Journal articles on the topic 'Postgraduate international law'

Law student mental health and wellbeing was already a growing concern in the UK prior to COVID-19, but when the pandemic occurred, widespread uncertainty placed an unprecedented level of mental health burden on students. Law students were faced with dashed hopes, uncertain futures and the fear of negative academic consequences. This burden was exacerbated in respect of postgraduate international students in London, who were often also forced to decide whether to return home to their families, or to continue their studies abroad, albeit online. This paper uses a case study approach to discuss how one provider of postgraduate clinical legal education (CLE), approached the promotion of positive student mental health both before, and in response to, the pandemic. qLegal at Queen Mary, University of London provides CLE to postgraduates studying for a one year law masters, and in 2019-2020, qLegal delivered CLE to 134 students from 27 countries. The impact that the pandemic had on the mental health of international postgraduate law students was therefore witnessed first-hand. This paper discusses the challenges faced, and concerns raised by international postgraduate law students at qLegal as a result of the pandemic. It examines the steps taken by qLegal to maximise student engagement and promote positive student mental health when rapidly switching to a model of online delivery. The paper concludes by outlining the steps qLegal will take to monitor and address the impact that online delivery in this period of global uncertainty has on the mental health of the next cohort of postgraduate CLE students.

Law student mental health and wellbeing was already a growing concern in the UK prior to COVID-19, but when the pandemic occurred, widespread uncertainty placed an unprecedented level of mental health burden on students. Law students were faced with dashed hopes, uncertain futures and the fear of negative academic consequences. This burden was exacerbated in respect of postgraduate international students in London, who were often also forced to decide whether to return home to their families, or to continue their studies abroad, albeit online. This paper uses a case study approach to discuss how one provider of postgraduate clinical legal education (CLE), approached the promotion of positive student mental health both before, and in response to, the pandemic. qLegal at Queen Mary, University of London provides CLE to postgraduates studying for a one year law masters, and in 2019-2020, qLegal delivered CLE to 134 students from 27 countries. The impact that the pandemic had on the mental health of international postgraduate law students was therefore witnessed first-hand. This paper discusses the challenges faced, and concerns raised by international postgraduate law students at qLegal as a result of the pandemic. It examines the steps taken by qLegal to maximise student engagement and promote positive student mental health when rapidly switching to a model of online delivery. The paper concludes by outlining the steps qLegal will take to monitor and address the impact that online delivery in this period of global uncertainty has on the mental health of the next cohort of postgraduate CLE students.

Law student mental health and wellbeing was already a growing concern in the UK prior to COVID-19, but when the pandemic occurred, widespread uncertainty placed an unprecedented level of mental health burden on students. Law students were faced with dashed hopes, uncertain futures and the fear of negative academic consequences. This burden was exacerbated in respect of postgraduate international students in London, who were often also forced to decide whether to return home to their families, or to continue their studies abroad, albeit online.This paper uses a case study approach to discuss how one provider of postgraduate clinical legal education (CLE), approached the promotion of positive student mental health both before, and in response to, the pandemic. qLegal at Queen Mary, University of London provides CLE to postgraduates studying for a one year law masters, and in 2019-2020, qLegal delivered CLE to 134 students from 27 countries. The impact that the pandemic had on the mental health of international postgraduate law students was therefore witnessed first-hand.This paper discusses the challenges faced, and concerns raised by international postgraduate law students at qLegal as a result of the pandemic. It examines the steps taken by qLegal to maximise student engagement and promote positive student mental health when rapidly switching to a model of online delivery. The paper concludes by outlining the steps qLegal will take to monitor and address the impact that online delivery in this period of global uncertainty has on the mental health of the next cohort of postgraduate CLE students.

AbstractThis article written by Hester Swift is based on the online course entitled, ‘Customary International Law’, which was created by the Institute of Advanced Legal Studies (IALS) Library for the Postgraduate Online Research Training (PORT) platform and is available to all at <https://port.sas.ac.uk/course/view.php?id=120>. The PORT service is provided by the University of London's School of Advanced Study.

<p>Law student mental health and wellbeing was already a growing concern in the UK prior to COVID-19, but when the pandemic occurred, widespread uncertainty placed an unprecedented level of mental health burden on students. Law students were faced with dashed hopes, uncertain futures and the fear of negative academic consequences. This burden was exacerbated in respect of postgraduate international students in London, who were often also forced to decide whether to return home to their families, or to continue their studies abroad, albeit online.</p><p><br />This paper uses a case study approach to discuss how one provider of postgraduate clinical legal education (CLE), approached the promotion of positive student mental health both before, and in response to, the pandemic. qLegal at Queen Mary, University of London provides CLE to postgraduates studying for a one year law masters, and in 2019-2020, qLegal delivered CLE to 134 students from 27 countries. The impact that the pandemic had on the mental health of international postgraduate law students was therefore witnessed first-hand.</p><p><br />This paper discusses the challenges faced, and concerns raised by international postgraduate law students at qLegal as a result of the pandemic. It examines the steps taken by qLegal to maximise student engagement and promote positive student mental health when rapidly switching to a model of online delivery. The paper concludes by outlining the steps qLegal will take to monitor and address the impact that online delivery in this period of global uncertainty has on the mental health of the next cohort of postgraduate CLE students.</p>

Yoshifumi Tanaka is a Professor of International Law at the Faculty of Law, University of Copenhagen. He has published widely in the fields of the law of the sea and international environmental law. I had a profound admiration for Tanaka’s writings, particularly in law of the sea subjects. He has a compelling method in deliberating issues comprehensively but still convenient to digest, especially for academicians, practitioners, and law students (postgraduate). Settlement of International Dispute is considered as a foundation of the establishment and the development of International Law. Accordingly, there are plenty of books and writings had published addressing similar topic, however, Tanaka’s book is distinctive. Tanaka successfully gives the reader an exhaustive and extensive analysis of the procedures for dispute settlement both in traditional means and newly development. In addition, He complemented figures and tables to give the reader a comprehensive understanding.

Yoshifumi Tanaka is a Professor of International Law at the Faculty of Law, University of Copenhagen. He has published widely in the fields of the law of the sea and international environmental law. I had a profound admiration for Tanaka’s writings, particularly in law of the sea subjects. He has a compelling method in deliberating issues comprehensively but still convenient to digest, especially for academicians, practitioners, and law students (postgraduate). Settlement of International Dispute is considered as a foundation of the establishment and the development of International Law. Accordingly, there are plenty of books and writings had published addressing similar topic, however, Tanaka’s book is distinctive. Tanaka successfully gives the reader an exhaustive and extensive analysis of the procedures for dispute settlement both in traditional means and newly development. In addition, He complemented figures and tables to give the reader a comprehensive understanding.

Postgraduate education in China is at an essential stage of transformation from a big country to a powerful nation. Improving the quality of training is an inevitable choice to serve the strategic adjustment of the country, to cope with the changes of international competition and the law of things’ development. The epidemic’s impact has caused a more complicated external environment, which has a long-term effect on graduate education, which means that the improvement of graduate training quality in the post-epidemic period will have more practical significance. In the post-epidemic period, the “new normal” of postgraduate training will accelerate reconstruction. However, at present, problems such as insufficient international influence, involution, structural imbalance, and imperfect training mechanism of postgraduate education in China may restrict the improvement of training quality in the post-epidemic period. This paper suggests that the country, schools, graduate students, and teachers should take multiple measures to improve the quality of postgraduate training and help China’s high-quality development and reshape the international pattern.

<p>In designing a capstone experience, legal educators may encounter a number of tensions between competing pedagogical imperatives and conflicting capstone principles. Should we focus on teaching content or should we focus on developing skills? Should we emphasise integration and consolidation of knowledge, or transition and the development of professional identity? Should we encourage specialisation of knowledge and skills or should we be offering a broader view that takes account of context and diversity? This article considers how these tensions may be revealed, negotiated and managed, using a case study of a postgraduate capstone unit in international law. In doing so, the article adds to the literature on capstone units in law, which has to date focused on the undergraduate experience, and demonstrates that the existing work on capstones can be successfully applied in the postgraduate context. The article further argues that postgraduate units may offer particularly useful vehicles for exposing the pedagogical tensions involved in designing a capstone experience and experimenting with techniques for managing those tensions.</p>

This Article reveals the significance of a new and growing minority group within US law schools—international students in the Juris Doctor (JD) program. While international students have received some attention in legal education scholarship, it mostly has been focused on their participation in the context of programs specially designed for this demographic (e.g. postgraduate programs like the LLM and SJD). Drawing from interview data with fifty-eight international JD students across seventeen graduating US law schools, our research reveals the rising importance of international students as actors within a more mainstream institutional context. In examining the ways these students navigate their law school environments, we find that although international status often impacts identity and participation, not all students encounter its impact similarly. Particularly, while some students use the identity to their advantage, others cannot escape negative implications, even with effort. This is consistent with other scholarship on minority students, and adds to a growing literature that uses their socialization experiences to better understand professional stratification. To unpack these different ways of “being international,” we borrow from Goffman’s theorization of stigma to suggest illustrative variations in the ways international students experience their environments. In doing so, we offer an introductory landscape to better understand this growing population and hope this enables new insights to theorize about other kinds of minority experience.

The letter briefly describes cooperation of the St. Petersburg Medical Academy of Postgraduate Studies and Royal college of general practitioners (Great Britain) with active participation of the author, aimed at improving the training of general practitioners in Russia and the contribution of the Department of Family Medicine of St. Petersburg Medical Academy of Postgraduate Studies (now North-Western State Medical University named after I.I. Mechnikov) in the implementation of joint international projects.

Abstract The International Symposium, ‘Looking beyond the International Polar Year: Emerging and Re-emerging issues in International Law and Policy in the Polar Regions’ (the Symposium) was held on 7–10 September 2008 at the University of Akureyri, Akureryi, Iceland. The Symposium was timed to coincide with the launch of the new postgraduate program in Polar Law offered by the University of Akureyri. The purpose of the Symposium was to examine, in detail, the implications of the challenges faced by the Polar Regions for international law and policy as part of the legacy of the current International Polar Year and to make recommendations on appropriate actions by States, policy makers and other international actors to respond to these emerging and re-emerging challenges. This article summarises the key findings and recommendations of the Symposium. These address the following key issues: climate change; human rights challenges; challenges of new commercial activities in the Polar Regions (such as the exploitation of off shore oil, gas and other minerals, shipping fishing, bioprospecting and tourism); challenges posed by shipping and newly opening sea lanes; threats to specific species and assemblages of species; environmental governance in the Polar Regions; and the inadequate implementation of existing international law and domestic laws. The article also contains a series of recommendations on further legal, scientific and other studies that should be undertaken in the immediate and near term future to better equip governments and policy makers to respond to these emerging issues.

The purpose of this work is to communicate some reflections on the present status of legal education, as well as the innovations on content and methodology which we consider necessary to implement for legal education, that can better contribute to achieve the goals of the Law in current times (preventing that the Law may hinder or delay the fluency and development of social and economic relationships). These appreciations have been influenced by some decades of experience teaching Civil Law (at both undergraduate and postgraduate levels), the observation of programs and methods run by some Latin American universities—and, to a lesser extent, by European and American universities—and by some essays on legal education with different tendencies.

On September 23-26, 2020, the XXII International Scientific and Practical Forum Yurtekhnetics on the topic Legal innovations (doctrine, practice, technology) was held in Nizhny Novgorod in the format of a round table: a discussion club of leading lawyers, teachers and postgraduate students from different regions of the Russian Federation. In this review the content of the main reports and the specifics of the sections and the round tables are summarised. Special attention is paid to the discussion of the new Nomenclature of scientific specialties, including jurisprudence. The journal RUDN Journal of Law was presented to the participants.

The research aims to explore the changes of national identity among Chinese international students in the odd social context of the global pandemic. By conducting semi-structured interviews with 10 Chinese undergraduate and postgraduate students in a prestigious university located in London, UK, the study provides evidence of Western neo-racism against Chinese students and the rise of Chinese nationalism. More significantly, it is found that Western neo-racism and Chinese nationalism have a push and pull effect on the national identity enhancement of Chinese international students. The participants revealed that bottom-up popular nationalism is more than a shadow of top-down state nationalism in China, and is more influential on students’ national identity formation. The research also discusses the implications of these findings, limitations and future research directions.

This issue of the International Journal for Crime, Justice and Social Democracy stems from selected papers delivered at the 2013 and 2014 Critical Criminology conferences convened in, respectively, Adelaide (Flinders University) and Melbourne (Monash University). This was the final occasion when the Critical Criminology event would be held in successive years. In future, this conference will alternate with the Crime, Justice and Social Democracy Conference (hosted biennially by the Queensland University of Technology). As guest editors and the conferences’ facilitators, we examined the abstracts across both events and listened to as many speakers as possible with the view to inviting submissions from a mix of Australian and international delegates, including a selection of postgraduate and early career researchers.The papers published in this issue provide solid evidence of not only the liveliness of critical criminological thought, but also its relevance to the twenty-first century problems besetting various governments and communities around the world.To find out more about this special edition, download the PDF file from this page.

In the BULLETIN there are presented the scientific reports "Religion in the Context of Spiritual Revival of Ukraine" by A. Kolodny and L. Filipovitch, "P. Mohyla and Problems of Reconciliation of “Rus with Rus" by P. Yarotsky, "The View of Christianity through Platon Philosophy" by P. Pavlenko, "The First All-Ukrainian Council of the UAOC" by P. Pylevets. In addition, in the BULLETIN there are published the reports and summary documents of the scientific conferences dedicated to P. Mohyla jubilee, to the problems of religion phenomenon, to the interconfessional relations in the context of freedom of religion. In the section "Information", "The Program of the Postgraduate Exams on Religious Studies" and the International Law Documents on freedom of conscience, religion and beliefs are published.

In the Hungarian law, non-burial interventions on cadavers are regulated only by the health law and, therefore, other scientific examinations are theoretically not allowed. Only the international ethical code of museums is used in certain cases. Numerous cultures consider this practice as the mutilation of the cadaver. Beyond this and the criminal forms of mutilation, the medical interventions (trial and training) are also appropriate to hurt the dignity of the dead. As a counterweight, the consent of the patient or his/her relatives is needed for post-mortem interventions. This study presents the Hungarian legislation in which the deceased is a ‘patient’, and the special enforcement of patients’ rights takes place in relation to the body. The relatives have many rights concerning autopsy, and the anatomy institutes are also regulated. The presumption of opting-out is used for organ harvesting; objection is accepted only from the patient. Medical data of the deceased are strictly protected, but there are no obstacles to the interests of the relatives. The graduate and postgraduate education pays only small attention to these issues, and the legislation is not in line with the present expectations and possibilities, so that it would be advisable to reconsider the full spectrum of the problem. Orv. Hetil., 2012, 153, 330–338.

The article presents an overview of the international scientific and practical conference «Pedagogy and psychology in the activities of law enforcement officers: integration of theory and practice», held in October 2022. The conference is aimed at expanding and strengthening scientific international and interdepartmental cooperation, exchange of scientific opinions on the development of applied pedagogy and psychology in the activities of law enforcement officers. The conference was attended by more than 200 people from 50 organizations of Russia and abroad, among them: representatives of the People’s Police Academy of the Ministry of Public Security of the Socialist Republic of Vietnam, Kostanay Academy of the Ministry of Internal Affairs of the Republic of Kazakhstan, Police Academy of the Ministry of Internal Affairs of the Republic of Azerbaijan, the National University of Uzbekistan named after M. Ulugbek, the Russian State Pedagogical University named after A. I. Herzen, the Moscow Pedagogical State University University, St. Petersburg Academy of Postgraduate Pedagogical Education; representatives of educational organizations of the Ministry of Internal Affairs of Russia, Rosgvardiya, the Federal Penitentiary Service of Russia, the Ministry of Defense of Russia, the Ministry of Emergency Situations of Russia, the Ministry of Education and Science of Russia, territorial bodies of the Ministry of Internal Affairs of Russia. At the plenary session of the conference, reports and analytical materials were presented that characterize the current state of psychological and pedagogical support for the official activities of law enforcement officers in Russia and foreign countries. The master class presents the positive experience of implementing modern educational technologies in the training system of the Ministry of Internal Affairs of Russia. The conference resulted in a discussion of academic and applied problems of introducing the theory of legal pedagogy and psychology into practice and strengthening scientific ties between law enforcement officers and educational organizations of law enforcement agencies, as well as the search for effective pedagogical forms and methods of training law enforcement officers. Following the results of the international scientific and practical conference, a resolution was formed and adopted.

First, here is a quick recap for those not familiar with the Library and the Document Supply Service. The Institute Library is a postgraduate academic research library, known for its collections of foreign and international law, particularly Commonwealth law. The main funding for the Institute and its library comes from HEFC. However, in our experience, the collections need to be available to practitioners. Lawyers may not always be willing or able to visit the library in person so a commercial document supply service was devised in the early 1990s, to meet a legal need and to help serve the administration of justice. A significant side-effect of the document supply service has become its ability to generate income to supplement the annual grant from HEFC. The workings of the scheme are set out fully in Gee (1999) but, in outline, practitioners must Join the Library as subscribers and are then able to access our priced document supply service. Full details are available at http://ials.sas.ac.uk/library/iservice/iservice.htm.

Several international proclamations in the last decades have advocated for the dignity and autonomy of persons with mental disorders. Few discussions have been generated regarding the implication of this transition in low- and middle-income countries. The objective of this publication is to review how the concept of mental capacity has been defined in Colombian law. We then briefly compare the Colombian and UK situations and propose a few points of discussion, addressing some difficulties and challenges of both countries. Finally, we propose that the first steps in the Colombian context would be to strengthen understanding about mental capacity in medical schools, postgraduate and other health related programmes, the adoption of standardized tools to improve its assessment in everyday clinical settings and the establishment of community care services from collaborative efforts between governmental and civil organizations.

Abstract This article shows the design and validation of two questionnaires addressed to students and teachers. The aim is to find out their perception about the competencies and learning outcomes for sustainability that students develop through their participation in the international cross-border project of the Bordeaux-Euskampus “Ocean i3: Blue Skills for the Development of the Blue Economy in the Basque-Aquitaine Cross-Border Coast”. The study population consisted of all the participants of the project: 37 students majoring in Biology, Law, Advertising, Business Administration and Management, Pedagogy, Criminology, Nursing, Engineering and Sports Sciences at the University of the Basque Country (UPV/EHU) and the University of Bordeaux (UBx), and 33 undergraduate and postgraduate lecturers from both universities. The article describes the procedure followed for their validity and reliability, and annexes both questionnaires. They may be transferable to other studies that share the same or similar objectives of this study.

The educational subject of Sustainable Development Planning in Europe is evolving due to the implementation of the Bologna Agreement across the European Higher Education Area (EHEA). This paper analyses a project-based learning strategy for training Sustainable Development Planning in postgraduate programs, in Spain (Universidad Politécnica de Madrid, UPM). This project-based learning strategy is applied to an International Postgraduate Program for Sustainable Rural Development—Erasmus Mundus, Master’s of Science—with the participation of five European Union universities that formed the Agris Mundus Alliance for Sustainable Development. Using a mixed methods approach, the research examined the program’s implementation through student and staff perceptions, from the technical, behavioral and contextual project management skills. The paper argues that the “Practical Learning platforms” used in the Master’s demonstrate the correct approach of the learning strategy based on teaching–research linked to the professional sphere. The findings that were identified can be categorized as follows: (1) Perspective: holistic thinking and intellectual coherence, defining the contextual skills that must be navigated within and across the broader environment, (2) Practice: experiential learning by reconnecting to real-life situations, and (3) People: Personal and interpersonal skills required to succeed in sustainable projects, programs and portfolios. Reflections on the experience and main success factors in the learning strategy are discussed.

Learning outcomes Learning objectives are as follows: Analyze the reasons for the implementation of retrospective taxation by the Government of India; infer the dynamics of international tax laws and the settlement process of international taxation disputes; critically analyze the factors that led to the Indian Government’s decision to scrap the retrospective tax; and infer the relationship between a country’s taxation system and its potential to attract foreign direct investment. Case overview/synopsis This case is an analysis of the Indian Government’s decision to scrap the retrospective taxation amendment. The case discusses the underlying factors that led the incumbent government to take this sudden decision. The case discusses in detail the causes for the introduction of the retrospective taxation amendment and the tax terror unleashed by this draconian law. The case also discusses the embarrassment faced by the Indian Government because of a series of adverse decisions against it and in favor of Cairn Energy and Vodafone in the international courts. It also discusses the adverse effect on Indian banks in case of ailing telecom conglomerate Vodafone Idea Ltd failure. Complexity level The case is best suited for postgraduate and executive students studying Taxation subjects in Commerce and Business Management streams. Supplementary materials Teaching notes are available for educators only. Subject Code CSS 1: Accounting and Finance.

The pedagogy of urban planning education should include an understanding of the growth and complexity of city development issues, especially the best ways to respond to dealing with current and future challenges. At the same time, the nature of the city that urban planners engage with continues to change, with one major challenge being the increasing growth of informal settlements. This paper asserts that an essential component of contemporary urban planning pedagogy is the inclusion of international planning studios and, importantly, studios which focus on major urban social and civic planning issues, such as informal settlements. The latter have been acknowledged as a major sustainable development challenge and are incorporated into the global Sustainable Development Goals (SDGs). To support this assertion, the paper outlines the case for international planning studios, reviews the literature on studios—including planning and international studios—and discusses the benefits and challenges of organizing an international studio grounded on embracing global development issues and learning objectives. This paper uses a case study of an international postgraduate Master’s degree planning studio, set within an informal settlement (kampung) in Indonesia, held annually since 2015 to illustrate the above. The latter studio is in collaboration between the University of Sydney and the Institute of Technology Bandung (ITB) University, Indonesia. The paper concludes with a summation for the case for international studios in contemporary urban planning pedagogy, including a set of principles that can be used by planning programs when designing an international planning studio.

While research on universities’ role in sustainability transitions has flourished in recent years, explorations into the potential of academic internationalization for the promotion of sustainability transitions are still rare. This article aims at contributing to this incipient literature by emphasizing an underexplored property of international academic networks and transnational academic cooperation: their potential to break disciplinary and geographical barriers in the global debates on how transitions towards sustainability can be achieved. When realizing this potential, international partnerships are able to provide more comprehensive knowledge to inform sustainability transitions while shaping sustainability transitions in various places at the same time. This article pursues three objectives: First, it introduces the concept of the “global knowledge value chain on sustainability” and explores its value as a heuristic to understand global knowledge production relevant for sustainability transitions. Furthermore, it identifies two fragmentations in this chain resulting from global inequalities and specific dynamics within the global science community. Second, it confirms empirically the fragmentations of this global knowledge value chain on sustainability. Third, it provides good practice ideas on how international academic partnerships can overcome these fragmentations by drawing on the authors’ experience with the international partnership “trAndeS—Postgraduate Program on Social Inequalities and Sustainable Development in the Andean Region” carried out by the Institute of Latin American Studies of Freie Universität Berlin and the Department of Social Sciences of the Pontificia Universidad Católica del Peru (PUCP).

The article is devoted to the results of the internship of a postgraduate student of the Tashkent Pediatric Medical Institute at the I.I. Mechnikov Northwestern State Medical University within the framework of the inter-university cooperation program dedicated to the development of research in the field of infectious diseases and the exchange of experience in the field of medical care for a new coronavirus infection. The purpose of the internship of a postgraduate student of the Department of Infectious Diseases, Pediatric Infectious Diseases, Phthisiology and Pulmonology Sh.A. Khasanova was studying the specifics of providing care to patients with a new coronavirus infection in St. Petersburg. The program included a visit to the departments of Infectious Diseases, family Medicine, epidemiology, and disinfection, as well as a presentation at the All-Russian Conference with international participation Science and Practice. Why does a family doctor need clinical recommendations?, dedicated to the 25th anniversary of the scientific and practical journal Russian Family Doctor. The report highlighted the Uzbek experience of implementing measures to combat the new coronavirus infection and demonstrated their effectiveness. As part of the internship, the graduate student got acquainted with the peculiarities of providing inpatient and outpatient care to patients with COVID-19, including in-depth medical examination and the operation of the system of statistical registration of patients with a new coronavirus infection in the federal register, as well as the organization of epidemiological control in different periods of the pandemic of a new coronavirus infection. The main result of the internship was the creation of a basis for effective and long-term cooperation between Russian and Uzbek universities in the field of scientific research and training of personnel for national health systems in the field of infectious diseases.

BackgroundAmbitious overseas recruitment targets have been set by the UK government to help alleviate the current GP shortage. European Economic Area (EEA) doctors can join the UK’s GP register under European law. Non-EEA doctors must obtain a Certificate of Eligibility for General Practice Registration (CEGPR), demonstrating equivalence to UK-trained doctors. CEGPR applications can be time-consuming and burdensome. To meet overseas recruitment targets, it is important to facilitate the most efficient route into UK general practice while maintaining registration standards and patient safety.AimTo develop a methodology to map postgraduate GP training and healthcare contextual data from an overseas country to the UK.Design & settingDesk-based research and stakeholder interviews.MethodFour stages were undertaken: 1) developing a data collection template; 2) conducting a case study (using Australia as a test case); 3) refining the data collection template; and 4) creating a mapping framework. The case study used the 2016 curricula for the UK and Australia.ResultsFive ‘domains’ were identified: healthcare context, training pathway, curriculum, assessment, and continuing professional development (CPD) and revalidation. The final data collection template comprised 49 mapping items across the domains. The methodology incorporated the application of a red, amber, or green (RAG) rating to indicate similarity of data across the five domains. Australia was rated ‘green’ for training pathway, curriculum, and assessment, and ‘amber’ for healthcare context and CPD and revalidation. The overall rating was ‘green’.ConclusionImplementing this systematic methodology for mapping GP training between countries may support the UK’s ambitions to recruit more GPs, and alleviate current GP workforce pressures.

The purpose of this essay is to share the good practices installed in the virtual postgraduate programs of the Universidad Arturo Prat (UNAP), Chile associated with the continuous evaluation of quality processes. Our focus is on the continuous improvement of good practices through the accreditation process with the Latin American and Caribbean Institute for Quality in Distance Education (CALED) and the self-evaluation that the institution carries out to deliver quality service. The methodology used in this work is the documentary review and description of experiences under a qualitative approach. The results reveal that the UNAP has promoted the self-evaluation and international certification of its programs, in a context of normative change in Chile, which establishes new criteria and standards under the new Law of Higher Education Nº v 21.091, in wich are recognized as good practices: the institutional policies, the planning of the self-evaluation process, the updates of the technological platform, the virtual education enviroment, the virtualization adequate to the context, the active-participative academic actions, the rol of the teacher and the student, the academic training, as well as the components of the self-evaluation process, that must be constantly monitored and evaluated, in order to deliver quality services in the training of people participating in graduate programs under the virtual learning modality.

The Kingdom of Saudi Arabia is undergoing a major transformation in response to a revolutionary vision of 2030, given that healthcare reform is one of the top priorities. With the objective of improving healthcare and allied professional performance in the Kingdom to meet the international standards, the Saudi Commission for Health Specialties (SCFHS) has recently developed a strategic plan that focuses on expanding training programs’ capacity to align with the increasing demand for the country’s healthcare workforce, providing comprehensive quality assurance and control to ensure training programs uphold high quality standards, and providing advanced training programs benchmarked against international standards. In this research paper, we describe our attempt for developing a general framework for key performance indicators (KPIs) and the related metrics, with the aim of contributing to developing new strategies for better medical training compatible with the future. We present the results of a survey conducted in the Kingdom of Saudi Arabia (KSA), for the enhancement of quality of postgraduate medical training. The recent developments in the field of learning analytics present an opportunity for utilizing big data and artificial intelligence in the design and implementation of socio-technical systems with significant potential social impact. We summarize the key aspects of the Training Quality Assurance Initiative and suggest a new approach for designing a new data and services ecosystem for personalized health professionals training in the KSA. The study also contributes to the theoretical knowledge on the integration of sustainability and medical training and education by proposing a framework that can enhance future initiatives from various health organizations.

The article considers gender discrimination in the field of labor relations in the United Kingdom (UK) in the pre-covid period. In the past decades, the Western European countries have made the most significant progress in achieving gender equality in various fields, including labor relations, and became the world leader in this area. However, despite all the efforts of the international community, no country has achieved a full gender equality, and Great Britain is no exception. The authors argue that the British anti-discrimination legislation (before leaving the European Union) was based on international acts and conventions. For a long time, there were acts and laws prohibiting discrimination in the labor market, which seriously hindered the implementation of an effective anti-discrimination policy in the sphere of labor relations. It was not until 2010 that the law on equality was passed to replace all previous laws and regulations and to provide an exhaustive list of criteria for prohibiting discrimination. As a result, Great Britain began to develop a rather strict national anti-discrimination legislation in the field of labor relations. Thus, in the past decades, the UK has been achieving gender equality in the economic sphere at a faster pace than the average European Union country. The study shows a steady decline in the gender wage gap in the UK over the past two decades, which may be considered one of the countrys most significant achievements in fighting gender discrimination in the labor market. However, there is still a number of serious challenges: a relatively low female labor force participation and employment rate, a gender wage gap and income gap, horizontal and vertical segregation, a gender gap in postgraduate education, and a significant gender gap in time spent on family responsibilities. Age discrimination presents a special problem in the sphere of labor relations in Great Britain. In the European Union, the first laws prohibiting age discrimination were adopted only in the 2000s, and in the UK - in 2006. This problem still remains extremely acute for the labor market, since age discrimination in the UK ranks third among the most common grounds for discrimination - after gender and disability.

The essence of this study deals with identifying the major demographic factors for the tendency to become an entrepreneur. Our survey data from 132 randomly selected respondents were used to investigating the factors for the tendency to become an entrepreneur. In this study, a quantitative method was used to improve research strength. This study identified some major factors which increase an individual’s entrepreneurial tendency. The study found a significant relationship between educational degree specialization, nationality, gender, entrepreneur parent, child position, marital status, age towards the tendency to become an entrepreneur. Moreover, the study further didn’t find any relationship between performance (CGPA), religion and abroad experience towards the tendency to become an entrepreneur than earlier findings. Moreover, the entrepreneur is the combination of risk and willingness to find success but it’s not easy to be like that because of both effects of internal and external business environments and therefore this study is conducted to identify core factors, which may influence on the willingness of an individual for being an entrepreneur. It is truly noticed the business-oriented scope for female compared to male in the same region that supports the other major factor called nationality. However, this study is conducted over postgraduate students studying in Malaysia that may focus a limitation but its overall results will fairly demonstration tendency to become an entrepreneur based on the international business environment perspective.

Universities and academic institutions play a very crucial role in nation development through the production of highly competent manpower. The eight universities in New Zealand have been recognized as some of the top academic institutions in the world. However, the rankings from different international organizations are declining and are hardly likely to rise. Government policies in funding allocation are being blamed for the universities’ regress as they operate with an insufficient amount of funds. This study uses the Malmquist Productivity Index model to examine the technical efficiency, technological change, and productivity performance of the eight universities. This model uses a variety of inputs (number of academic and non-academic staff and total enrolment) and outputs (number of degree and postgraduate graduates, total graduates, and total operating revenue from the Equivalent Full-Time Student (EFTS) funding system and the Performance-Based Research Fund (PBRF), etc.) obtained for the period 2013–2018. The overall results show that the average catch-up and frontier-shift efficiencies of the universities are roughly in a “no-change” scenario, meaning that the universities did not make any progress over these years. The Malmquist Productivity Index (MPI) also shows a stable result, with average final values slightly higher than 1, wherein only five universities reached an actual productivity score of 1. It is recommended that the universities improve their internal factors, including personnel, equipment, facilities, and student services, while taking accounts of external aspects, such as rapid growth in technological environments and innovations, to achieve sustainable organizational progress and improved productivity. The re-assessment of government policies for funding allocation is also suggested. This research paper offers insights into the New Zealand universities’ productivity performances for the past few years. This could be used as a reference for other purposes.

Education and Recognition of Professional Qualifications in the Field of Medical Biochemistry in Serbia Medical biochemistry is the usual name for clinical biochemistry or clinical chemistry in Serbia, and medical biochemist is the official name for the clinical chemist (or clinical biochemist). This is the largest sub-discipline of the laboratory medicine in Serbia. It includes all aspects of clinical chemistry, and also laboratory hematology with coagulation, immunology, etc. Medical biochemistry laboratories in Serbia and medical biochemists as a profession are part of Health Care System and their activities are regulated through: the Health Care Law and rules issued by the Chamber of Medical Biochemists of Serbia. The first continuous and organized education for Medical Biochemists (Clinical Chemists) in Serbia dates from 1945, when the Department of Medical Biochemistry was established at the Pharmaceutical Faculty in Belgrade. In 1987 at the same Faculty a five years undergraduate branch was established, educating Medical Biochemists under a special program. Since school-year 2006/2007 the new five year undergraduate (according to Bologna Declaration) and postgraduate program of four-year specialization according to EC4 European Syllabus for Post-Gradate Training in Clinical Chemistry and Laboratory Medicine has been established. The Ministry of Education and Ministry of Public Health accredits the programs. There are four requirements for practicing medical biochemistry in the Health Care System: University Diploma of the Faculty of Pharmacy (Study of Medical Biochemistry), successful completion of the profession exam at the Ministry of Health after completion of one additional year of obligatory practical training in the medical biochemistry laboratories, membership in the Serbian Chamber of Medical Biochemists and licence for skilled work issued by the Serbian Chamber of Medical Biochemists. The process of recognition of a foreign higher education document for field of medical biochemistry is initiated on request by Candidate. The process of recognition of foreign higher education documents is performed by the University. In the process of recognition in Serbia national legislations are applied as well as international legal documents of varying legal importance.

Purpose – The “two communities” metaphor for the relationship between policy and academia is inconsistent with empirical evidence that shows that a sizeable minority of public servants use academic research in their policy-related work. The purpose of this paper is to investigate the two communities metaphor by comparing the personal and professional characteristics of Australian public servants who claim to use research in their policy work with the characteristics of those who claim not to use research. Design/methodology/approach – Using data from a survey of 2,084 public servants from the state and federal levels in Australia carried out from 2011 to 2013, tests of statistical significance were conducted for the relationship between some personal and professional characteristics (e.g. gender, age, work experience) and the claim that research is used in policy-related work. Findings – The “two communities” metaphor is not an accurate description of the relationship between policy and academia. In reality, public servants who claim to use academic research in their policy work are more likely to have much in common with academics, including having postgraduate degrees and work experience in the university sector. Research limitations/implications – Rather than existing as isolated solitudes, the findings in this paper suggest that the policy and academic communities possess links that can encourage the use of research in policy making. Originality/value – The findings presented in this paper are especially important for the evidence-based policy movement, which emphasises the value of the use of research evidence in the creation of public policy.

The research was carried out to investigate the relationship of Effort Reward Imbalance (ERI) with Job Satisfaction of employees, working in banking sector. For this purpose the ERI questionnaire (Siegrist,1996) and Job Satisfaction Survey (Spector, 1994) were used for measurement. The cross-sectional survey with purposive convenient sampling technique was used for data collection. The sample was consisted of 209 employees comprised of 149 male and 60 female employees working in different banks. 62.2% employees age ranging from 20-30, 25.8% from 31-40, 12% from 41-50. 71.3%were male and 28.7% were female. 9.1 % participants intermediate 43.5 % were a graduate 47.4 % were postgraduate. 59.8 % employees have 1-5 years of job tenure. 22.5% have 5 -10 years of job tenure 9.6% have 10-15 years of job tenure 4. 3% have 15-20 years of job tenure and 3.8% have 20-25 years of job tenure. The results revealed that effort reward imbalance and job satisfaction are correlated whereas gender has no significant impact with ERI and Job satisfaction of employees working in banking sector. Keywords: Effort Reward Imbalance, Job Satisfaction, Bank Employees

The study assessed a product or service by customers that met their needs and aspirations. It sought to examine the influence of non-financial customer performance (CP) measures on non-financial organizational performance (NFOP) in the Nepalese cellular telecommunications industry (NCTI). Using a structured questionnaire survey instrument, it employed a descriptive research approach. This study’s population included all the global system for mobile (GSM) customers of Nepal Telecom (NT) and Ncell. The sample comprised 385 customers delineated through non-probability sampling techniques. The study’s targeted respondents were postgraduate understudies, service holders, business people, and self-employed individuals. The survey instrument was composed of three sections comprising 28 data collection questions. A statistical package for the social sciences (SPSS) and analysis of moment structures (AMOS) programming were used to analyze the collected data. The study applied confirmatory factor analysis (CFA), path analysis (PA), and structural equation modeling (SEM) to evaluate the significance of the hypothesized paths. It was found that CP had a positive and significant relationship with NFOP in NCTI, with customer retention (CR) being a better predictor, followed by customer loyalty (CL), customer satisfaction (CS), and customer acquisition (CA). This was a cited representative study, not exhaustive, and would help to understand the key drivers of CP in the NCTI.

Purpose: To determine the mean changes of corneal astigmatism after closing clear corneal incision by simple hydration undergoing phacoemulsification in the eye department of a tertiary care hospital. Methodology: This was a Quasi experimental study conducted at the department of Ophthalmology, Jinnah Postgraduate Medical Center, Karachi, from 30th October 2020 to 29th April 2021. Total 100 patients who underwent phacoemulsification surgery for cataract were included. Changes of astigmatism were measured with Auto-refractometer. Fundus examination was done using +90D lens with a slit lamp. Mean changes in corneal astigmatism were calculated. Pre and post operatively change in astigmatism was compared using paired t-test. Stratification was done. P value ≤0.05 was considered as statistically significant. Results: Mean age was 43.47±11.13 years. There were 54% male and 46% female patients. Mean change of corneal astigmatism was 0.23±0.44 diopter. Mean corneal astigmatism, preoperatively, after 1 week and after 1 month were 1.05±0.05 diopter, 0.69±0.34 diopter and 1.28±0.44 diopter respectively. Highly significant mean difference of corneal astigmatism was observed between preoperatively and after 1 week, preoperatively and after 1 month and also observed between 1 week and 1 month. Conclusion: Closing clear corneal incision by simple hydration undergoing phacoemulsification was found an effective technique for treatment of corneal astigmatism. Keywords: Mean Changes, Corneal Astigmatism, Closing Clear Corneal Incision, Simple Hydration, Phacoemulsification

Entrepreneurial activities seek to fill the gaps created by the government’s inability to employ their citizens globally. However, design thinking, which is a human-centered and solution-based approach to problem-solving can enhance entrepreneurial success. This study investigates design thinking and business success in Nigeria. The purpose was to determine how design thinking influences business success using the five-stage model of design thinking as its framework. The study employed a quantitative methodology. The design was a cross-sectional survey of 224 out of 350 randomly selected online respondents that were invited. The respondents, who were either entrepreneurs or people with knowledge of entrepreneurial education at the undergraduate or postgraduate levels, were contacted through social media (Facebook and WhatsApp) and a structured questionnaire was used to elicit information from them. The data were analyzed using the structural equation modeling technique. Empathy, problem definition, ideation, prototyping, and product testing were found to be positively related to business success. However, while the positive relationships between empathy, problem definition, prototyping, and product testing were found to be significant at a 1% level, that of ideation was not significant at all; thus, empathy, problem definition, prototyping, and product testing are predictors of business success. Consequently, at a 99% confidence level, it is concluded that empathy, problem definition, prototyping, and product testing, and by implication, entrepreneurial design thinking, are significant predictors of business success.

Introduction. In the current context of the spread of the coronavirus pandemic, the role of pharmacotherapy in the maintenance of immunopathological syndromes among patients with systemic diseases and patients with dual health disorders is growing. The need to adjust the pharmacotherapy regimens of systemic autoimmune diseases arises when addressing issues of quality, economic and physical availability of drugs in accordance with wholesale and retail prices. In continuation of the research, the aim of the work was to study and implement innovative approaches in the pharmacotherapy of systemic autoimmune diseases by content analysis on the example of antiviral drugs for international nonproprietary name (INN) Acyclovir. Materials and methods. The information base of the study consisted of scientific works of foreign and domestic scientists on the topic of the article. The review of scientific sources of literature was carried out taking into account the recommendations of the Cochrane Society for PICO. The names of drugs were systematized by INN, trade names, the number of drugs, dosage forms. For the content analysis, the method of drug selection developed by the Department of Medical and Pharmaceutical Law, General and Clinical Pharmacy of the Kharkiv Medical Academy of Postgraduate Education was used, which included seven criteria. Discussion. At the first stage of the study, a marketing analysis of the range of drugs for INN Acyclovir was performed. Medicines were selected, which according to the State Register of Medicines of Ukraine as of November 2020 were registered and allowed for circulation in health care facilities. After summarizing the processed data, a marketing list of drugs was compiled under the ATC code J05AB01 in accordance with the INN Acyclovir, which has 36 names of drugs. During the study, a discrete variation series of drug distribution was compiled, which indicates that the studied quantitative indicator of drug manufacturers fluctuates within the first group with the highest frequency (fi = 8). A graphic discrete variation in the form of a distribution polygon was created. Conclusions. Innovative approaches to the pharmacotherapy of systemic autoimmune diseases are the use of content analysis as an additional method in the study of pharmacotherapy of drugs. The study is based on the formalized method of qualitative and quantitative analysis of documents, which allows you to get a detailed picture of the selected clinical and pharmacological group of drugs – drugs by INN Aciclovir PBX code J05AB01. The analysis allows obtaining a complete description of the range and manufacturers of drugs approved for use.

Environmental behavior (EB) is a kind of organizational behavior that seeks to protect the natural environment and conserve resources, such as saving energy, recycling wastes, duplex printing, reducing water use, non-smoking in the workplace, and designing environmentally friendly products. This study aims to identify the degree of environmental behavior practice and examine its constraints in Saudi government agencies. This study is based on a single design of cross-sectional research. 436 responses were collected from employees of government agencies in Saudi Arabia. The study results indicated that the EB practice is generally high in government agencies.Furthermore, the results revealed that female employees in government agencies have no statistical difference from male employees. In other words, the EB practice of men and women in government agencies is equal. The study also found a significant difference between married, unmarried, and divorced groups. Divorced employees report a higher level of EB than other employee groups. However, the study indicated a significant difference between the high school, graduate, and postgraduate groups. In other words, employees with high school education have a higher level of EB. Receiving and not receiving leadership support have a significant difference, whereas employees who received environmental training reported higher levels of EB than others. The outcomes also indicated a difference between the group of employees who have religious values. The outcomes of this study may be of benefit to researchers, regulators, policymakers, managers, and governors. AcknowledgmentThe author thanks the Deanship of Scientific Research at King Saud University for supporting this study.

Learning outcomes This case focuses on the scaling up of the business. The students/the users of the case will be able to understand the following:1. to analyse the present state of the business to identify the actions necessary for scaling up;2. awareness of the leadership styles demonstrated by the entrepreneurs to grow the business;3. the concept of pivoting for business expansion; and4. organisation building and life cycles for business growth. Case overview/synopsis Shamika was a lawyer by profession and had a successful career with leading law firms in India, North America and Hong Kong. She was passionate about beauty and skincare and developed a keen interest in that business. Shamika extensively researched brand management, supply chain and production. She had a burning desire to be an entrepreneur in the skincare business. So, she founded the brand “d’you”.The skin care industry in India had seen massive growth. There was a huge increase in people’s interest in cosmetics because of the rapid rise of the middle class. The skincare industry was dominated by firms offering various herbal products. Multiple product categories and a large amount of information confused the end-consumers. Shamika identified an opportunity to offer a skincare product to eliminate the need for a consumer to use multiple serums and compete with products of repute from the international market.South Korea was the top manufacturing hub for skincare products for all leading international brands. Shamika approached many manufacturers there to produce a unique formulation for her. It was challenging to get them interested because of the lack of big orders and the language barrier. Phoenix Cosmetics, a top R&D lab, agreed to partner with Shamika.In spite of severe opposition from her family, Shamika established d’you. She had to figure out customs duties, imports and food and drug regulations. She had to get specialists on board early to avoid time and cost overruns. To be cost-effective, Shamika innovated her promotion strategy. A special airless pump packaging from South Korea was finalised for the product.The pandemic outbreak, national lockdown and pressures of trying to run the business alone were very taxing for Shamika. She struggled to manage the timelines with various agencies, engage with Phoenix and maintain a steady flow of imports from South Korea.After the relaxation of lockdown, Shamika launched “Hustle”, an age- and gender-neutral solution to the skincare woes, in October 2020. She extensively used digital marketing and social media for product promotion and set high service standards. Hustle was recognised in micro beauty awards as the best serum in India. The leading fashion magazines reviewed it very positively. The sales zoomed up.Shamika initiated discussions with venture capitalists (VCs) to scale up. VCs, though positive, were surprised that she had no prior background in skincare. She strategised to create new products with Phoenix, who now desired to collaborate with her after the success of Hustle.Shamika felt the need to expand her team because of the workload stress. She followed the rolling business plan, allowing an immediate course correction because of the dynamic business scenario. She desired to delegate day-to-day operations to the professionals. She would mainly focus on strategising. Shamika was raring to grapple with the challenge of scaling up the business. Complexity academic level This case can be used in courses on organisation behaviour and human resource management in postgraduate and graduate management programmes. It can also be used in general and development management courses and during executive education programmes to teach entrepreneurial leadership and organisation theory. Supplementary materials Teaching notes are available for educators only. Subject code CSS 6: Human resource management

NOTICIAS / NEWS (“Transfer”, 2016) 1) CONGRESOS / CONFERENCES: 1. Languages & the Media – Agile Mediascapes: Personalising the Future, Hotel Radisson Blu, Berlín, 2-4 Nov. 2016 www.languages-media.com 2. Third Chinese Drama Translation Colloquium Newcastle University, UK, 28-19 Junio 2016. www.ncl.ac.uk/sml/about/events/item/drama-translation-colloquium 3. 16th Annual Portsmouth Translation Conference – Translation & Interpreting: Learning beyond the Comfort Zone, University of Portsmouth, UK, 5 Nov. 2016. www.port.ac.uk/translation/events/conference 4. 3rd International Conference on Non-Professional Interpreting & Translation (NPIT3) Zurich University of Applied Sciences, Suiza 5-7 Mayo 2016. www.zhaw.ch/linguistics/npit3 5. 3rd Postgraduate Symposium – Cultural Translation: In Theory and as Practice. University of Nottingham, UK, 18 Mayo 2016. Contact: uontranslation2016@gmail.com 6. 3rd Taboo Conference – Taboo Humo(u)r: Language, Culture, Society, and the Media, Universitat Pompeu Fabra (Barcelona) 20-21 Sep. 2016. https://portal.upf.edu/web/taco 7. Postgraduate Conference on Translation and Multilingualism Lancaster University, UK, 22 Abril 2016. Contacto: c.baker@lancaster.ac.uk 8. Translation and Minority University of Ottawa (Canadá), 11-12 Nov. 2016. Contacto: rtana014@uottawa.ca 9. Translation as Communication, (Re-)narration and (Trans-)creation Università di Palermo (Italia), 10 Mayo 2016 www.unipa.it/dipartimenti/dipartimentoscienzeumanistiche/convegni/translation 10. From Legal Translation to Jurilinguistics: Interdisciplinary Approaches to the Study of Language and Law, Universidad Pablo de Olavide, Sevilla, 27-28 Oct. 2016. www.tinyurl.com/jurilinguistics 11. Third International Conference on Research into the Didactics of Translation. Universitat Autònoma de Barcelona, 7-8 Julio 2016 http://grupsderecerca.uab.cat/pacte/en/content/second-circular-1 12. EST Congress – Expanding the Boundaries or Strengthening the Bases: Should Translation Studies Explore Visual Representation? Aarhus University (Dinamarca), 15-17 Sep. 2016 http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/panels/18-expanding-the-boundaries-or-strengthening-the-bases-should-translation-studies-explore-visual-representation/ 13. Tourism across Cultures: Accessibility in Tourist Communication Università di Salento, Lecce (Italia). 25-27 Feb. 2016 http://unisalento.wix.com/tourism 14. Translation and Interpreting Studies at the Crossroad: A Dialogue between Process-oriented and Sociological Approaches – The Fourth Durham Postgraduate Colloquium on Translation Studies Durham University, UK. 30 Abril – 1 Mayo 2016. www.dur.ac.uk/cim 15. Translation and Interpreting: Convergence, Contact, Interaction Università di Trieste (Italia), 26-28 Mayo 2016 http://transint2016.weebly.com 16. 7th International Symposium for Young Researchers in Translation, Interpreting, Intercultural Studies and East Asian Studies. Universitat Autònoma de Barcelona, 1 Julio 2016. http://pagines.uab.cat/simposi/en 17. Translation Education in a New Age The Chinese University of Hong Kong, Shenzhen, China 15-16 Abril 2016. Contact: Claire Zhou (clairezhou@cuhk.edu.cn) 18. Audiovisual Translation: Dubbing and Subtitling in the Central European Context, Constantine the Philosopher University, Nitra (Eslovaquia). 15-17 Junio 2016. https://avtnitraconference.wordpress.com 19. Cervantes, Shakespeare, and the Golden Age of Drama Madrid, 17-21 Oct. 2016 http://aedean.org/wp-content/uploads/Call-for-papers.pdf 20. 3rd International Conference Languaging Diversity – Language/s and Power. Università di Macerata (Italia), 3-5 Marzo 2016 http://studiumanistici.unimc.it/en/research/conferences/languaging-diversity 21. Congreso Internacional de Traducción Especializada (EnTRetextos) Universidad de Valencia, 27-29 Abril 2016 http://congresos.adeituv.es/entretextos 22. Translation & Quality 2016: Corpora & Quality Université Charles de Gaulle Lille 3 (Francia), 5 Feb. 2016 http://traduction2016.sciencesconf.org/?lang=en 23. New forms of feedback and assessment in translation and interpreting training and industry. 8th EST Congress – Translation Studies: Moving Boundaries, Aarhus University (Dinamarca), 15-17 Sep. 2016. www.bcom.au.dk/est2016 24. Intermedia 2016 – Conference on Audiovisual Translation University of Lodz (Polonia), 14-16 Abril 2016 http://intermedia.uni.lodz.pl 25. New Technologies and Translation Université d’Algiers (Argelia). 23-24 Feb. 2016 Contacto: newtech.trans.algiers@gmail.com 26. Circulation of Academic Thought - Rethinking Methods in the Study of Scientific Translation. 11 - 12 Dec. 2015, University of Graz (Austria).https://translationswissenschaft.uni-graz.at/de/itat/veranstaltungen/circulation-of-academic-thought 27. The 7th Asian Translation Traditions Conference Monash University, Malaysia Campus, 26-30 Sep. 2016. http://future.arts.monash.edu/asiantranslation7 28. “Translation policy: connecting concepts and writing history” 8th EST Congress – Translation Studies: Moving Boundaries Aarhus University (Dinamarca), 15-17 Sep. 2016 http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/panels/13-translation-policy-connecting-concepts-and-writing-history 29. International Conference – Sound / Writing: On Homophonic Translation. Université de Paris (Francia), 17-19 Nov. 2016 www.fabula.org/actualites/sound-writing-on-homophonic-translationinternational-conference-paris-november-17-19-2016_71295.php 30. Third Hermeneutics and Translation Studies Symposium – Translational Hermeneutics as a Research Paradigm Technische Hochschule, Colonia (Alemania), 30 Junio-1 Julio 2016 www.phenhermcommresearch.de/index.php/conferences 31. II International Conference on Economic Financial and Institutional Translation. Université du Québec à Trois-Rivières (Canadá), 17-18 Agosto 2016. www.uqtr.ca/ICEBFIT 32. International Congress - liLETRAd 2016-Cátedra LILETRAD. Literature Languages Translation, Universidad de Sevilla, 6-8 Julio 2016. https://congresoliletrad.wordpress.com 33. Transmediations! Communication across Media Borders Linnæus University, Växjö (Suecia), 13–15 Oct. 2016 http://lnu.se/lnuc/linnaeus-university-centre-for-intermedial-and-multimodal-studies-/events/conferences/transmediations?l=en 34. Translation Education in a New Age, 15-16 Abril 2016. School of Humanities and Social Science, The Chinese University of Hong Kong, Shenzhen. Contacto: chansinwai@cuhk.edu.cn 35. Translation and Time: Exploring the Temporal Dimension of Cross-cultural Transfer, 8-10 Diciembre 2016. Departamento de Traducción, The Chinese University of Hong Kong. Contacto: translation-and-time@cuhk.edu.hk. 36. Du jeu dans la langue. Traduire les jeux de mots / Loose in Translation. Translating Wordplay, 23-24 Marzo 2017, Université de Lille (France) https://www.univ-lille3.fr/recherche/actualites/agenda-de-la-recherche/?type=1&id=1271. Contacto: traduirejdm@univ-lille3.fr, julie.charles@univ-lille3.fr 37. Translation and Translanguaging across Disciplines. EST Congress 2016 “Translation Studies: Moving Boundaries”, European Society for Translation Studies, Aarhus (Dinamarca), 15-17 Sep. 2016 http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/panels/12-translation-and-translanguaging-across-disciplines/ Contacto: nune.ayvazyan@urv.cat; mariagd@blanquerna.url.edu; sara.laviosa@uniba.it http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/submission/ 38. Beyond linguistic plurality: The trajectories of multilingualism in Translation. An international conference organized jointly by Bogaziçi University, Department of Translation and Interpreting Studies, and Research Group on Translation and Transcultural Contact, York University, Bogaziçi University, 1-12 Mayo 2016. Contacto: sehnaz.tahir@boun.edu.tr, MGuzman@glendon.yorku.ca 39. "Professional and Academic Discourse: an interdisciplinary perspective". XXXIV IConferencia Internacional de la Sociedad Española de Lingüística Aplicada (AESLA), 14-16 Abril 2016. Interuniversity Institute for Applied Modern Languages (IULMA) / Universidad de Alicante. http://web.ua.es/aesla2016. Contacto: antonia.montes@ua.es. 2) CURSOS, SEMINARIOS, POSGRADOS / COURSES, SEMINARS, MASTERS: 1. Seminario: Breaking News for French>English and English>French Translators King's College Cambridge, UK, 8-10 Agosto 2016 Contacto: translateincambridge@iti.org.uk 2. Curso on-line: Setting Up as a Freelance Translator Enero – Marzo 2016. Institute of Translation & Interpreting, UK https://gallery.mailchimp.com/58e5d23248ce9f10c161ba86d/files/Application_Form_SUFT_2016.pdf?utm_source=SUFT+December+Emailer&utm_campaign=11fdfe0453-Setting_Up_as_a_Freelance_Translator12_7_2015&utm_medium=email&utm_term=0_6ef4829e50-11fdfe0453-25128325 3. Curso: Using Interpreters for Intercultural Communication and Other Purposes (COM397CE) http://darkallyredesign.com/what-we-do/using-interpreters-for-intercultural-communication 4. Workshop: How to Write and Publish Your Scholarly Paper In cooperation with the European Association of Science Editors (EASE) New Bulgarian University, Sofia (Bulgaria), 21-23 Marzo 2016 www.facebook.com/events/1511610889167645 http://esnbu.org/data/files/resources/ease-nbu-seminar-march-2016-fees.pdf 5. Posgrado: II Postgraduate Course on Spanish Law Taught in English "Global study". Universidad Internacional de Andalucía / Colegio de Abogados de Málaga. www.unia.es/cursos/guias/4431_english.pdf 3) CURSOS DE VERANO / SUMMER COURSES: 1. STRIDON – Translation Studies Doctoral and Teacher Training Summer School, Piran (Eslovenia), 27 Junio – 8 Julio 2016 www.prevajalstvo.net/doctoral-summer-school 2. Training in Translation Pedagogy Program School of Translation and Interpretation, University of Ottawa (Canadá), 4-29 Julio 2016. https://arts.uottawa.ca/translation/summer-programs 3. 2016 Nida School of Translation Studies. Translation, Ecology and Entanglement, San Pellegrino University Foundation, Misano Adriatico, Rimini (Italia), 30 Mayo – 10 Junio 2016. http://nsts.fusp.it/Nida-Schools/NSTS-2016 4. TTPP - Intensive Summer Program in Translation Pedagogy University of Ottawa (Canadá), 4-29 Julio 2016. http://arts.uottawa.ca/translation/summer-programs-2016/ttpp 5. CETRA Summer School 2016. 28th Research Summer School University of Leuven, campus Antwerp (Bélgica), 22 Agosto – 2 Sep. 2016. Contacto: cetra@kuleuven.be. http://www.arts.kuleuven.be/cetra 4) LIBROS / BOOKS: 1. Varela Salinas, María-José & Bernd Meyer (eds.) 2016. Translating and Interpreting Healthcare Discourses / Traducir e interpretar en el ámbito sanitario. Berlín : Frank & Timme. www.frank-timme.de/verlag/verlagsprogramm/buch/verlagsprogramm/bd-79-maria-jose-varela-salinasbernd-meyer-eds-translating-and-interpreting-healthcare-disc/backPID/transued-arbeiten-zur-theorie-und-praxis-des-uebersetzens-und-dolmetschens-1.html 2. Ordóñez López, Pilar and José Antonio Sabio Pinilla (ed.) 2015. Historiografía de la traducción en el espacio ibérico. Textos contemporáneos. Madrid: Ediciones de Castilla-La Mancha. www.unebook.es/libro/historiografia-de-latraduccion-en-el-espacio-iberico_50162 3. Bartoll, Eduard. 2015. Introducción a la traducción audiovisual. Barcelona: Editorial UOC. www.editorialuoc.cat/introduccion-a-la-traduccion-audiovisual 4. Rica Peromingo, Juan Pedro & Jorge Braga Riera. 2015. Herramientas y técnicas para la traducción inglés-español. Madrid: Babélica. www.escolarymayo.com/libro.php?libro=7004107&menu=7001002&submenu=7002029 5. Le Disez, Jean-Yves. 2015. F.A.C.T. Une méthode pour traduire de l’anglais au français. París: Ellipses. www.editions-ellipses.fr/product_info.php?cPath=386&products_id=10601 6. Baker, Mona (ed.) 2015. Translating Dissent: Voices from and with the Egyptian Revolution. Londres: Routledge. www.tandf.net/books/details/9781138929876 7. Gallego Hernández, Daniel (ed.) 2015. Current Approaches to Business and Institutional Translation / Enfoques actuales en traducción económica e institucional. Berna: Peter Lang. www.peterlang.com/download/datasheet/86140/datasheet_431656.pdf 8. Vasilakakos, Mary. 2015. A Training Handbook for Health and Medical Interpreters in Australia. www.interpreterrevalidationtraining.com/books-and-resources.html 9. Jankowska, Anna & Agnieszka Szarkowska (eds) 2015. New Points of View on Audiovisual Translation and Media Accessibility. Oxford: Peter Lang. www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=83114 10. Baer, Brian James (2015). Translation and the Making of Modern Russian Literature, Londres: Bloomsbury. Translation and the Making of Modern Russian Literature is the inaugural book in a new Translation Studies series: Bloomsbury’s “Literatures, Cultures, Translation.” 11. Camps, Assumpta. 2016. La traducción en la creación del canon poético (Recepción de la poesía italiana en el ámbito hispánico en la primera mitad del siglo XX). Berna: Peter Lang. 5) REVISTAS / JOURNALS: 1. JoSTrans, The Journal of Specialised Translation, nº especial sobre Translation & the Profession, Vol. 25, Enero 2016. www.jostrans.org 2. Translation and Interpreting – Nº especial sobre Community Interpreting: Mapping the Present for the Future www.trans-int.org/index.php/transint. 3. inTRAlinea – Nº especial sobre New Insights into Specialised Translation. www.intralinea.org/specials/new_insights 4. Linguistica Antverpiensia NS-Themes in Translation Studies, 2015 issue, Towards a Genetics of Translation. https://lans-tts.uantwerpen.be/index.php/LANS-TTS/issue/view/16 5. Quaderns de Filologia, Nº especial sobre Traducción y Censura: Nuevas Perspectivas, Vol. 20, 2015. https://ojs.uv.es/index.php/qdfed/issue/view/577 6. The Translator – Nº especial sobre Food and Translation, Translation and Food, 2015, 21(3). www.tandfonline.com/eprint/ryqJewJUDKZ6m2YM4IaR/full 7. Current Trends in Translation Teaching and Learning E, 2015, 2 www.cttl.org/cttl-e-2015.html 8. Dragoman Journal of Translation Studies. www.dragoman-journal.org 9. Current Trends in Translation Teaching and Learning E. Edición especial sobre Translation Studies Curricula Across Countries and Cultures. www.cttl.org 10. International Journal of the Sociology of Language, Nº especial sobre Translation Policies and Minority Languages: Theory, Methods and Case Studies http://fouces.webs.uvigo.es/CallForPapersIJSLTranslationPolicies.pdf 11. Nº especial de The Interpreter and Translator Trainer 11(2) – Employability and the Translation Curriculum www.tandfonline.com/doi/full/10.1080/1750399X.2015.1103092 12. InTRAlinea. Nº especial sobre Building Bridges between Film Studies and Translation Studies www.intralinea.org/news/item/cfp_building_bridges_between_film_studies_and_translation_studies 13. Nº especial de TranscUlturAl: Comics, BD & Manga in translation/en traduction https://ejournals.library.ualberta.ca/index.php/TC/announcement/view/290 14. The Journal of Translation Studies 2015, 16(4) Nº especial sobre Translator and Interpreter Training in East Asia Contacto: Won Jun Nam: wjnam@hufs.ac.kr, wonjun_nam@daum.net 15. TRANS Revista de Traductología, 19(2), 2015. www.trans.uma.es/trans_19.2.html 16. Between, 9, 2015 – Censura e auto-censura http://ojs.unica.it/index.php/between/index 17. Translation Studies, Nº especial sobre Translingualism & Transculturality in Russian Contexts of Translation http://explore.tandfonline.com/cfp/ah/rtrs-cfp3 18. Translation & Interpreting, 7:3, 2016 www.trans-int.org/index.php/transint/issue/view/38 19. "The translation profession: Centres and peripheries" The Journal of Specialised Translation (Jostrans), Nº. 25, Enero 2016. The Journal of Translation Studies is a joint publication of the Department of Translation of The Chinese University of Hong Kong and the Chinese University Press. Contact: jts.tra@cuhk.edu.hk, james@arts.cuhk.edu.hk 19. Nuevo artículo: "The Invisibility of the African Interpreter" por Jeanne Garane, Translation: a transdisciplinary journal http://translation.fusp.it/. Contact: siri.nergaard@gmail.com.

The priority given to the development of research skills during doctrinal legal education often neglects the importance of equipping PhD students with the pedagogical skills necessary to fulfill their important educational role as academics. Thus, in many instances there is a significant gap in the requisite skill base that PhD students acquire when they complete their doctrinal education. This paper outlines a first step that has been taken to address this deficiency in postgraduate legal education in Ireland. The PhD community of the University College Dublin (UCD) School of Law convened an internal Syllabus Design Workshop in April 2010 in order to provide doctrinal students with an opportunity to design a university module and to explore the issues which arise in undertaking such an exercise. The first part of this paper outlines how the workshop was conceived and convened, and provides an account of the considerations that each student had to take into account in the design of a syllabus. From here, we address the content of the workshop and reflect upon some of the important issues which were raised. Finally, we offer a number of recommendations in relation to the development of doctrinal students as future educators. By highlighting the importance of uniting research and teaching, it is hoped that this paper will contribute to postgraduate legal education in Ireland, and also internationally.

Erasmus Mundus Joint Master’s Degrees (EMJMD) offer a unique opportunity to jointly design and deliver an integrated curriculum of excellence in an international context. This study analyses the case of a Master's Degree specialised in Education: PETaL “Play, Education, Toys and Languagesˮ. This is the first EMJMD obtained by the University of Cordoba (Spain) within the framework of the Erasmus+ Program (2014-2020), in coordination with the Polytechnic Institute of Lisbon (Portugal) and Marmara University (Turkey). Through the design, validation and distribution of an online questionnaire, this research aims to examine teachers’ opinions on the place of integration in their teaching, as well as on the level of interdisciplinarity in the programme based on Harden’s model ($). This pioneering course represents a favourable context in which to evaluate the “jointnessˮ in the curriculum and other aspects of the teaching-learning process, little explored so far in this context. The results reveal that, foreseeably, the conditions for greater integration in the successive editions are in place. Thus, it is necessary to continue strengthening teaching coordination and the aspects leading to further curricular integration. The study also serves as a reflection on teaching practice and the possibilities for interdisciplinarity in postgraduate education.

Innovations in dental sciences are potentially disruptive; however, the language barrier in the case of Latin America and the Caribbean (LAC) limits access to scientific studies. There is a necessity to measure the development of dental research across the LAC region, where economic power and postgraduate education access vary significantly. This article aims to analyze documents, citations, and journals and compare the SJR, H-Index, citation rates, and Co-occurrence Networks (Keywords) between dental journals published in LAC and the rest of the world, according to the report of Scimago Journal and Country Rank, between the years 1996 and 2020. Results show that Brazil leads dental research in the LAC, scoring the highest number of published documents, citations, and SJR metrics. The mean H-index and SJR of LAC dentistry journals are significantly lower than those of other regions (p < 0.03); however, there are no significant differences in the mean total citations in the last 3 years between LAC and other regions (p > 0.15). This suggests that the articles published in dentistry journals from LAC are being cited in similar proportions to the journals of other regions, but a large portion of these citations came from publications with low scientific impact.

Purpose The purpose of this paper is to describe progress in an across sectorial approach to primary health care at the district health service (DHS) level in Thailand in response to recent innovative national public policy directions which have been enshrined in constitutional doctrine and publicly endorsed by the Prime Minister. This paper describes one response to the Prime Minister’s challenge for Thailand to become the centre of learning in the sub-region in health management. Design/methodology/approach The authors utilised a descriptive case study approach utilising an analysis of the Naresuan University initiative of establishing the College of Health Systems Management (NUCHSM). Within that case study, there is a focus on challenges relevant to the socio-economic determinants of health (SOED) and an emphasis on utilising Sustainable Development Goals (SDGs) within the DHS structure. Findings The findings describe the establishment of the NUCHSM. A Master of Science (Health Systems Management) by research and a PhD degree have been created and supported by an international faculty. The Thailand International Cooperation Agency recognised NUCHSM by providing scholarships. International students are from Bangladesh, Bhutan, Kenya, Malawi and Timor Leste. Research consultancy projects include two in Lao People’s Democratic Republic; plus, a prototype DHS management system responsive to SDG attainment; and a project to establish a sustainable Ageing Society philosophy for a Thai municipality. Originality/value The case study on NUCHSM and its antecedents in its development have demonstrated originality in a long-standing international collaboration, and it has been recognised by the national government to provide scholarships to citizens of the countries in the sub-region to undertake postgraduate studies in health management. The concept of learning from each other and together, simultaneously as a group, through action research projects funded to enhance the evolution of DHSs is innovative.