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In Japan, several community-based practices have led to the formation of practical theories in community mental health social work. As an innovative example, social workers at Yadokari-no-sato, a nonprofit organization in Japan, have worked with persons with psychosocial disabilities, their families and other supporters since 1970, while developing theories based on collaborative practices. Thus, based on the work of this organization, this study examined the incorporation of knowledge created through collaborative practices into mental health social work education in Japan from an international perspective. This study used an organizational case study design with mixed methods. First, a qualitative content analysis was conducted using data extracted from major textbooks (n = 25). This analysis identified eight categories related to the fundamental theories and innovative activities rooted in Yadokari-no-sato. Second, the reflections of students regarding a series of university lectures, which focused on the organization's practices, further supplemented the analysis. The study findings suggest that the values and perspectives of social work practices and the process of collaborative activities with relationship building have developed historically and comprehensively. The findings further indicate the significance of incorporating co-created practical knowledge and its process into social work education beyond the organizational context. [ABSTRACT FROM AUTHOR]

The impact of the COVID-19 pandemic in Australia has exposed social fault-lines and inequities not often recognised in such an affluent country. This study explores the relevance of Bible stories about plagues and disasters for the work of preachers, teachers, and pastoral practitioners who were independent voluntary contributors to this study. Each of them was serving with the Uniting Church in Australia (UCA) in settings where worship and learning take place. From within the activities of a particular Christian tradition, this article offers examples of practice and interpretive processes used in approaching the questions raised as an unfolding narrative. How did the use of Christian and Jewish Scriptures by these practitioners during the pandemic inform their worship, teaching, learning and social interactions? Examples were brought into dialogue with the work of biblical commentators on texts such as Exodus, Psalms, Prophets, and Gospels. The narrative hermeneutics of Paul Ricoeur and the biblical scholarship of Walter Brueggemann provided helpful conceptual anchorage for the task and assisted in broadening the perception of how local perspectives may or may not connect with global concerns. [ABSTRACT FROM AUTHOR]

As Portugal prepares to implement surrogacy legislation, it enters a realm fraught with legal, ethical, and psychological complexities. Across the globe, jurisdictions exhibit diverse approaches to surrogacy, reflecting cultural, ethical, and legal diversity. This necessitates a comprehensive understanding of the implications of surrogacy within different legal systems. Moreover, the psychological impact on surrogates, intended parents, and offspring demands careful examination. As Portugal embarks on this journey, it must navigate ethical challenges, ensuring the protection of all parties involved. Furthermore, addressing research gaps and ethical dilemmas will be paramount in crafting legislation that upholds the rights and well-being of all individuals affected by surrogacy arrangements.

Despite growing attention on Social and Emotional Learning (SEL) in education settings (Jones, S. M., McGarrah, M. W., & Kahn, J. (2019). Social and emotional learning: A principled science of human development in context. Educational Psychologist, 54(3), 129–143. ), there also has been an increasing concern that the existing understanding of SEL is not based on diverse racial, ethnic, and cultural perspectives (Hurd, E., Brinegar, K., & Harrison, L. (2021). Equity-based social emotional learning (SEL): A critical lens for moving forward. Middle School Journal, 52(3), 2–3. ). The purpose of this research was to explore teacher educators' perspectives on promoting an equity-based approach for Social and Emotional Learning (SEL) in physical education teacher education (PETE) from an international perspective. Using an international comparative case study design (Penn, R. (2019). International comparative case studies: Multiple methods in action. Sage.), 18 teacher educators were recruited from 10 different countries (Australia; Brazil; Cyprus; China; Finland; Germany; Ireland; New Zealand; South Korea; The United States). Semi-structured individual interviews were conducted using a video-conferencing system to collect data on the participants' perspectives on promoting equity-based SEL in PETE. Using a systematic process of inductive data analysis by Miles et al. (Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. Sage.), four findings were generated: (a) Respecting differences with culturally responsive pedagogy, (b) Embedding diversity across different phases, (c) Critical introspection on self and others, and (d) Having intentional and difficult conversations. Based on the findings, more research needs to be conducted in the future to investigate how PE teachers incorporate equity elements into their SEL practices in real-time school settings. [ABSTRACT FROM AUTHOR]

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Early childhood curricula are constructed from what is deemed important for young children's development and learning nationally, while influenced by international policy developments. Following concerns surrounding international neo-liberal agendas in early childhood policy formation, this article examines the position of young children's wellbeing and democratic living in early childhood curricula in China, Colombia, Denmark, England and Portugal. A qualitative documentary analysis revealed multifaceted aspects of wellbeing, where the five curricula share an emphasis on holistic health, though with cultural distinctiveness. Social responsibility, relationships and respect for diversity are positioned as key to promoting safe and caring learning environments, where children's participation, agency and rights are emphasised in the Chinese, Colombian, Danish and Portuguese curricula, and with young children's play as the base for the curricula. However, it is a concern that the position of children's rights and agency is comparatively weak within the English curriculum, especially in the context of England's influence in developing international learning and wellbeing assessments of five-year olds. The authors urge stakeholders to use this knowledge to promote democratic living and young children's wellbeing, and to challenge when these values are not present in curricula, or national and international contexts. [ABSTRACT FROM AUTHOR]

Generative artificial intelligence (GenAI) has continued to advance at a stunning pace since our last publication on GenAI in education in spring 2023. In that first article of a two-part series, we discussed the overall dynamic frontier of GenAI, its potential uses and benefits in education, the essential abilities required in the age of GenAI, and the associated issues and concerns surrounding this emerging technology. In this second article, we delve deeper to examine the new developments, stances, policies, and initiatives pertaining to GenAI's roles in education in international contexts. [ABSTRACT FROM AUTHOR]

This paper provides a comprehensive doctrinal analysis of the evolving landscape of environmental law, encompassing both international and national perspectives. The analysis delves into key doctrinal themes, including the precautionary principle; the polluter pays principle, and sustainable development, examining their application and interpretation in the context of contemporary environmental challenges. Drawing on a wide range of case-law, this study explores landmark environmental cases that have significantly shaped the trajectory of environmental jurisprudence. Through a comparative examination of various national approaches to environmental regulation, the paper highlights the diverse strategies adopted to address environmental issues and the challenges encountered in their implementation. Furthermore, the paper outlines the critical role played by international legal instruments in shaping national environmental laws, emphasizing the need for cohesive global efforts to combat pressing environmental concerns. The conclusion offers insights into the contemporary challenges faced by environmental law, proposing potential legal reforms and recommendations for a sustainable and effective environmental regulatory framework. This doctrinal analysis aims to contribute to the ongoing discourse on environmental law, fostering a deeper understanding of the legal mechanisms essential for preserving our planet's ecological balance and ensuring a sustainable future for generations to come. Thus, in the final development recognized so far, that is understanding environmental law based on ecocentric perspective where we recognize the value of every natural component, does not actually evade the idea that human beings shall pursue their interests to safeguard their present and future generations. The thesis therefore ought to analyse the different instruments which were born out of different environmental ethical considerations at different points of time. The methodology of understanding the environmental law rationales in the light of ethics is termed as ―deep level enquiry. In the present context, the environmental law involves one or more than one ethical perspective. These perspectives may be anthropocentric or non- anthropocentric. When we term, environmental law to be anthropocentric, we generally link it up with human rights morals. Human rights which are understood to be inalienable to every human being has got its recognition after several years of struggle. [ABSTRACT FROM AUTHOR]

This article, titled "Editorial: Persistent inequality in urban educational organizations - current issues and possible solutions," discusses the ongoing challenge of educational inequality in urban settings. The authors explore the complex factors that contribute to these disparities and offer innovative solutions to address them. The research topic emphasizes the importance of understanding the organizational dimensions of educational inequality and the need for diverse perspectives and research methodologies to develop effective strategies. The article also highlights the role of culture in addressing students' needs and tailoring solutions to different student populations. [Extracted from the article]

This paper provides a comprehensive doctrinal analysis of the evolving landscape of environmental law, encompassing both international and national perspectives. The analysis delves into key doctrinal themes, including the precautionary principle; the polluter pays principle, and sustainable development, examining their application and interpretation in the context of contemporary environmental challenges. Drawing on a wide range of case-law, this study explores landmark environmental cases that have significantly shaped the trajectory of environmental jurisprudence. Through a comparative examination of various national approaches to environmental regulation, the paper highlights the diverse strategies adopted to address environmental issues and the challenges encountered in their implementation. Furthermore, the paper outlines the critical role played by international legal instruments in shaping national environmental laws, emphasizing the need for cohesive global efforts to combat pressing environmental concerns. The conclusion offers insights into the contemporary challenges faced by environmental law, proposing potential legal reforms and recommendations for a sustainable and effective environmental regulatory framework. This doctrinal analysis aims to contribute to the ongoing discourse on environmental law, fostering a deeper understanding of the legal mechanisms essential for preserving our planet's ecological balance and ensuring a sustainable future for generations to come. Thus, in the final development recognized so far, that is understanding environmental law based on ecocentric perspective where we recognize the value of every natural component, does not actually evade the idea that human beings shall pursue their interests to safeguard their present and future generations. The thesis therefore ought to analyse the different instruments which were born out of different environmental ethical considerations at different points of time. The methodology of understanding the environmental law rationales in the light of ethics is termed as —deep level enquiry. In the present context, the environmental law involves one or more than one ethical perspective. These perspectives may be anthropocentric or non- anthropocentric. When we term, environmental law to be anthropocentric, we generally link it up with human rights morals. Human rights which are understood to be inalienable to every human being has got its recognition after several years of struggle.

Researchers from the Philippines, Mexico, Italy, Germany, Chile, Canada, Brazil, China, and the US shed new light on important questions in lesbian psychology while subverting the hegemonic status of Western scholarship. Articles part of this special issue move away from treating LGBTQ + identity as a monolith and center lesbian identity. An eclectic set of contributions explore central questions in the field of psychology, including differences between gay men's and lesbian women's mental health as well as similarities and differences between bisexual and lesbian women's sense of identity. This special issue pushes the field to consider how cultural values such as collectivism and individualism, religious affiliation, and the intersections of misogyny and homophobia configure the risk of mental health problems, intimate partner violence, and body dissatisfaction among lesbian women. [ABSTRACT FROM AUTHOR]

Traditional approaches to teaching EU law can seem almost deliberately alienating; there is a lot of incomprehensible stodge that students are told they 'just have to get through' before they can really begin. So courses start with memorising technical terminology, institutional facts and then some principles that, without context, can just seem like more jargon. By the time they move on to case-law and legislation, the idea that these things are useful domestic tools has long since vanished. Instead, a contextual approach mitigates a trio of risks that have beset traditional EU law teaching – the risks of excessive positivism, excessive abstraction and excessive black-letter lawyering. Context requires critical engagement with, rather than simple absorption of, law; it makes the law accessible and applicable; and it involves socio-legal and interdisciplinary methods and materials. It is, of course, risky in different ways – but we should have a greater appetite for risks related not to cognitive stagnation, but to intellectual challenge. [ABSTRACT FROM AUTHOR]

Chronic oedema is a significant problem worldwide and results in substantial burden on the health service and can be a major burden on the quality of life for those impacted by this disease. Primary management techniques involve ongoing use of compression garments and bandaging. However, patients report that higher temperatures and increased humidity result in an exacerbation of symptoms and increased difficulty complying with these treatment recommendations. With global temperatures predicted to rise up to 2.5 degrees over the coming years, these problems will continue to intensify. Understanding how the climate and climatic variations impact on symptoms of chronic oedema will enable improved treatment and management recommendations to improve health outcomes for people. Before commencing detailed investigations into this topic, it is essential to understand what research has already been completed and where the current gaps in knowledge are. In that light, a detailed systematic review of the literature is an essential first step. It is often hard to determine the best strategies for a systematic review so the full details of what we did is presented here to help others undertaking this task. [ABSTRACT FROM AUTHOR]

Student-centered teaching (SCT) is recognized worldwide as a best-practice instructional method. This study, guided by Bronfenbrenner's ecological theory, investigates the influence of country, school, classroom, and teacher factors on SCT. Using a large international education dataset, we examine how the Human Development Index, Power Distance Index, and Individualism Index affect SCT at the national level. School dynamics like innovativeness, teacher cooperation, and teacher-student relationships are also considered, along with classroom autonomy and teachers' self-efficacy at the classroom- and teacher-level respectively. Combining advanced modeling techniques, the results show that power distance and individualism interact to influence SCT. Additionally, school innovativeness, teacher cooperation, and teacher self-efficacy significantly predict SCT at both school and teacher levels. • We examined associations between student-centered teaching and factors at different ecological levels. • Power distance and individualism interacted in their association with student-centered teaching. • School innovativeness at the country-level exerted moderately large effects on teachers' student-centered teaching. • Teacher collaboration at both school- and teacher-levels contributed to student-centered teaching. • Enhancing teachers' self-efficacy may help increase student-centered teaching. [ABSTRACT FROM AUTHOR]

Background: Chronic oedema is a significant problem worldwide and results in substantial burden to the health services, as well as major impact on individuals' quality of life. It is primarily managed through ongoing use of compression garments, bandaging and manual lymphatic drainage. Higher temperatures and increased humidity result in additional discomfort through physiological changes related to oedema and increased difficulty with compression garment use. This may result in reduced compliance with core treatment recommendations, increased swelling and poorly managed symptoms. Rising temperature due to climate change is well documented with scientists predicting a 1.5-2.5% increase in average temperature across the globe by 2050. It is anticipated this will present significant challenges for the ongoing management of chronic oedema and an increased risk of infection. Aims of study: The objective of this study was to systematically review the literature for evidence of the impact of climatic conditions on chronic oedema. Methods: The PRISMA protocol was followed; a search of MEDLINE (via Ovid), Scopus, CINAHL, Informit Health Database Collection, Cochrane reviews, Web of Science, Emcare (via Ovid), Green File and Google Scholar was conducted using the search terms climat* OR weather OR tropic* AND chronic oedema OR lymphoedema OR edema. Studies were included that examined the general population (adult and/or children) who have chronic limb oedema as a result of primary or secondary lymphoedema, lipoedema, elephantiasis, vascular insufficiency or trauma or any other condition resulting in chronic oedema. Literature that were not a primary study and studies published before 2000 were excluded. Results: A total of 3,536 studies were identified and screened. Five articles met the inclusion criteria. Articles fell into three broad categories of compression garment difficulties, physiological changes and seasonal filarial attacks. Despite the broad search terms relating to chronic oedema, all included articles related to lymphoedema. Populations included breast cancer-related lymphoedema (n= 3), lymphatic filariasis lymhoedema (n=1) and lower-limb lymphoedema (n=1). Research was conducted in temperate climate (Sydney, Australia and Japan), tropical climate (Townsville, Australia, and Ghana) and continental climate (Alberta, Canada). Conclusions: Studies showed a clear connection with warmer temperatures and symptoms of lymphoedema, however, there were very few studies in this area and none relating to other types of chronic oedema. While qualitative indications showed a clear correlation with warmer weather, their physiological measures did not clearly reflect the same. There is a distinct lack of both quantitative and qualitative evidence. Further research in this area is strongly recommended. [ABSTRACT FROM AUTHOR]

Introduction: Cybersecurity is a patient safety concern. Recent cyberattacks on healthcare institutions around the world have shown the risks to patients: from delayed treatment as hospitals and clinics are shutdown, to the threat of harm from the theft of personal data, to patient death. The recent Covid-19 pandemic has further increased cyber-attacks on health organisations. In low- and middle-income countries (LMICs) digital health, including the use of health informatics systems and electronic health records, is an increasing part of the health agenda as national governments move to scale up healthcare on the path to achieving Universal Health Coverage. Frontline healthcare workers are often warned of the dangers of data mismanagement and are advised to take precautions to ensure data is safe. However, as many workers are already overstretched with conflicting administrative priorities, cybersecurity risks are going unnoticed. Discussion: In this commentary we argue that future education and training interventions for frontline healthcare workers on cybersecurity in LMICs can benefit from lessons learned from other areas of patient safety. Validated interventions, including education and awareness programmes and other simple tools, exist which can offer guidance on how cybersecurity awareness and education may be scaled up in frontline healthcare facilities, without adding an unacceptable burden to staff. Conclusions: Efforts to develop frontline interventions on cybersecurity that can be easily implemented and sustained are essential to ensure patient safety is a top priority in a digitally reliant health system. [ABSTRACT FROM AUTHOR]

This article examines the work by Hilton (Educ Technol Res Dev 64: 573–590. https://doi.org/10.1007/s11423-016-9434-9, 2016) entitled, "Open educational resources and college textbook choices: A review of research on efficacy and perceptions" from international perspectives. Hilton (Educ Technol Res Dev 64: 573–590. https://doi.org/10.1007/s11423-016-9434-9, 2016) synthesized findings of 16 studies that investigated the academic outcomes of open educational resources (OER) and perceptions of college students and instructors. The academic outcomes were comparable to using traditional textbooks, and perceptions were positive. His work highlights effectiveness of OER in online courses resulting from their technological affordances. The COVID-19 pandemic pushed many institutions around the globe to abruptly shift their instructions digital and make learning more flexible and affordable for those who face medical, financial, and daily life challenges. Hilton's findings (Educ Technol Res Dev 64: 573–590. https://doi.org/10.1007/s11423-016-9434-9, 2016) provide collective evidence to support the adoption of OER and shed light on how it can be used and what future work is needed internationally. This article examines the international value, implications, and limitations of his work and suggests future directions. [ABSTRACT FROM AUTHOR]

In response to the spread of SARS-CoV-2 across North America in early March of 2020, Canadian and United States medical schools swiftly virtualized medical education for pre-clerkship students. With remote learning arrived novel challenges: barriers to students’ comprehension of course material, difficulties conveying the nuances of patient interaction, and social hardships hindering students’ continued progress. The 2020 Harvard-McGill Medical Student Exchange, a group of ten McGill University Faculty of Medicine and Harvard Medical School students, analyzed their institutions’ respective responses in the virtualization of medical education and their personal experiences with remote pre-clerkship education. The authors’ work provides insight into opportunities for mutual progress and cross-cultural exchange between Canadian and American medical schools, in the context of the COVID-19 pandemic. The authors detail potential changes to didactics, student research opportunities, support for students, and clerkship preparation that they expect would benefit pre-clerkship students in an ever-changing biomedical landscape. With gratitude toward their respective programs for their efforts in transitioning to virtual learning, the authors look toward a future of medical education increasingly interwoven with digital technology and responsive to social change.

In response to the spread of SARS-CoV-2 across North America in early March of 2020, Canadian and United States medical schools swiftly virtualized medical education for pre-clerkship students. With remote learning arrived novel challenges: barriers to students’ comprehension of course material, difficulties conveying the nuances of patient interaction, and social hardships hindering students’ continued progress. The 2020 Harvard-McGill Medical Student Exchange, a group of ten McGill University Faculty of Medicine and Harvard Medical School students, analyzed their institutions’ respective responses in the virtualization of medical education and their personal experiences with remote pre-clerkship education. The authors’ work provides insight into opportunities for mutual progress and cross-cultural exchange between Canadian and American medical schools, in the context of the COVID-19 pandemic. The authors detail potential changes to didactics, student research opportunities, support for students, and clerkship preparation that they expect would benefit pre-clerkship students in an ever-changing biomedical landscape. With gratitude toward their respective programs for their efforts in transitioning to virtual learning, the authors look toward a future of medical education increasingly interwoven with digital technology and responsive to social change.

Abstract Primary care is a crucial part of a functional health care system, though in many parts of the world there are current or projected gaps in the primary care physician workforce. The academic family medicine organizations in the United States (US) developed the “Four Pillars for Primary Care Physician Workforce,” a model built on decades of research, highlighting four main areas of emphasis for increasing primary care physician output: 1) pipeline; 2) process of medical education; 3) practice transformation; and 4) payment reform. This commentary proposes that this model, although developed in the US context, is applicable in other medical education settings, including Israel, based on the recently reported findings of Weissman and colleagues in this journal.

In this article, I describe how Escuela Luz del Mundo (ELM), a progressive Christian school that served the Mexican immigrant community in Albuquerque, New Mexico USA was 'caught in the middle' between Christians and secular humanists. As the school's director, I had opportunities to interact with a variety of secular and non-secular organisations and through these experiences learned about their perspectives on the school and its mission. Using the qualitative methodology of self-study, two idents are described that occurred during the school's existence that elucidate these perspectives. In the first ident, a doctor who worked in the ELM community implicitly expressed his lack of support for the school. In the second, students and parents at a 'Christian bubble school' demonstrated overtly negative behaviours towards ELM's low-ome, students of colour. Literature is reviewed that illustrates the historic legacy in the United States of low-ome students and students of colour being denied access to high-quality educational opportunities. To address this historic legacy, individuals and groups must work across divides that separate and sustain this legacy. The need in Christian education to support the development of students' empathy for 'the other' through meaningful and sustained relationships is also discussed. [ABSTRACT FROM AUTHOR]

Introduction. Low levels of English proficiency among Japanese physiotherapists pose serious barriers to implement evidence-based practice and think about their careers in global terms. This retrospective cohort study aimed to investigate the influences of a series of lectures regarding various physiotherapy topics conducted in English, on Japanese undergraduate physiotherapy students' English vocabulary and international perspectives. Methods. Twelve students from Tokyo University of Technology participated in a total of 60 lectures throughout 2 years. On a weekly basis, 90-minute physiotherapy lectures were conducted in English. Another 12 students who did not participate in lectures were randomly chosen and served as a control group. English vocabulary regarding physiotherapy was assessed through a word translation test. Furthermore, students' subjective interests in learning English, studying and working abroad, awareness toward the importance of learning English and physiotherapy from foreign countries, and the level of physiotherapy in Japan compared with that in other countries were also evaluated using 11-point numerical rating scale. Results. English vocabulary scores were significantly higher in the experimental group (P < .01). The effect size was large (3.09). Interest levels in learning English, and studying and working abroad were significantly higher in the experimental group (P < .01). Effect sizes were large (1.89 and 1.11, respectively). However, levels of awareness toward the importance of learning English and physiotherapy from other countries and the level of physiotherapy in Japan were not significantly different between the two groups. Discussion and Conclusions. Two-year professional education in English may lead to benefits in English vocabulary related to physiotherapy and motivating students to think about their careers in global perspectives. Based on these findings, educational staff in Japanese physiotherapy schools are encouraged to consider to introduce professional education using English for undergraduate students. [ABSTRACT FROM AUTHOR]

Background: The International Society of Oncology Pharmacy Practitioners (ISOPP) Biosimilars Task Force was charged to develop educational activities and resources to assist members when implementing biosimilar medicines into their local practice. To facilitate the process, the task force conducted a survey in order to understand biosimilar implementation practice by ISOPP members across the world and the challenges that oncology pharmacists face when adopting biosimilars into their clinical practice. Methods: A cross-sectional survey was conducted between 20 April 2019 and 27 May 2019. Members of ISOPP and a number of national oncology pharmacy groups were invited to complete the survey. The survey contained 29 items and consisted of three sections: respondents' demographics, respondents' institutional practice relating to biosimilar implementation and post implementation practice at the respondents' institutions. Descriptive statistics were utilized to analyze the survey results. Results: A total of 265 ISOPP members were surveyed, with 50 members providing a response (response rate = 19%). In addition, 40 nonmembers participated in the survey, bringing the total to 90 respondents. The most common factors that influence the decision to implement use of a biosimilar as reported by respondents are medication costs/pricing (92%), available clinical data (73%), and product availability (63%). Respondents also commented on the barriers to biosimilar implementation at their institutions, which included a reluctance of prescribers to use biosimilars (due to the lack of familiarity or perceived inferiority), a reluctance to switch established patients from an originator to a biosimilar and the preferences of insurance companies or funding bodies. Conclusion: The results of this survey reinforce the need for greater education and training for health care professionals in the use of biosimilars, the importance of sharing good practice, and a need for standardization. [ABSTRACT FROM AUTHOR]

With the development of innovative cancer treatments over recent decades, the cost of cancer care has risen exponentially, limiting patient access to patented originator biotherapeutics in many countries. The introduction of biosimilars to the market has created new opportunities as well the need for changes in practice within healthcare institutions. A 'biosimilar' is a biotherapeutic product which is highly similar in terms of quality, safety and efficacy to an already licensed originator product. Although biosimilars lack clinically meaningful differences in therapeutic activity as compared to the originator product, these complex biological molecules are not considered identical chemical copies, unlike generics, and minor differences in molecular structure and inactive compounds may exist. A thorough understanding of these differences and their clinical implications is necessary for optimising medicines-use practices involving biosimilars. This position statement, developed by the International Society of Oncology Pharmacy Practitioners Biosimilars Taskforce, aims to provide the global oncology pharmacy community with guidance to support decisions around biosimilar use. The 11 statements cover the regulation and evaluation of biosimilars, practical issues around local implementation, the education of healthcare staff and patients, and the requirement for ongoing pharmacovigilance and outcome monitoring. [ABSTRACT FROM AUTHOR]

Inclusive education of students with disabilities in general education contexts has been a global movement for at least 30 years. We completed a systematic review of articles published in English- and Spanish-language peer-reviewed journals to obtain an international perspective on the status of inclusive education research and practice regarding students with disabilities, as reflected in the literature from 2002 through 2016. Our literature search, which involved two parallel searches to compare and contrast articles published in the English and Spanish professional literature, yielded 2380 articles which were categorised into seven categories: theory, descriptive, attitudinal, literature review, intervention, and non-inclusive. For both the English and Spanish literature, the most two common article types were theory and descriptive. The number of intervention articles, with findings on the efficacy of interventions to promote inclusive practices, was drastically lower in the Spanish literature. Implications for advancing future research and practice are discussed. [ABSTRACT FROM AUTHOR]

This article explores the perceptions of participants following the first International Summer Institute (SI) on students as partners in higher education, a four-day professional development experience designed to foster student-staff partnerships. Approximately 9 months after the Institute, 10 participants were interviewed to understand their perceptions of student-staff partnership, and what role the SI played in supporting partnership working. We discuss the key themes that emerged from our interviews, and analyse these participant responses in comparison to responses collected during the 2016 SI. In evaluating our data, we consider the general efficacy of the SI and offer ideas for academic developers interested in supporting partnership work more generally. [ABSTRACT FROM AUTHOR]