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This study examines teachers' justifications for addressing unplanned controversial issues in the classroom. It builds on the premise that controversial issues arise unexpectedly in the classroom context and that some teachers actively choose to address such issues rather than avoid them. Through a series of semi-structured interviews with teachers from different school contexts in Europe, we found that the justifications need to be understood within a temporal framework characterized by the immediacy of the situation, encompassing the teachers' past experiences and a desired future, unfolding in a specific context in which emotions play a significant role. The justifications are, at the same time, intricately embedded in teachers' personal and professional beliefs and their task perception. Participants' justifications were also guided by their moral convictions so that their actions may be understood as morally motivated responses to what they perceive to be unjust. The results suggest that the extent to which teachers' personal and professional beliefs are aligned and anchored to a justice and equity framework, and what teachers understand by justice and equity, has implications in the classroom. The study proposes a model that can support teachers to reflect on their pedagogical decision-making when addressing unplanned controversial issues in the classroom.

Controversial issues characterise life in democratic societies and they often arise unexpectedly in the classroom, without being planned for by the teacher. However, controversial issues are rarely addressed beyond a mandatory curriculum and are often avoided. The aim of this exploratory study is to investigate what teachers identify and address as unplanned controversial issues in the classroom and the content of such issues. Semi-structured interviews were conducted with a purposive sample of 12 teachers from primary, secondary and upper-secondary schools across Europe. Unplanned controversial issues identified fell into three categories (1) mainstream controversy, (2) teacher-initiated controversy and (3) controversial pedagogy. Mainstream controversies follow mainstream definitions of controversial issues. In teacher-initiated controversies, teachers reacted to statements made by students, taking a stand against examples of prejudice, stereotyping and discrimination. Controversial pedagogy refers to instances in which the teachers' behaviour was deemed controversial by the teachers themselves. The content of the unplanned controversial issues that teachers identified and addressed is multi-faceted and draws upon personal, current, cultural and historical dimensions. The findings suggest that more attention needs to be paid, among other things, to the political dimension of education, teacher vulnerability, and who the person in teaching is.

Aim: The aim of this article is to describe and compare the nurse educator competences in four European countries using three different evaluators: nurse educators (n = 329), heads of a nursing subject (n = 60) and student nurses (n = 1058). Design: The study was conducted as a comparative cross‐sectional survey in Finland, Malta, Slovakia and Spain between May 2021 and February 2022. Methods: The data were collected with an online survey. The instrument used was a 20‐item Tool for Evaluation of Requirements of Nurse Teachers, utilizing a 5‐point Likert‐type scale. The data were analysed statistically and reported according to STROBE guidelines. Results: Nurse educators' competence evaluated positively in all the groups of evaluators, with a mean of >3.5. The self‐evaluation of nurse educators' competence was higher than the other evaluators' evaluations. Having a degree in nursing, having completed some pedagogical studies and longer work experience as a nurse educator had a positive association with higher self‐evaluated competence among nurse educators. Conclusions: Nurse educator competence is at a good level in the selected European countries, but further studies are required to find the reasons behind the differences in evaluations. Public Contribution: Each participating educational institution named a contact person who distributed the surveys to the participants and returned the study's metadata to the researchers. [ABSTRACT FROM AUTHOR]

This study examines teachers' justifications for addressing unplanned controversial issues in the classroom. It builds on the premise that controversial issues arise unexpectedly in the classroom context and that some teachers actively choose to address such issues rather than avoid them. Through a series of semi-structured interviews with teachers from different school contexts in Europe, we found that the justifications need to be understood within a temporal framework characterized by the immediacy of the situation, encompassing the teachers' past experiences and a desired future, unfolding in a specific context in which emotions play a significant role. The justifications are, at the same time, intricately embedded in teachers' personal and professional beliefs and their task perception. Participants' justifications were also guided by their moral convictions so that their actions may be understood as morally motivated responses to what they perceive to be unjust. The results suggest that the extent to which teachers' personal and professional beliefs are aligned and anchored to a justice and equity framework, and what teachers understand by justice and equity, has implications in the classroom. The study proposes a model that can support teachers to reflect on their pedagogical decision-making when addressing unplanned controversial issues in the classroom. [ABSTRACT FROM AUTHOR]

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Controversial issues characterise life in democratic societies and they often arise unexpectedly in the classroom, without being planned for by the teacher. However, controversial issues are rarely addressed beyond a mandatory curriculum and are often avoided. The aim of this exploratory study is to investigate what teachers identify and address as unplanned controversial issues in the classroom and the content of such issues. Semi-structured interviews were conducted with a purposive sample of 12 teachers from primary, secondary and upper-secondary schools across Europe. Unplanned controversial issues identified fell into three categories (1) mainstream controversy, (2) teacher-initiated controversy and (3) controversial pedagogy. Mainstream controversies follow mainstream definitions of controversial issues. In teacher-initiated controversies, teachers reacted to statements made by students, taking a stand against examples of prejudice, stereotyping and discrimination. Controversial pedagogy refers to instances in which the teachers' behaviour was deemed controversial by the teachers themselves. The content of the unplanned controversial issues that teachers identified and addressed is multi-faceted and draws upon personal, current, cultural and historical dimensions. The findings suggest that more attention needs to be paid, among other things, to the political dimension of education, teacher vulnerability, and who the person in teaching is. [ABSTRACT FROM AUTHOR]

Objectives: To describe and explore differences in formal regulations around sick leave and work disability (WD) for patients with rheumatoid arthritis (RA), as well as perceptions by rheumatologists and patients on the system's performance, across European countries.Methods: We conducted three cross-sectional surveys in 50 European countries: one on work (re-)integration and social security (SS) system arrangements in case of sick leave and long-term WD due to RA (one rheumatologist per country), and two among approximately 15 rheumatologists and 15 patients per country on perceptions regarding SS arrangements on work participation. Differences in regulations and perceptions were compared across categories defined by gross domestic product (GDP), type of social welfare regime, European Union (EU) membership and country RA WD rates.Results: Forty-four (88%) countries provided data on regulations, 33 (75%) on perceptions of rheumatologists (n=539) and 34 (77%) on perceptions of patients (n=719). While large variation was observed across all regulations across countries, no relationship was found between most of regulations or income compensation and GDP, type of SS system or rates of WD. Regarding perceptions, rheumatologists in high GDP and EU-member countries felt less confident in their role in the decision process towards WD (β=-0.5 (95% CI -0.9 to -0.2) and β=-0.5 (95% CI -1.0 to -0.1), respectively). The Scandinavian and Bismarckian system scored best on patients' and rheumatologists' perceptions of regulations and system performance.Conclusions: There is large heterogeneity in rules and regulations of SS systems across Europe in relation to WD of patients with RA, and it cannot be explained by existing welfare regimes, EU membership or country's wealth. [ABSTRACT FROM AUTHOR]

In mid-2015, there were an estimated 20.2 million refugees in the world; over half of them are children. Globally, this is the highest number of refugees moving across borders in 20 years. The rights of refugee children to access healthcare and be free from arbitrary detention are enshrined in law. Unaccompanied asylum-seeking children have a statutory medical assessment, but refugee children arriving with their families do not. Paediatricians assessing both unaccompanied and accompanied refugee children must be alert to the possibilities of nutritional deficiencies, infectious diseases, dental caries and mental health disorders and be aware of the national and international health guidance available for support. [ABSTRACT FROM AUTHOR]

Land use is a cornerstone of human civilization, but also intrinsically linked to many global sustainability challenges—from climate change to food security to the ongoing biodiversity crisis. Understanding the underlying technological, institutional and economic drivers of land-use change, and how they play out in different environmental, socio-economic and cultural contexts, is therefore important for identifying effective policies to successfully address these challenges. In this regard, much can be learned from studying long-term land-use change. We examined the evolution of European land management over the past 200 years with the aim of identifying (1) key episodes of changes in land management, and (2) their underlying technological, institutional and economic drivers. To do so, we generated narratives elaborating on the drivers of land use-change at the country level for 28 countries in Europe. We qualitatively grouped drivers into land-management regimes, and compared changes in management regimes across Europe. Our results allowed discerning seven land-management regimes, and highlighted marked heterogeneity regarding the types of management regimes occurring in a particular country, the timing and prevalence of regimes, and the conditions that result in observed bifurcations. However, we also found strong similarities across countries in the timing of certain land-management regime shifts, often in relation to institutional reforms (e.g., changes in EU agrarian policies or the emergence and collapse of the Soviet land management paradigm) or to technological innovations (e.g., drainage pipes, tillage and harvesting machinery, motorization, and synthetic fertilizers). Land reforms frequently triggered changes in land management, and the location and timing of reforms had substantial impacts on land-use outcomes. Finally, forest protection policies and voluntary cooperatives were important drivers of land-management changes. Overall, our results demonstrate that land-system changes should not be conceived as unidirectional developments following predefined trajectories, but rather as path-dependent processes that may be affected by various drivers, including sudden events. [ABSTRACT FROM AUTHOR]

We examine the causal effect of legal institutional quality on informal norms of cooperation and study the interaction of institutions and culture in sustaining economic exchange. A total of 346 subjects in Italy and Kosovo played a market game under different and randomly allocated institutional treatments, which generated different incentives to behave honestly, preceded and followed by a noncontractible and nonenforceable trust game. Significant increases in individual trust and trustworthiness followed exposure to better institutions. A 1-percentage-point reduction in the probability of facing a dishonest partner in the market game, which is induced by the quality of legal institutions, increases trust by 7-11 percent and trustworthiness by 13-19 percent. This suggests that moral norms of cooperative behavior can follow improvements in formal institutional quality. Cultural origin, initial trust, and trustworthiness influence opportunistic behavior in markets, but only in the absence of strong formal institutions. [ABSTRACT FROM AUTHOR]

Long-range, seasonal migration is a widespread phenomenon among insects, allowing them to track and exploit abundant but ephemeral resources over vast geographical areas. However, the basic patterns of how species shift across multiple locations and seasons are unknown in most cases, even though migrant species comprise an important component of the temperate-zone biota. The painted lady butterfly Vanessa cardui is such an example; a cosmopolitan continuously-brooded species which migrates each year between Africa and Europe, sometimes in enormous numbers. The migration of 2009 was one of the most impressive recorded, and thousands of observations were collected through citizen science programmes and systematic entomological surveys, such as high altitude insect-monitoring radar and ground-based butterfly monitoring schemes. Here we use V. cardui as a model species to better understand insect migration in the Western Palaearctic, and we capitalise on the complementary data sources available for this iconic butterfly. The migratory cycle in this species involves six generations, encompassing a latitudinal shift of thousands of kilometres (up to 60 degrees of latitude). The cycle comprises an annual poleward advance of the populations in spring followed by an equatorward return movement in autumn, with returning individuals potentially flying thousands of kilometres. We show that many long-distance migrants take advantage of favourable winds, moving downwind at high elevation (from some tens of metres from the ground to altitudes over 1000 m), pointing at strong similarities in the flight strategies used by V. cardui and other migrant Lepidoptera. Our results reveal the highly successful strategy that has evolved in these insects, and provide a useful framework for a better understanding of long-distance seasonal migration in the temperate regions worldwide. [ABSTRACT FROM AUTHOR]

This article is an exploration of the process of the refinement of the instructor cadre development arising from the implementation of the European Trauma Course (ETC). Among the defining characteristics of the ETC is the team management of trauma and mechanisms for enabling information flow were complex and challenging. The article describes the response to this challenge. [ABSTRACT FROM AUTHOR]

The involvement of the public in decision-making is established as a key feature of many planning policies. However, there is evidence from the literature of a prevailing gap between participation rhetoric on paper and participation at the operational level. We assess whether this is also the case with landscape policy and review landscape characterization and assessment initiatives in England, Norway, Slovakia and Malta, focusing on five dimensions of good practice: (i) scope of public participation, (ii) representativeness of those involved, (iii) timeliness of public involvement, (iv) extent to which participation is rendered comfortable and convenient for the public, and (v) eventual influence of public input on decisions. Reviewed reporting results indicate weaknesses in the implementation of public participation, with public involvement largely limited to consultation, with few efforts to ensure representativeness of participants, with predominantly late involvement of the public, and with limited influence of the public on outputs. Furthermore, few efforts appear to be made to facilitate participation for the public. Although the cases studied differ, none of them are fully satisfactory in relation to the European Landscape Convention's participatory targets. The reporting of public participation processes thus suggests that practices may fail to match the rhetoric. [ABSTRACT FROM AUTHOR]

Aims: To assess the degree of genetic diversity among animal Salmonella Dublin UK isolates, and to compare it with the genetic diversity found among human isolates from the same time period. Methods and Results: One hundred isolates (50 human and 50 animal) were typed using plasmid profiling, Xba I-pulsed field gel electrophoresis (PFGE) and Pst I-Sph I ribotyping. Antimicrobial resistance data to 16 antibiotics was presented, and the presence of class-I integrons was investigated by real-time PCR. Seven different plasmid profiles, 19 ribotypes and 21 PFGE types were detected. A combination of the three methods allowed clear differentiation of 43 clones or strains. Eighteen isolates were resistant to at least one antimicrobial; five of them were multi-resistant and of these, only three presented class I integrons. Conclusions: Ribotyping data suggest the existence of at least three very different clonal lines; the same distribution in well-defined groups was not evident from the PFGE data. The existence of a variety of clones in both animals and humans has been demonstrated. A few prevalent clones seem to be widely disseminated among different animal species and show a diverse geographical and temporal distribution. The same clones were found in animals and humans, which may infer that both farm and pet animals may act as potential vehicles of infection for humans. Some other clones seem to be less widely distributed. Clustering analysis of genomic fingerprints of Salmonella Dublin and Salm. Enteritidis isolates confirms the existence of a close phylogenetic relationship between both serotypes. Significance and Impact of the Study: This paper describes the utility of a multiple genetic typing approach for Salm. Dublin. It gives useful information on clonal diversity among human and animal isolates. [ABSTRACT FROM AUTHOR]

Differences in the way health care delivery across countries may have important impacts on health outcomes and can result in inequalities. A questionnaire survey of members of national societies through EBCOG and EAPM was carried out in 2021. A total of 53 responses were received from 26 countries. Most countries reported that routine antenatal care is primarily delivered by medical staff, involving obstetric specialists or family doctors mostly in government-run facilities. Women from minority groups are able to access antenatal care easily in most countries. Less than 10% of women did not attend antenatal care throughout the pregnancy. Most booking for antenatal care takes place in the first trimester and the number of visits range from 6 to 10 depending on parity. Most countries provide routine ultrasound with 2-3 reported scans performed by specifically trained health care professionals. Facilities for prenatal screening/diagnosis of malformations in both low- and high-risk cases varied across Europe. While antenatal care is relatively standardized throughout Europe, important differences still exist in care delivery and accessibility to care. Antenatal preventive strategies appear to be variably available throughout Europe. [ABSTRACT FROM AUTHOR]

Abstract: The European Trauma Course (ETC) was officially launched during the international conference of the European Resuscitation Council (ERC) in 2008. The ETC was developed on behalf of ESTES (European Society of Trauma and Emergency Surgery), EuSEM (European Society of Emergency Medicine), the ESA (European Society of Anaesthesiology) and the ERC. The objective of the ETC is to provide an internationally recognised and certified life support course, and to teach healthcare professionals the key principles of the initial care of severely injured patients. Its core elements, that differentiates it from other trauma courses, are a strong focus on team training and a novel modular design that is adaptable to the differing regional European requirements. This article describes the lessons learnt during the European Trauma Course development and provides an outline of the planned future development. [Copyright &y& Elsevier]