content tree analysis resulted in 5 dimensions: 'Functional aspects of using VR as a learning tool', 'Teaching strategies and methodologies using VR', 'Behavioral aspects of using VR as a learning tool', 'Outputs of VR use as an educational tool' and 'Competencies and readiness to use VR as a learning tool'. Most publications (74,6%) focus or present as one of the discussions the functional aspects of VR, such as access, viability, usefulness, virtual environment, the association with artificial intelligence, among others. [ABSTRACT FROM AUTHOR]

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

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

Blockchain technology (BT) is gaining popularity, and there have been increasing papers on blockchain and education, particularly on how to use blockchains in education. However, as a public ledger which is shared and agreed on by all users in a distributed network, blockchain technology involves unconventional thinking, and learning BT could be challenging for college students. In this paper, we present a project-based learning (PBL) approach for effective education of BT at college level. We first explain why PBL is suitable for BT education and discuss various issues should be considered for project-based learning on blockchain technology. We then discuss several different ways of doing this and offer our suggestions. We present case studies which we have developed, that can provide useful guidelines to students and beginners who are interested in BT. [ABSTRACT FROM AUTHOR]

• Remote learning should be a blend of asynchronous and synchronous material. • A wealth of free, on-demand videos and web-based resources are available. • Instructors should keep in mind the potential pitfalls to using online material. • Learning objectives should drive the search for on-demand content. • Accountability mechanisms are essential to ensuring student engagement. The move to online instruction forced many educators towards the task of producing recorded content, many for the first time. The result was that many instructors, usually those with limited or no remote-teaching experience, produced 60- to 90-minute audioonly lectures, recorded using Powerpoint or a conferencing platform, and posted them to a Learning Management System (LMS). Instructors more well-versed in online pedagogy or those who utilized instructional design best-practice training, produced video content more in-line with established research, which states that videos should be no longer than 6 to 15 min. Regardless of video length and quality, creating recorded content is time-consuming, resource-intensive, and arduous even for experienced educators. The alternative to self-created content is to mine the wealth of freely available forensic science videos, webinars, and web-based resources already posted to the internet. Prior to the move to remote instruction, some forensic educators integrated YouTube clips into lecture material. Post-pandemic, the quantity, and often quality, of online content has greatly increased. However, on-demand resources are spread widely across the internet. Whilst some repositories of material, such as webinars from individual organizations exist, other sources of content require more intentional searching. Identified content is meaningless unless integrated into a course or module's learning objectives. Instructors may need to shorten lengthy webinars or edit extraneous material in order to maintain educational best practice. Finally, once content is captured and posted to a course LMS, an instructor must set up an accountability structure to ensure students are viewing and digesting required material. The first half of this paper will outline the types and locations of free, on-demand online forensic materials and resources. As forensic science education looks to the future, the creation and use of web-based resources is likely to increase. The second half of this paper will address what to do once content is identified and how to effectively utilize it within the framework of remote instruction best-practice. Existing content can help the educator work smarter, not harder. The wealth of online forensic resources can help illustrate concepts and add variety to LMS-posted content, leading to a more enriching experience for the student. [ABSTRACT FROM AUTHOR]

[Display omitted] Artificial intelligence (AI) in education (AIED) has evolved into a substantial body of literature with diverse perspectives. In this review paper, we seek insights into three critical questions: (1) What are the primary categories of AI applications explored in the education field? (2) What are the predominant research topics and their key findings? (3) What is the status of major research design elements, including guiding theories, methodologies, and research contexts? A bibliometric analysis of 2,223 research articles followed by a content analysis of selected 125 papers reveals a comprehensive conceptual structure of the existing literature. The extant AIED research spans a wide spectrum of applications, encompassing those for adaptive learning and personalized tutoring, intelligent assessment and management, profiling and prediction, and emerging products. Research topics delve into both the technical design of education systems and the examination of the adoption, impacts, and challenges associated with AIED. Furthermore, this review highlights the diverse range of theories applied in the AIED literature, the multidisciplinary nature of publication venues, and underexplored research areas. In sum, this research offers valuable insights for interested scholars to comprehend the current state of AIED research and identify future research opportunities in this dynamic field. [ABSTRACT FROM AUTHOR]

The studies which analyzed the impact of technology innovation on income inequalities have considered only one factor of change at a time. The results are overall inconclusive: technology innovation appears to either reduce or increase inequality, depending on which factor is considered. In the literature of technological change, there is a technology innovation indicator that comprises multiple factors simultaneously. Using this technology innovation indicator and three different measures of income inequality (Gini index, Atkinson index, and the ratio of Palma), the paper analyzed the effect of technology innovation on income inequalities into Sub-Saharan Africa countries. A dynamic panel model was specified and estimated with the Generalized Moments Method (GMM) in System. The data used come from the Global Consumption and Income Project (GCIP), the World Development Indicator (WDI) and the World Governance Indicator (WGI). They were observed over the period 1996–2014 of 30 Sub-Saharan Africa countries. The paper finds robust evidence that technology innovation contributes to reducing income inequalities into Sub-Saharan Africa countries. The implementation of learning policy through improving education condition associated with social policy can contribute to limit the income inequalities due to technologies change into Sub-Saharan Africa countries. • We analyzed the effect of new technologies on income inequality in Sub-Saharan Africa countries. • We use a technological innovation index that comprises multiple factors simultaneously. • Using this broader index, and three different measures of income inequality, we find robust evidence that technology innovation contributes to reducing income inequality into Sub-Saharan Africa. [ABSTRACT FROM AUTHOR]

Interactive teaching is very popular in the field of education, especially in college preschool education teaching. In this study, the experimental performance of the evaluation system based on scientific emotion construction is analyzed by the machine learning algorithm. The experimental results show that the classification model realized by the machine learning algorithm is feasible and effective for the construction of an interactive design teaching evaluation system of preschool education in colleges and universities. The main research content of this experiment is for the teaching evaluation text, this paper intends to use NB, KNN, LR, and SVM algorithms as the meta-learning algorithm in the framework, the classification effect of the meta-classifier is ranked as SVM > LR > KNN > NB. From the above data comparison, the SVM meta-classifier in the algorithm in this paper has achieved the best classification effect. The SVM meta-classifier based on the algorithm in this paper performs well, and the classification accuracy rate reaches 92.1%. This shows that this model is very suitable for studying the. And the classification accuracy rate reaches 92.1%. This shows that this model is very suitable for studying the construction of interactive teaching evaluation systems under emotional education. • The experimental results show that the classification model realized by machine learning algorithm. • This shows that this model is very suitable for studying the construction of interactive teaching. • The main research content of this experiment is for the teaching evaluation text. • This paper intends to use NB, KNN, LR and SVM algorithms as the meta-learning algorithm. [ABSTRACT FROM AUTHOR]

The paper offers an overview of pain intervention procedures which are just one facet of a holistic approach to managing pain. They can have a therapeutic and/or diagnostic focus, at times being useful in terms of guiding the clinician to useful pointers to the source of pain, and at others allowing windows of opportunity of pain relief to allow the patient to engage with other modes of pain management such as physiotherapy or occupational therapy with a common goal of improving level of function. The paper explores the importance of managing patient expectations, providing clear patient information and acquiring appropriate patient consent. It provides a brief overview of different procedures, drugs and other modalities as well as imaging used in their delivery. [ABSTRACT FROM AUTHOR]

As one of the overreaching goals of Healthy People 2030, addressing the social determinants of health (SDOH) to reduce health disparities is a nationwide concern, with objectives informed by interdisciplinary teams of experts. However, there remains much discussion regarding the roles of healthcare providers in addressing SDOH. While current guidance suggests that all members of the healthcare team must be empowered to address SDOH, current guidance explicitly references physicians, nurses, social workers and staff, and do not specifically include pharmacists. While pharmacists are taught about the impact of SDOH in pharmacy curricula, actionable strategies for pharmacists to address SDOH in practice have not been clearly outlined. Pharmacists have multifaceted interactions with patients and may be influential in meeting individual patient needs, identifying social risk factors, and addressing upstream causes of health disparities. This paper proposes a framework for the role of pharmacists in addressing the SDOH through strategies at the patient, practice, and community levels. The concepts presented in this paper are meant to serve as a launch point for discussion and to promote the inclusion of pharmacists in the conversations around sustainable efforts to achieve health equity. This framework is not intended to limit the scope of pharmacists in addressing SDOH - on the contrary, it is our hope that this outline may be used to expand the education of future healthcare professionals regarding their role in addressing the social determinants of health. [ABSTRACT FROM AUTHOR]

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

In this paper, we propose the application of strategic analysis tools to design an educational program. Findings are based on the case of the Master in Innovative Manufacturing Systems (MIMS), a unique training offer to achieve a multidisciplinary expertise in smart manufacturing, in a two-year program simulating the journey of innovation. Building on novel educational paradigms and recent developments in the area of manufacturing, the main goal of the program is to provide the European industry with outstanding experts willing, able, and trained to bring novel solutions that address relevant societal challenges. Special emphasis is placed on real-world contexts and proactive activities, as well as strategies to continuously update the program. We aim to contribute to the educational facet of smart manufacturing. [ABSTRACT FROM AUTHOR]

Public health emergencies, especially pandemics, need to be managed globally, and on several levels, emphasizing the importance of leadership, communication, and synchronization of measures, data, and management plans in contrast to the management of the Coronavirus-19 pandemic, which illustrated diverse strategies employed by various nations. This paper aims to review and discuss whether globalized diseases in a globalized world should be managed by globalized public health. Using a systematic literature search, followed by a non-systematic literature review, selected studies were grouped into topics, and analyzed, using content analysis to enhance the conclusive results. The results present a roadmap towards a re-envisioned framework highlighting key areas of focus: data-driven decision-making, robust technology infrastructure, global cooperation, and ongoing public health education, as part of a coordinated global response. This article reveals the weaknesses of current pandemic management systems and recommends new steps to further strengthen the management of future pandemics. [ABSTRACT FROM AUTHOR]

Augmented and virtual reality technologies are actively making their way into the field of healthcare, revolutionizing traditional approaches to diagnosis, prevention, and treatment. This article discusses how these concepts are combined and their profound impact on the emergence of the Metahospital. The authors provide an overview of this concept, highlighting its dual role in aiding healthcare professionals and empowering patients. Central to this paradigm shift is technology's potential to enhance specialized training and elevate the precision and efficiency of diagnostics, all while prioritizing patient safety. This model's core features are expounded upon, with a keen emphasis on ethical considerations and safeguarding personal data, a critical aspect explored within the paper. Furthermore, the article elaborates on the creation of a surgical simulator tailored for procedures like angioplasty and coronary artery stenting, showcasing the tangible advancements within the realm of medical technology. [ABSTRACT FROM AUTHOR]

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

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

• The paper presents the data collection strategy of the Swiss StudentLife Study. • The study investigated the emergence of undergraduate student communities. • It combined multiple methods of data collection, including surveys and social sensors. • Multidimensional and dynamic networks were measured on different time scales. • Practical challenges and solutions are discussed to help future empirical studies. The Swiss StudentLife Study (SSL Study) is a longitudinal social network data collection conducted in three undergraduate student cohorts (N 1 = 226, N 2 = 261, N 3 = 660) in 2016−2019. The main goal of the study was to understand the emergence of informal student communities and their effects on different individual outcomes, such as well-being, motivation, and academic success. To this end, multiple dimensions of social ties were assessed, combining computer-based surveys, social sensors, social media data, and field experiments. The dynamics of these social networks were measured on various time scales. In this paper, we present the design and data collection strategy of the SSL Study. We discuss practical challenges and solutions related to the data collection in four areas that were key to the success of our project: study design, research ethics, communication, and population definition. [ABSTRACT FROM AUTHOR]

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

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

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

This paper investigates the impact of variations in Research and Development Spending and Education Expenditure on GDP variations in Latin America during the period between 2000 and 2019 (20 years). The dependent variable for productivity and competitiveness is the Gross Domestic Product GDP per capita adjusted for purchasing power parity. GDP per capita, the broadest measure of national productivity, is closely linked over time to a nation's standard of living. The econometric model proposed uses the Prais-Winsten methodology and corrected standard errors and first-order autocorrelation correction. We concluded that the variations in spending on education and research and development have a significant and direct effect on the competitiveness and productivity represented in the analyzed GDP. Therefore, the Latin American countries studied (Argentina, Bolivia, Brazil, Chile, Colombia, Ecuador, Mexico, Paraguay, Peru, and Uruguay) are recommended to invest in education, research, and development, not only as a government effort but also as a policy of all sectors. This paper represents a methodological novelty and suggests directions for national systemic competitiveness policies. [ABSTRACT FROM AUTHOR]

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

Background: It has been argued in the literature that pharmacy is a unique integration of art and science. This paper addresses the art aspect of this and draws on the existence of multiple philosophies, theories and belief systems and describes the methodological process of use fine art (paintings) as a lens through which to view thematic data about a 'scientific' concept; a method which appears to be unique in the literature.Objectives: To explore pharmacy students' assessment practices and any influence on their learning practices. To explore how feedback influences pharmacy students' learning practices. To determine whether the affective dimension impacts on pharmacy students' learning. To evaluate whether fine can art be used as a lens to make sense of thematic data.Methods: Data collection took the form of individual semi-structured interviews and was underpinned by an interpretivist qualitative approach. Analysis of data involved exploring the themes relating to assessment. Initially, thematic analysis of the data was carried out using an inductive approach and mind-mapping then Pierre Bonnard's art was used as a 'lens' through which to view the themes.Results: Eighteen pharmacy students in one UK School of Pharmacy were interviewed. Themes relating to assessment practices which are discussed in this paper and compared to Pierre Bonnard's paintings are: conceptions of assessment (compared with Coffee), the impact of the nature of assessment on learning practices (compared with Dining Room in the Country), feedback (compared with Nude in a Mirror), strategies used in assessment practices (compared with The French Window), the affective dimension of assessment (compared with Red Roos at Le Cannet) and assessment constrains free-thinking (compared with The White Interior).Conclusions: Using Bonnard's art in analysis has provided an additional way of extending the analysis of participant's assessment practices. Aligning with Bonnard's technique of foregrounding the unexpected or diverting attention away from the obvious has allowed illumination of these practices and previously un-noticed aspects of pharmacy students' learning practices. There were a number of new insights gained from using this approach as well limitations. By attending to a different perspective that art brings, we have been able to see how assessment practices link to learning as pharmacy students. [ABSTRACT FROM AUTHOR]