Artículos de revistas sobre el tema "International Foundation for Gender Education (IFGE)"

The article explores the issues of gender equality, which play a key role in the formation of a gender-equal society. The authors discuss the current challenges and opportunities for gender education in Kazakhstan, emphasizing the significance of gender equality as the foundation of the educational strategy and the need for further deepening and expansion of gender-oriented programs at all levels of the educational system. The article also focuses on international documents ratified by Kazakhstan, highlighting the country's commitment to international human rights and equality standards. It includes examples of national and international initiatives, such as UNESCO and UNDP programs aimed at advancing gender equality through education. The authors examine international practices and methodologies used to combat gender stereotypes and biases and consider the possibilities for adapting these practices within the Kazakhstani context. The goal of this research is to analyze international experience in the field of gender education and to study the issue of implementing gender approaches in the school and professional training system of the Republic of Kazakhstan. The authors believe that strategic planning and support at the level of state policy can significantly enhance the effect of implementing gender initiatives, contributing to the creation of a more just and equal society.

PurposeIn the last decade, female students' enrolment in higher education has experienced significant growth. However, male and female students still differ in criteria set of choosing higher education institutions. While several studies have been disentangled in developed countries in analyzing gender differences in pursuing higher education, a similar area of studies conducted in developing countries is scarce. The purpose of this study is to examine gender differences and the factors that influence first-year students' choice of higher education in a developing country.Design/methodology/approachThe study involved 575 students who were either enrolled in an undergraduate or foundation program of an international branch campus. We tested the hypotheses using partial least squares multigroup analysis (PLS-MGA).FindingsOur results revealed that graduate employability, information sources, program characteristics, institution characteristics and campus safety were influential factors affecting the students' institutional choice. The MGA results also indicated that gender differences exist in selecting higher education institutions. Male students are more strongly influenced by information sources such as family, friends, media compared with female students.Originality/valueVery few international branch campus choice studies explore gender differences in developing countries. This study enriches the current literature of institutional choice through the lens of an Asian developing country and extends the discourse regarding the role of gender in influencing students' institutional choice, of which they are commonly overlooked in most literature. The study has significant implications for student recruitment managers in higher education institution to develop marketing strategies targeting to potential male and female students.

The objective of this study is to develop a sense of global community among young people and to lay the foundation for growth with desirable qualities and capabilities as members of a global civil society. The interpersonal competency was selected to conduct the study. The subjects of this study were high school students in K city located in Gyeonggi-do and analyzed how the gender, academic performance, parents' educational background, conversation time with parents, and participation in international cooperation activities affect global citizenship. Study subjects were a total of 248 high school students. Survey was selected as the study method. Collected questionnaires were subjected to descriptive statistical analysis and correlation analysis using IBM SPSS (Statistical Package for the Social Science) 21 program, Student’s t-test, and one-way analysis of variance (ANOVA). As a result of the analysis, first, it was found that female students had more influence than male students according to gender in global competency, and conversation time with parents was also found to have a significant effect. Second, in terms of self-competence, it was found that students who had experience in international cooperation had more influence than students who did not have experience in international cooperation. Lastly, in interpersonal competency, according to gender, female students were found to have more influence than male students, and conversation time with parents was also found to have a significant effect. Based on the results of this study, it is hoped that in the future, young people will participate in activities that cooperate with the world beyond regional and national identities, thereby providing a framework for recognizing and implementing their attitudes toward responsibility at the global level.

Background: The diagnosis and management of chronic diseases, such as Acute Lymphoblastic Leukemia (ALL), are significant for the quality of life of parents. In addition, several factors contribute to the quality of life of parents whose children battle ALL, including characteristics, duration of childcare, mental health, and family functioning. Therefore, this study aims to identify factors influencing the quality of life of parents whose children have ALL at the Childhood Cancer International Foundation in Jakarta. Methods: This cross-sectional study recruited 109 parents at the Childhood Cancer International Foundation as respondents. The assessment tools used included a Characteristics questionnaire, Self-Rating Questionnaire-20, APGAR Questionnaire, and WHOQOL-BREF questionnaire. Additionally, collected data were subjected to univariate, bivariate, and multivariate analysis. Results: Among the 109 respondents with an average age of 38 years and mean childcare duration of 28 months, 66.1% were females, 100% believed in God, 73.4% had partners, 47.7% possessed higher education, 83.5% earned below the regional minimum wage, 66.1% experienced mental health problems, and 11.9% had family dysfunction. Bivariate analysis showed a significant relationship between gender, mental health, and quality of life (p<0.05). Multivariate analysis showed that marital status, education, economic status, and family functioning significantly correlated with quality of life. Conclusions: In conclusion, gender, marital status, education, economic status, mental health, and family functioning were found to exert a significant influence on the quality of life of parents raising children with ALL.

Background: The use of both conventional medications and herbal medicines has increased recently. Consequently, the chance of misusing medications has also increased, leading to unwanted complications and economic burdens. This study examined the attitudes and perceptions of international students at Dublin International Foundation College (DIFC) towards conventional medication and herbal medicine. Methods: A cross-sectional quantitative method was used to collect information from international students at DIFC. A total of 85 questionnaires were distributed to the students, and 54 completed questionnaires were received from them. Chi-square test was used to examine the possible relationships between students’ background, gender and region of origin and their attitudes and perceptions toward using conventional medications and herbal medicines. Results: Participants from different regions of origin showed significant differences in the responses to questions about informing their healthcare providers about their drug allergies. While most students did not usually mix herbal medicines with either conventional medications or other types of herbs, students aged between 21 and 25 were more likely to combine different types of medications compared to students from other age groups. No significant differences were observed in relation to students' educational backgrounds and gender. Conclusion: This study demonstrated the need of educating students from different regions and backgrounds about the use of conventional medications and herbal medicines. Information regarding the proper use of medications and the dangers of drug interactions should be included in the curricula of formal education and disseminated to the public using culturally sensitive strategies.

Interdisciplinary entrepreneurship programs are becoming the norm rather than the exception at universities across the world. This paper examines trends in student enrollment, interests, motivations, career goals, and perceived competency over the past decade at a large public university offering an entrepreneurship credential to undergraduate students in all majors. Several trends were identified via pre- and post-program surveys ( n = 5,271 and n = 1,323) administered to participants. Engineering, technology, science, and international student enrollment grew; the motivations and interests of non-business students evolved slightly over time; and gender differences, but not disciplinary ones, were detected in relation to program outcomes and perceived effectiveness. Implications of this work for entrepreneurship education include showing how monitoring enrollment trends can inform program development and serve as a foundation for new research questions.

Physical Education (PE) as a school subject provides numerous health benefits. Thus, the United Nations Educational, Scientific, and Cultural Organization has made PE a mandatory subject in schools globally. However, PE has not yet been advocated adequately, leading to international concern among stakeholders. In particular, a decline in the advocation of PE programs has been reported in Iran. Therefore, this study identified the potential statements that could best describe the quality aspects of PE among professionals in Iran. Furthermore, the perceptions of gender and professionals working in various jobs were measured regarding the quality dimensions of PE. Except for two items, professionals identified all the items to be potential for signifying QPE. Items in each subfactor were separately measured via exploratory factor analysis (EFA). The perceptions of gender and professionals who worked at different job positions were gauged using t-tests and analysis of variance (ANOVA). Furthermore, a 2 (gender: male XXABSTRACT female) × 3 (job positions: primary school vs. high school vs. university) Multivariate analysis of variance (MANOVA) was employed, which identified a significant interaction effect (Wilks' l = .92) among the professionals; however, η2 (= .038) had provided a medium effect. Significant differences between male and female professionals were identified in all the subfactors. However, professionals at different job positions did not show any significant differences. The study thus provided a sound foundation for determining items for gauging the dimensions of QPE among professionals in Iran. Nevertheless, significant sex differences for all QPE subfactors warrant future research to understand the underlying issues.

While integration into the European Union is one of the priorities of Georgia, internationalization of higher educational institutions and international student mobility is of a particular importance. The present paper serves exactly this purpose and outlines the preliminary assumption that gender stereotypes, cultural aspects and family traditions have a negative impact on students’ equal access to student exchange programs in Georgia. Although female students are more involved into international student exchange programs, they are at the same time facing bigger obstacles to do so. The mentioned problem refers mainly to females who cannot decide the issue of their participation in exchange programs alone, without their family’s involvement. The study revealed that the participation of female students in exchange programs especially increases year by year, while only a slight increase of the number of male students is demonstrated. The mentioned finding is in absolute coincidence with the events in Europe, where female participation has exceeded male participation long ago. In the light of the fact that this issue has never been studied before, the present paper may somewhat complement the gap in literature or build a foundation for the research in this field, as it discusses the individual factors of refusal to participate in exchange programs by female students, as well as interruptive and hindering circumstances, which in most cases come from family. Keywords: student mobility, higher education, gender, Georgia

In this article, a little-known but detailed history of Black women’s tradition of study abroad is presented. Specifically, the story of Dr. Anna Julia Cooper is situated within the landscape of historic African American students who studied in Japan, Germany, Jamaica, England, Italy, Haiti, India, West Africa, and Thailand, in addition to France. The story of Cooper’s intellectual production is especially intriguing because, at a time when Black women were just beginning to pursue doctorates in the United States, Anna Cooper chose to earn her Ph.D. from the Sorbonne in Paris. In this article, it is demonstrated that her research agenda and institutional choice reflected a popular trend of Black academics to construct their scholarly identities with an international foundation. The intersection of race, gender, nationality, language, and culture are critical areas of inquiry from which to study higher education.

Purpose This study aims to compare the academic performance of female accounting students with their male counterparts and to assess the impact and association between gender and the academic performance of accounting students graduating from the College of Business Studies (CBS) in Kuwait. Design/methodology/approach The sample consisted of 141 accounting students, who graduated during 2015 from CBS. Independent samples test, correlation and linear least squares regression analyses tested the hypotheses. Findings The results indicate that there was a statistically significant association between gender and accounting students’ performance, which explained the superiority of the performance of the female students’ group over the performance of the male students’ group and explained the significant impact of gender on accounting students’ performance, with and without controls for other factors. Practical implications The findings have practical implications for how the administration of CBS and similar educational institutions should take action. The findings suggest that the administration of CBS should adopt policies that impose and encourage the acceptance of more female accounting students, as they perform well in accounting and their academic performance is better than their male counterparts. Originality/value The study makes significant contributions to the existing knowledge in the area of students’ performance by empirically supporting the theoretical expectation of the impact of gender on accounting students’ performance. It provides a foundation for future comparative studies, potentially leading to the harmonization of international accounting education. It also addresses some of the shortfalls in the existing regional accounting education literature resulting from the scarcity of prior studies, where little has been published.

Purpose This paper aims to use quick response (QR) code along with online videos to teach one of the college foundation courses in an international institution to enhance the grasp of the students and to boost the students’ learning outcomes. Design/methodology/approach The study discussed and elaborated the findings that mainly focused on the usage of the online resources to teach Engineering Economy course. Besides, the authors analyzed how the gender may have different feedback for the student. Findings The study emphasized on the expectations of the students to use videos in the learning experience that preferred to be developed by course educator and to be published on the university platform, like blackboard or faculty website, that conforms university transformation vision undergoing nowadays. It is recommended to have a successful learning experience; it is the educator's responsibility to improve the personal digitization skills that would be used in the e-learning implementations, that will be used for the educational technology, which requires the use of creative media production mobile applications. Practical implications The education field has witnessed significant development over the past years in terms of using digital technologies as pedagogical tools to enhance the students’ learning experience especially the internet, where the traditional trends become outdated to be used in the classrooms. One of the main players in this field is videos that are considered as the main influencer to this educational change, where it has been demonstrated to and boost the quality of the learning experience. Originality/value In this study, students participated to explore the usefulness of using online learning through using videos blended with QR code to enhance the students’ performance in understanding one of the undergraduate foundation courses in the college of engineering, namely, engineering economy. A survey was distributed to students after the core material of the course was covered. The collected responses were then studied and analyzed.

Undergraduate medical education in Nigeria has come a long way since its inception over seven decades ago. However, the involvement of medical students in extra-curricular clinical research is poor, falling short of international standards. This article examines the problem using local literature, summarizing the trend and associated issues. Existing studies, which are scant, show that research participation among undergraduate medical students in Nigeria is low. Barriers included insufficient research training, lack of mentorship programs, funding impediments, curriculum constraints, and gender-related disparities. The article concludes that equipping medical students with research skills is essential for a solid foundation in their career as clinical scientists, which will enable them to make crucial contributions to the advancement of medicine. Recommendations are offered based on the gaps identified.

Equality is the foundation of a democratic society that strives for social justice and respect for human rights. Unfortunately, due to various circumstances, women are discriminated against in almost all spheres of life. The relevance of the scientific article is due to the fact that, despite Ukraine’s recognition of basic international documents in the field of ensuring gender equality, the establishment of the principle of non-discrimination on the basis of gender at the constitutional level, the adoption of a special law on ensuring equal rights and opportunities for women and men, the creation of appropriate institutional guarantees in this area, the problem of insufficiently effective protection of women and observance of gender equality in various spheres of public life remains open for our state. Gender stereotypes represent a significant issue in contemporary society, particularly within professional environments such as the legal sphere. Women working in this field often encounter certain stereotypes that may limit their opportunities for professional advancement and development. These stereotypes may include the perception that women are less competent in the legal domain or that they are better suited for other types of professional activities. It is important to consider that gender stereotypes can affect women’s self-esteem in the legal sphere, as well as their ability to advocate for their rights and interests. This may lead to women feeling less confident in their abilities, which in turn can restrict their career trajectory. To address this issue, it is necessary to pay attention to gender equality issues in the legal sphere. This may involve conducting campaigns to educate and raise awareness about gender stereotypes, as well as promoting the development and support of female leaders in this field. Additionally, it is important to create conditions for women to have equal opportunities for professional growth, including access to education and training in the field of law.

Background and Aim: Educational justice is the foundation of thought and culture in a society, forming a part of cultural justice, and facilitates individuals’ access to equal educational opportunities. The absence of educational justice slows the progress and development of human civilization and leads to the spread of class conflict, educational poverty, and school dropout. Therefore, this research compiles statistics on school dropouts and presents strategies to reduce poverty and dropout rates while maintaining educational justice. Methods: This research adopts a descriptive methodology and documentary analysis approach. Data have been collected by card-indexing from documentary sources such as articles, books, and credible domestic and international websites, as well as high-level documents including the Fundamental Transformation Document of Education and Training. Results: One of the essential indicators of justice-oriented policies is ensuring the opportunity for educational growth and equity for all people, regardless of gender, race, class, ethnicity, or color. Conclusion: The necessity of providing free and quality education and training for all individuals of school age is a fundamental concern referred to as educational justice. The existence of various challenges and obstacles in achieving this goal has led to inequalities and injustices.

In the conditions of the full-scale invasion of the Russian Federation on the territory of Ukraine, the issues of equal rights of women and men, prevention and counteraction of any manifestations of discrimination, including on the basis of gender, require a comprehensive approach for their effective solution and consolidation of the efforts of all state and public institutions. Ukraine continues to take decisive steps to overcome this problem, following the Euro- Atlantic and NATO course. Ukraine supports the policy of gender equality aimed at overcoming all forms of discrimination based on gender. Ukraine has embraced gender equality as a fundamental global standard, a cornerstone of democratic societies. The nation is actively working towards attaining authentic and factual equality between women and men, underscoring its commitment to fostering a society where equal opportunities and rights are afforded to individuals of all genders. Evidence of this is the active implementation of international and European legislation and the implementation of its provisions in the practical activities of state bodies and institutions of all levels. In order to overcome gender stereotypes, education is actively developing, the institutional capacities of state bodies and institutions, local self-government bodies are being strengthened. Furthermore, statistical research indicates that women continue to face restricted access to resolutions in armed conflicts, despite their significant contributions to humanitarian efforts. Women remain underrepresented in key sectors like security and defense, particularly at decision-making levels. This includes both military and civilian roles within the Armed Forces of Ukraine, the National Police, and international peacekeeping operations, highlighting an ongoing imbalance in gender representation within these critical areas. In view of the above, the issue of gender equality in the security and defense sector of Ukraine, in particular, in the bodies of the National Police, deserves special attention and remains relevant. The responsibility for implementing a cohesive state gender policy within the units of the National Police of Ukraine lies with the Human Rights Office of the General Inspection and Human Rights Department of the National Police of Ukraine (hereinafter referred to as the Human Rights Office). Despite the considerable volume of the legal framework outlining a diverse range of competences for the Human Rights Office as a subject of administrative and legal relations, it can be confidently stated that there has been no thorough examination of the regulatory and legal aspects governing the activities of the Human Rights Office in the field of implementing the unified state gender policy. This lack of comprehensive study contributes to the presence of numerous gaps in the legislative foundation of the Human Rights Office’s activities. All this actualizes the topic of the corresponding scientific research, testifies to its scientific and practical usefulness, taking into account the recent significant intensification of domestic law-making processes aimed at defining the legal foundations of gender equality and nondiscrimination, the integration of European and international legislation into domestic legislation.

Purpose This paper examines perceived labor market earnings among adolescents and their parents by gender and caste. Previous research has established that lower subjective expectations of labor market returns among parents affect educational investment. Likewise, subjective expectations of adolescents about labor market returns are likely to affect their commitment to their education. In the labor market, gender and caste biases manifest itself in terms of lower wages for women and persons from marginalized communities. The authors ask if perceived earnings among adolescents and their parents vary by caste and gender over and above their intrinsic ability. Design/methodology/approach The authors use a unique dataset on adolescents that has been recently collected (2013-2015) by ASER Centre, the research and assessment wing of Pratham Education Foundation for the analysis. To answer the research question posed in the paper, they use standard OLS and quantile regression techniques. Findings Results confirm that girls have lower expected earnings than boys. Caste differences appear more rigid in Bihar. Research limitations/implications The authors recognize that the results presented do not take into consideration the issue of selection bias. Hence, they are applicable not to the average adolescents in the study districts, but only to those who reported expected earnings. That said, they do not think that this technical limitation dilutes the broad policy conclusions emerging from the study. Originality/value The paper uses cognition as a measure of an adolescent’s intrinsic ability. Therein lays the uniqueness of the paper. It brings into the discussion on expected earnings test scores as a measure of an adolescent’s cognitive ability. It is also unique in that it focuses on adolescents in the age group of 11-16 years who are likely to join the labor force in few years. Previous discussion of subjective expectations in India did not include any measure to capture cognitive ability and did not focus exclusively on adolescents.

Significant changes are driving the wheels of progress. In the context of higher education, developments in technology and globalization have made a profound impact. There is need for universities to take stock of developments to plan with realistic goals so as not to be left behind in a highly competitive globalized environment. With rapid changes in requirements, universities face the challenge of being relevant. There is need to identify the attributes of successful universities and future learning environments for universities to prepare themselves towards achieving success. This study investigates the perception of respondents pertaining to attributes of successful universities and future learning environments. Data were collected using a specially designed survey during the 2016 academic year. The sample size was 89 international academics. The results highlights critical attributes, management elements and dominant pedagogical and technological trends. The paper also reports significant differences between gender and discipline sub-groups. The findings identify key themes, trends or perceptions that can be used as a foundation for more in-depth research to discern possible strategies towards achieving success.

Purpose – Although researchers have identified correlations between specific attitudes and particular behaviors in the pro-environmental domain, the general relationship between young people’s development of environmental knowledge, attitudes, and behaviors is not well understood. Past research indicates that geographic context can play a role, while social factors such as age and gender can have a more significant impact on predicting attitudes and behaviors than formal education. Few studies have systematically examined the relationships between education and environmental attitudes and behaviors among youth in Hong Kong. The purpose of this paper is to report the findings of a study comparing secondary school students’ environmental attitudes and behaviors with age and related factors in two international schools and two government schools in Hong Kong. Students’ attitudes and behaviors were compared based on school type (curriculum), while the authors additionally compared the significance of social factors and attitudes on students’ behaviors. Design/methodology/approach – Attitudes were measured using the New Ecological Paradigm (NEP) and the NEP for Children (NEPC), the most commonly used, internationally standardized tools for investigating environmental attitudes and values of adults and young people for comparative purposes. The authors compared NEP/NEPC scores and student self-reported environmental behaviors using a short questionnaire. Findings – No significant differences were found in attitudes or behaviors based on school type. However the authors did observe a significant effect of gender and age on students’ attitudes, and a significant correlation of student attitudes in the NEP with students’ self-reports regarding air conditioning consumption. Originality/value – This study builds a foundation for cross-national studies and for evaluating the impact of curricula over time.

Over the past few years, Artificial Intelligence (AI), data analytics over edge and computer vision have ushered in a plethora of use cases that promise to transform the education landscape, particularly in the developing economies. The significant headways that AI has made in improving the quality of educational pedagogies and in enhancing the accessibility and inclusivity of the education models are now compelling the multiple stakeholders in the education space to reimagine the way learning is done and facilitated. Vast socio-economic inequities exist in the Indian education landscape, with poor infrastructural facilities, disparities in the technological competence of teachers and the gender & caste related divides plaguing the education space since decades. With a one-size-fits-all approach implemented for learning across the nation and with superficial insights into individual student’s cognitive capabilities, the education methodology in India faces serious limitations as students don’t receive personalized attention which leads to many students staying bereft of the value of education programs in the country. Artificial Intelligence enabled solutions can help identify the key areas of improvements in the education space, while analyzing the needs of each student in a personalized manner, to help every student derive the benefits of education, which can help bridge the socioeconomic inequities in the country. The report builds its arguments, analysis and future directions based on the data collected through secondary research. Industry benchmark reports by the leading consultancy firms and market research organizations will be leveraged, while also utilizing the data from open datasets on Unified District Information System for Education (UDISE), World Bank, NITI Aayog India and United Nations International Children’s Emergency Fund (UNICEF). Moreover, the authors have reached out to their respective common and divergent networks of educators, technologists and policymakers to understand the systematic approach that AI can take to transform the education landscape. The data-driven value case derivations quantify the benefits and opportunities for AI in education, which form the foundation of actionable and viable recommendations.

ObjectiveAn increased risk of cardiovascular morbidity and mortality in adult GH deficiency (GHD) may be related to hypopituitarism but also to the presence of the metabolic syndrome (MetS). Our objective was to investigate the characteristics and prevalence of MetS as well as its comorbidities in adult GHD.DesignIn KIMS (Pfizer International Metabolic Database) 2479 patients with severe adult-onset GHD, naïve to GH replacement, with complete information on all MetS components were found. MetS was defined according to the National Cholesterol Education Program's Adult Treatment Panel III (NCEP) and the International Diabetes Foundation (IDF).MethodsThe prevalence of MetS was calculated and compared with previously published data from the normal population. Associations were assessed between background variables, baseline variables, comorbidities, and MetS.ResultsMetS was present in 43.1% (NCEP) and in 49.1% (IDF) of patients, clearly higher than data from the normal population (20–30%). MetS prevalence was related to age, GHD duration, and body mass index (BMI), but not to GHD severity, extent of hypopituitarism, or etiology of pituitary disease. Adjusted for age, gender, and BMI, patients with MetS had a higher prevalence ratio for diabetes mellitus: 4.65 (95% confidence interval (CI): 3.29–6.58), for cardiovascular morbidity: 1.91 (95% CI: 1.33–2.75), and for cerebrovascular morbidity: 1.77 (95% CI: 1.09–2.87) than patients without MetS.ConclusionsMetS is highly prevalent in GHD and is associated with a higher prevalence ratio for comorbidities. The presence of MetS in GHD may therefore contribute to the increased risk of cardiovascular morbidity and mortality found in these patients.

AbstractMany models have been made during the study of the chronology and areas of the socialization process and thus the extrafamilial and extracurricular platforms have often been in focus. Many theories have been created about the periods preceding adulthood, i.e. youth. Now, on the borderline of the two areas a new profession is in the making, targeting youth in an extrafamilial and extracurricular context. This new area deserves thorough analysis with a focus on theoretical background since models of leisure environments outside the family and school are now on the same footing with youth education and socialization. The current study deals with leisure environment and youth. It reviews theories of socialization environments and venues, provides a grouping of them and introduces a new theory that best fits into the conceptual apparatus of the youth area and serves as a solid foundation for it. In addition, scientific and international agreements pertaining to the periods of youth will be looked at, and an attempt will be made to create a break-down by age group that is best adaptable to the extrafamilial and curricular environment. It must be stressed that the present study does not deal with the repertory of socialization themes, such as gender socialization, moral socialization, political socialization and others, but merely those environments where these take place.

In 1991, the Parapsychology Foundation organized an international conference on the topic "Women and Parapsychology," held in Dublin, Ireland. The survey aimed for an assessment of the situation in parapsychology 30 years after this conference. Our team asked women active in the research field of parapsychology and related areas about their scientific careers, authoring articles, contributions to the field and gender-specific experiences. We distributed the link to the extensive online questionnaire on several e-mail lists and websites and also sent the link specifically to individuals. 30 women completed the questionnaire. We got a selective, non-representative sample, with a high average age and level of education. Due to these limitations, the survey did not provide complete clarity as to whether parapsychology differed from other disciplines with regard to the status and situation of women. Several aspects are comparable to the situation of women in other research fields. As is generally the case in academia, women tend to be paid less. They have to make greater efforts to be taken seriously by male colleagues, which can slow down their careers, in addition to career interruptions due to raising children, greater difficulties balancing work and family life, and the like. We found a relatively low proportion (10 women who reported sexual intimidation or harassment in the field of parapsychology. General funding problems in parapsychology are even greater for women because of the additional childrearing responsibilities and less institutionalized research. Some findings lead us to the thesis that it is not necessarily the gender aspect that is responsible for rude and inappropriate behavior on the part of male colleagues, but rather a tendentially greater openness on the part of female researchers for worldviews and heterodox research subjects outside of the scientific mainstream. This thesis must be validated in further studies.

BackgroundThe work stress and psychological condition of financial investment bankers is a hot issue widely concerned by society. Excessive work pressure is a major risk factor for triggering anxiety disorder episodes. Anxiety disorders are often accompanied by symptoms such as nervousness, worry, muscle tension, panic, sweating, and avoidance of work or emotional instability. In order to reduce the level of anxiety among the practitioners of this industry, the study investigated the current status of anxiety disorders among the practitioners of investment banking.Subjects and MethodsA total of 1456 investment banking practitioners in a certain area were interviewed using the Composite International Diagnostic Interview Schedule-3.0 (CIDI-3.0), and anxiety disorders were diagnosed according to the Hamilton Anxiety Scale (HAMA), Hamilton Depression Scale (HAMD), Symptom Self-assessment Scale SCL90, and Self-Acceptance Questionnaire (SAQ).ResultsThere were significant differences in the scores on HAMA, HAMD, SCL90, and SAQ among investment banking practitioners with different distributions of age, gender, years of working experience, marital status, and income level (P<0.01), and the differences in the detection rate of anxiety disorders distributed by education level were not statistically significant (P>0.05).ConclusionsThe possibility of anxiety disorders among investment banking practitioners is high, and psychological guidance and proper guidance need to be strengthened. This survey study provides a theoretical basis for the development of targeted interventions for anxiety disorders in the future.AcknowledgementNational Social Science Foundation Project (No. 10BJY106).

Purpose: This research aims to develop a predictive model using the Health Belief Model behavioral theory approach to understand changes in eating habits and physical activity among Indonesian students in Taiwan. Given the historical context of hepatitis A outbreaks in Taiwan and the importance of preventive health behaviors, the study seeks to lay the foundation for further intervention research focused on promoting healthy lifestyles among Indonesian students. Methods: The research employs a basic research approach to develop a predictive model, drawing on the Health Belief Model framework. Data collection involves administering questionnaires to Indonesian students in Taiwan to assess their eating habits, physical activity, knowledge about hepatitis A prevention, and adherence to Clean and Healthy Living Behavior (PHBS) practices. Statistical analysis is conducted to identify factors influencing knowledge and behavior related to hepatitis A prevention. Results and Discussion: Analysis of questionnaire data from 112 Indonesian students reveals that many behaviors do not reflect PHBS practices aimed at preventing hepatitis A transmission. The results indicate that factors such as age, gender, and level of education significantly influence knowledge about hepatitis prevention and healthy hygiene behavior. Specifically, higher levels of knowledge correlate with better preventive behaviors, suggesting the importance of educational interventions in promoting health awareness among students. Implications of the Research: The findings have implications for public health interventions targeting Indonesian students in Taiwan to prevent hepatitis A transmission and promote healthy lifestyles. By identifying factors influencing knowledge and behavior related to hepatitis prevention, the research provides insights for developing targeted interventions and educational campaigns aimed at improving health outcomes among this population. Originality/Value: This research contributes to the literature by applying the Health Belief Model framework to understand and predict changes in eating habits and physical activity among Indonesian students in Taiwan. The study addresses the need for preventive health measures in response to hepatitis outbreaks and underscores the importance of cultural and contextual factors in shaping health behaviors among international student populations. The findings provide a basis for future intervention research and highlight the significance of promoting health awareness and preventive practices in diverse cultural settings.

Abstract Since the financial crisis financial literacy has attracted growing interest among researchers and policy makers, as there is international empirical evidence that financial literacy is poor among both adults and students. In Germany we have almost no empirical evidence on financial literacy, especially in the case of students attending secondary schools, as financial education has not featured on German school curricula to date. Besides, Germany has not yet participated in the optional financial literacy module of PISA, which was offered for the first time in 2012. However, a lack of private pension provisioning, in spite of demographic change, and low stock ownership among German households indicate a deficit in financial knowledge and skills in this country as well. In this paper we investigate financial literacy among students aged 14 to 16 attending a secondary school in the state of Hesse. The foundation is a test designed according to international standards. The statistical analysis of the test reveals substantial deficits in key areas of financial literacy. Particular deficits could be identified in the fields of basic knowledge of financial matters and, to an even greater degree, in more advanced concepts such as risk diversification. Applying interest calculations to financial matters turned out to be problematic for many students. Furthermore, the paper analyses the impact of gender and type of school on the overall test score as well as test performance in specific tasks. The findings suggest that financial matters should be covered in some form at secondary schools. In light of the potentially far-reaching consequences of financial illiteracy for financial wellbeing, German participation in future PISA financial literacy tests seems highly advisable to gain a deeper understanding of the preliminary findings presented in this paper.

This special issue of the American Journal of Islamic Social Sciences onIsmail al Faruqi is prepared to honor the memory and contribution of ProfessorIsmail al Faruqi to the academia, the history of Islamic thought,and the development of the Muslim community (Ummah). Providing aperspective twenty-five years after Professor al Faruqi’s death, it providesthought-provoking papers relating of the person, mission, and intellectualjihad initiated by Professor al Faruqi.Ismail Raji al Faruqi (1921–1986) was a great scholar of Islam in moderntimes. His scholarship covered a broad spectrum of Islamic studies: thestudy of religion, Islamic thought, approaches to knowledge, history, culture,education, interfaith dialogue, aesthetics, ethics, politics, economics,science, and gender issues. He had indeed an encyclopedic knowledge, arare person among contemporary Muslim scholars.Ismail al-Faruqi laid the foundation for a new interpretation and analysisof the quintessence of tawhid and its relevance in various dimensionsof human life and thought. He also made unique contributions to the studyof Islam and its relevance to the contemporary age. In fact, many of hisunique contributions to Islamic scholarship remain especially relevant todayand have been carried on and extended by many of his former.Professor al Faruqi was a founder of “the school of Islamization ofknowledge,” which has been incorporated at several international Islamicuniversities. His school of thought, academic approach, and practice is alsobeing applied by hundreds of his students who are teaching and doing researchat different universities in all continents.This special issue of the American Journal of Islamic Social Sciences,revisits the intellectual legacy and continuing influence of Professor Ismailal Faruqi since his death ...

The article analyzes the influence of physical culture and sports on the health of the population. The author explores the behavioral factors of health and illness, using experience and examples from previous Russian and international research. The work highlights the main components of a healthy lifestyle and obstacles that prevent it from practicing, such as lack of material and time resources, lack of will, bad habits, high pace of life and work, etc. Based on the latest statistics and analysis, it is shown that there are few people leading a healthy lifestyle in Russia (from 12 to 25% according to various estimates), but there are real barriers to improving the situation. Furthermore, there is a lack of motivation among the population itself. The article focuses on the importance of adequate physical activity to preserve health. Author presents data on the share of those practicing physical education and sports in Russia and in the world, as well as the results of scientific research confirming the fact that the interest of Russians with sports activities has increased, they began to devote more time to physical development. However, it will take time to achieve the indicators typical for the countries of Northern Europe and the USA. The problem of high-performance sports, associated huge costs, its use as an effective instrument of “soft power” in world politics, dehumanization and commercialization of big-time sports and, of course, the issue of its impact on health are touched upon. It also analyzes the importance of professional sports for the development of mass sports and increasing the motivation of the population to engage in physical culture.The situation in the development of physical culture and mass sports in Russia and the involvement of the population of our country in these practices are assessed. Author analyzes interlinks between physical activity on one side and influence of socio-demographic characteristics of the population, such as gender, age, level of education and income, region of residence on the other side.The empirical basis of the work consists of data of the WHO, the Federal State Statistics Service (Rosstat), the Public Opinion Foundation (FOM) and the All-Russian Center for the Study of Public Opinion (VTsIOM), as well as the study undertaken in 2018–2019 by the Department of Sociology of Family and Demography, Faculty of Moscow of Sociology, Lomonosov Moscow State University (2489 respondents) “Interregional studies of life values and nontransitivity of family and child orientations among women, men and married couples on the basis of crosscutting analysis of comparable data” (SEDOZH).

The 2nd Annual AMSS-UK Conference, “Social Responsibility:Challenges for the Future,” took place October 21-22 at the University ofWestminster, London. Scholars from the United Kingdom, Ireland,Malaysia, the United States, Western Europe, and Turkey presented fortytwopapers. Over one hundred participants attended the two-day event. TheConference featured scholars such Malik Badri, Kamal Hassan, MuradHofmann, Abdelwahab El-Affendi, in addition to emerging intellectualssuch as Mashood A. Baderin and Fauzi Ahmad. The vital participation ofgraduate students and junior faculty at the AMSS-UK and the AMSS-USconference in Washington, DC, the prior weekend indicates the growingpresence of Muslims in western academia.Asad Ahmad was master of ceremonies and Yusuf El-Khoie from theKhoie Foundation gave the opening remarks. The keynote address inauguratedthe conference and was followed by a plenary session. Paper sessionscomprised the rest of the event with a “book Iaunch” and final plenary sessionconcluding the program Sunday afternoon.Paper sessions were organized around various subthemes directly relatedto social responsibility and the future. Presenters reflected upon social welfare,the state, social policy and community development, law, health andsocial care, grassroots action, globalization and the media, education, andmethodologies and gender. The direct link between the Conference themeand paper sessions encouraged a lucid and fertile ground for intense discussion,paving the way for an emerging discourse on social responsibilityin Islam.The keynote address was delivered by Kamal Hassan, rector,International Islamic University, Malaysia, and established the importanceof scholars and academics in promoting social responsibility. He reflectedupon the role of universities in promoting social responsibility under globalization.At present, universities are reacting to globalization by adoptinga “corporatization of curriculum” and a “market driving” approach to ...

Background. Gallbladder polyps are usually benign lesions originating from the mucosa and are usually detected incidentally during radiological examinations or after cholecystectomy. Gallbladder polyps are common and may have malignant risk. In this study, it was investigated whether metabolic syndrome (MS) is a risk factor for gallbladder polyps. This study aimed to determine the prevalence of MS and its components in patients with gallbladder polyps. Materials and methods. We conducted a retrospective, cross-sectional study. We investigated the age, gender and past medical history of 90 adults (45 with polyps, 45 without polyps). Body height and weight, body mass index, waist circumference and laboratory data were obtained from the hospital data processing system. National Cholesterol Education Program Adult Treatment Panel III (NCEP-ATP III) and International Diabetes Foundation (IDF) MS diagnostic criterion were used for the diagnosis of MS. Results. 51.1 % (n = 46) of the subjects participating in the study were female and 48.8 % (n = 44) were male. The mean age was 58.79 ± 15.70 years. MS was found in 56.7 % (n = 51) of the cases according to the criteria of NCEP-ATP III and, in 64.4 % (n = 58) of the cases according to the IDF criteria. In patients with a gallbladder polyp, MS was detected in 55.55 % according to the criteria of NCEP-ATP III and in 66.66 % according to the IDF criteria. The rates of MS were not similar in the gallbladder polyp group and control group (p > 0.01). Abdominal obesity was found to be a risk factor for the development of gallbladder polyp (odds ratio: 14.23, 95% CI: 1.751–15.722; p < 0.01). Although it was not statistically significant, low HDL and hypertension were detected approximately 2 times higher in patients with gallbladder polyps than in the control group. Conclusions. While MS is not associated with the development of gallbladder polyp, obesity is seen as a sole risk factor.

AimsThe Royal College of Psychiatrists (RCPsych) Leadership and Management Fellowship Scheme (LMFS) is aimed at accelerating a fellows’ leadership and management development using a combination of structured leadership development programmes and a local apprenticeship model. It is open to all higher trainees, utilising special interest time over 12 months.In most establishments, certain groups are more prone to prejudice; whether due to age, gender, ethnic origin, sexual orientation, religion, career progression or disability. Leeds and York Partnership Foundation Trust (LYPFT) values diversity and strives to foster growth within a multicultural workforce and patient group. Equity accepts the difference between persons and ensures everyone reaches full potential, using individualised support. The aim was to create a culturally aware, inclusive and dynamic workforce. This project set out to achieve its objectives through four pillars.MethodsPillar 1-Initiating the local Medical Workforce Race Equality Standards (MWRES) LYPFT action plan: Appointment of the MWRES lead through advertisement and interviews. Pillar 2-Raising awareness on patient, carer and community involvement through a transcultural workshop: A virtual workshop anchored by four professionals and three patients, with lived experience was held, after which survey results were analysed. Pillar 3-Supporting International Medical Graduates (IMGs): Supporting IMGs through raising awareness on challenges and completing the regional handbook. Pillar 4-Interdisciplinary Undergraduate Education: Raising awareness on diversity and inclusion through undergraduate interdisciplinary education.ResultsPillar 1: An MWRES lead was appointed after interviews and is now in office. Pillar 2: Results of survey questions from the workshop around awareness of barriers minority groups experience, available transcultural resources, transcultural issues, local protocols and resources, and likelihood to intervene against discrimination; showed an improvement of 41.2%; with average pre-workshop scores of 55% and average post-workshop scores of 96.2%. Pillar 3: The Health Education England, Yorkshire & Humber IMG handbook has been completed and results from the survey included. Pillar 4: Students reported an improvement in their learning following the session. The weighted improvement on equity and transcultural issues for the pre and post teaching intervention improved from 5.391 to 7.126.ConclusionOverall, the aims of the four pillars of the project were successful achieved, with positive feedback received. LMFS encourages trainees to develop their leadership and management skills through local mentoring structures and should be encouraged. This is a clarion call to all professionals to adopt a culturally informed approach in all aspects of their practice; related to the workforce and patient care.

There can be no doubt that among many problems of the Middle East inadequate status of women is of paramount importance. It might come as a surprise, then, that the most radical doctrine of feminine emancipation was formulated by the Kurdish socialist freedom movement from Turkey and is being implemented in war-torn Syria in the de facto autonomy called the Democratic Federation of Northern Syria, better known as “Rojava”. The doctrine is named jineology (in Kurdish jineolojî) and constitutes one of three pillars of democratic confederalism (together with libertarian democratic socialism and ecologism), the ideology of Abdullah Öcalan. Apo, as he is called, proposed a socialist revolution that would include women’s liberation and would take place in human hearts and minds rather than on the battlefields. First, the system of education needs to accept progressive methods and contents. Second, women ought to become active participants in the political, social, and economic life, especially in order to marginalize the state through creation of a multi-level self-government. Third, they need to be able to defend themselves (also physically) against men, nations-states waging wars, industrialists, and capitalists. The theoretical foundation of these changes is referred to as jineology, understood as a discipline belonging to social sciences, similar to gender studies. These are the ideals that are being implemented in Rojava and manifested in the Social Contract, the constitution of the Democratic Federation of Northern Syria.

INTRODUCTION. The individual's right to health is a set of natural and positive legal frameworks that govern a person’s life activity, individual and family wellbeing, enforcement of health guarantees by the statesparticipants of universal and regional treaties of the field under question. The formation of this right stems from biological characteristics of each person, socio-economic conditions, environment, access to health and sanitation services, national health-care system progress, existence of vulnerable groups of population. Goals of the UN Sustainable Development Agenda 2030 (UN General Assembly resolution 70/1) include such essential aspects of the right to health as ending poverty and hunger in all its forms everywhere; promote food security and healthy lifestyle; the well-being of all individuals at any age; ensure availability and sustainable management of water and sanitation for all; protection and restoration of water-related ecosystems; enhancement of the States capacity to prevent and reduce national and global health risks. According to the position of the World Health Organization (WHO) the right to health imposes on the States a legal obligation to ensure timely access to adequate levels of high-quality health care, clean and safe drinking water, sanitation, adequate nutrition, shelter, health-related information and education, gender equality. As a result, the considerable amount of attention is paid to the analysis of the content of general and specific international instruments at the universal level and the international legal specificities of enshrining and maintaining an individual's right to health. The text also places the emphasis on its normative framing in the law of the Council of Europe and the European Union, reflecting the decisions and rulings of the European Court of Human Rights (ECHR).MATERIALS AND METHODS. The legal framework of the study is based on universal international treaties of the UN system, regional regulations of the Council of Europe and the EU, legal position of the UN specialized agencies, the International Committee of the Red Cross (ICRC) and the ECHR. The scientific works of domestic and foreign authors related to the study of the right to health are used as a theoretical foundation. The research uses general scientific and special cognitive techniques wherein legal analysis and synthesis, systemic, formal-legal, comparative-legal, historical-legal and dialectical methods are applied.RESEARCH RESULTS. The research indicates that the modern international legal concept of the right to health is being developed at the universal and regional level. Furthermore, specific international legal guarantees for the protection of this right are emerging for special groups such as women and children, refugees, stateless persons and migrant workers, protected persons, the wounded and the sick – all persons affected by international armed conflicts. There is a certain trend in Council of Europe and EU law towards an extended interpretation of the human right to health responding to new challenges to the realization that right, concerning bioethics, human genome editing, and the effects of nuclear testing and environmental pollution.DISCUSSION AND CONCLUSIONS. Following a review of the content and implementation of the right to health in the universal and regional international legal systems for the human rights and freedoms protection, the authors suggest its incorporation in a group of personal rights, social benefits provided by the state, and simultaneously in a collective right to development pertaining to the population as a whole. The universal international legal institutions establishing special rights for vulnerable groups will continue to be applied by member states in the context of a situational response to the global needs of families, women and children, international migration, armed conflicts, environmental conditions, and bioethical issues. The authors encourage the complement of the European system of human rights protection with an additional protocol to the Council of Europe Convention for the Protection of Human Rights and Fundamental Freedoms of 1950, involving the right to health security.

Abstract Introduction Recent studies characterized a clinically more severe and painful (compared to painless) form of restless legs syndrome (RLS). Data comparing pharmacological treatments in patients with painful and painless RLS are scarce. The current study investigated long-term opioid treatment in patients with painful versus painless RLS. Methods Data were extracted from the National RLS Opioid Registry, an ongoing observational longitudinal study of adult patients with a confirmed diagnosis of RLS treated with opioids. Painful RLS classification was based on a “Yes/No” response to the question: “Would you consider your RLS to be painful?”. Baseline collected data included age, gender, ethnicity, body mass index, education, RLS family history, age at RLS onset, augmentation history, and International RLS Severity Scale (IRLS). Both RLS concomitant treatments (alpha-two-delta, α2δ) ligands; dopaminergic agents, DA) and RLS opioid treatments with daily dose in morphine milligram equivalents (MME) were collected at baseline and after two years. Results Data for 447/500 initially enrolled RLS patients (146 painful and 301 painless RLS) were available after two years. Painful (versus painless) RLS patients were less frequently White (94.5% versus 98.3%; P=0.0347) and had more severe RLS symptoms at baseline (IRLS scores: 16.6±10.0 versus 11.3±9.1; P&lt; 0.0001). Frequency of patients on concomitant DAs or α2δ ligands did not differ between the two subgroups at baseline or after two years. The mean daily opioid dose (MME) did not differ between the two subgroups at baseline or after two years. The frequency of patients with MME ≥50 was higher in the painful RLS subgroup at baseline (27.4% versus 18.6%; P=0.0338) but not after two years. Painful RLS patients either increased or decreased opioid dose (65.1% versus 53.2%; P=0.0170) and more frequently switched, added, or discontinued opioids (25.3% versus 15.6%; P= 0.0135) after two years. Conclusion Whether the higher need for change in opioid dose or medication in patients with painful RLS is related to the severity of RLS and/or lack of efficacy remains to be determined. Support (if any) The National RLS Opioid Registry received support from the RLS Foundation, Baszucki Group, and Jerry Blakeley.

Education is a human right and essential for realization of all other human rights. It is a basic right which helps the individual to live with human dignity the right to education is a fundamental human rights. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education. Hence the present study has attempted to find out awareness of right to education among secondary school teachers. The sample of 200 secondary school teachers was taken. A self made questionnaire comprising 34 multiple choice items was used by the investigator. It was found that both Government and Private secondary teachers have equal information regarding RTE, whereas Male school teachers are more aware of RTE than Female secondary school teachers Education is the foundation stone of national development. No nation can develops without education. The function of education is to accelerate the progress and development of nation. Education is the only means which brings about national integration. Educational achievement of a nation is also an indicator of national pride. During the pre-british Indian the indigenous secondary education was imparted in Pathshalas, Gurukuls, Gurudwaras and other religious organization. Education was banned for women and for scheduled classes and poor people. After sometimes Christian missionaries and East Indian Company established a few schools with the purpose of spreading Christianity in India. The first organized step to established planned primary schools of four years duration in India was established when Macaulay presented his famous minutes in 1835 with a view to popularize English education. In 1854 Woods Dispatch laid stress on imparting education atleast upto the primary level to the Indians. Later many commissions and committees were set up like India Education Commission 1882, Government resolution on education policy 1904, Gopal Krishan Gokhales Resolution 1911,Hartog committee 1929, Wardha Scheme 1938 and Sargent report 1944. All of them laid stress on free & compulsory primary education. After independence India adopted Article-45 directive principle of state policy laid down in Indian Constitution. The Article says, The state shall endeavour to provide within a period of ten years from the commencement of the constitution free & compulsory education for all children untill they complete the age 6 to 14 years. Kothari Commission (1964-66) recommended qualitative improvement for the purpose of science education, work experience, vocalization of education and development of social, moral and spiritual values, improvement in methods of teaching curriculum, teacher training etc. were recommended. National Policy on Education (1986) emphasized on two aspects. One on the universal enrollment and universal retention of children upto 14 years of age and another on the substantial improvement in teaching quality of education. In order to improve the education of school, Operation, Blackboard was introduced by National Policy on Education. The programme of action (1986) was laid down, the purpose of Operation Blackboard is to ensure provision of minimum essential facilities in secondary schools, material facilities as learning equipment, use of blackboard implies that there is an urgency in this programme. In India, the desire for compulsory education figured in the writing and speeches of our leader before independence. But for national development and national integration, creation of good citizens, preparation for life, development of character, development of individuality, adaptation to environment and making man civilized. India just implemented the Right to Education on 27rd August (Thursday), 2009 by 86th Constitutional amendent. It says, the state shall provide free and compulsory education to all children the age of 6 to 14 years in such manner as the state may, by law, determine. Today education is considered an important public function and the state is seen as the chief provider of education through the allocation of substantial Budgetry resources and regulating the provision of education. The pre-eminent role of the state in fulfilling the Right To Education is enshrined in 1966 International Covenant on Economic, Social and Cultural rights. With regards to realizing the Right to Education the World Declaration on Education for All states that partnerships between government and non-government organizational, the private sector, local communities, religious groups, and families are necessary. The realization of Right to Education on a national level may be achieved through compulsory education or more specifically free and compulsory primary education as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. So as India is first to made education compulsory and free for all. Formal Education is given to everybody without any discrimination of sex, caste, creed and colour. Education is the powerful tool. which accelerates the process of national growth and development. Moreover, economically and socially marginalized adults and children can left themselves out of miseries of darkness and participate fully as variable assets for their nation only with the help of education. Thus, education is a key towards a successful life. Keeping in view the importance of education, the secondary education in India has been made compulsory through 86th constitutional amendment. Moreover Right to Education has declared as fundamental right by this amendment under Article-emerge as a global leader in achieving the millennium development goal of ensuring that all children complete their secondary education by 2015 as set by UNESCO. The secondary stake holders for providing education are the parents and social authorities and both these entities have to be active: parents, by sending education is supported, thus, it is important that teacher should be aware of Right to Education. If teacher are well aware of Right to Education then only he/she can make the students to enjoy its benefits and motivate them to enroll in education. Moreover, if the teacher is fully awakened about the Right Education only then he/she will not dare to exploit the child.

Abstract Background: Systemic mastocytosis (SM) is a disorder of neoplastic mast cells ranging from indolent to aggressive multi-system disease. We previously reported our large single centre experience managing SM. Since 2019 patients have had access to new treatments within trials. Prognostic scoring systems developed in SM to improve outcome predictions and guide treatment have been a focus of recent studies, although are yet to be validated in real-world setting. We sought to apply these scoring systems within our UK cohort, with a particular focus on the international prognostic score (IPSM) and the mutation-adjusted risk score (MARS). Methods: We performed a retrospective study of 192 adult patients diagnosed with SM between 2009 and 2021 including demographics, clinical data, as well as next generation sequencing (NGS) based myeloid gene panels carried out in advanced SM patients (AdvSM) where available. Prognosis for all patients was calculated based on IPSM (Sperr et al. [2019]) in all our SM patients and MARS scores in those with AdvSM (Jawhar et al. [2019]). Results: There was no gender bias in our cohort with 87 (46%) males and 105 (54%) females. Median age at diagnosis was 52 years (range 5-84) and majority of patients had indolent SM (ISM; 129/192 [67%]), 8/192 (4%) smouldering SM (SSM) and 55/192 (29%) advanced SM (AdvSM). In those with AdvSM, 43/55 (78%) had an associated haematological neoplasm (SM-AHN); 9/55 (17%) aggressive SM (ASM) and 3/55 (5%) mast cell leukaemia. As expected, AHN sub-types were myeloid with majority being CMML (16/55; 29%) [Table 1]. Median tryptase at diagnosis in ISM patients was 41ug/L (range 3-351ug/L), while in SSM it was 494ug/L (range 174-682ug/L) and in AdvSM it was 155ug/L (range 10-1551). Most patients were positive for the KIT D816V mutation (131/192; 68%). As expected, ISM and SSM (non-AdvSM) patients had better prognosis compared to those with AdvSM [Figure 1a], with median overall survival (OS) not reached in the former and 12 months in the latter with 11-year follow-up. We next applied the IPSM score to the AdvSM cohort, with the largest proportion categorised as AdvSM-3 (25/55; 45%) while 10/55 (18%) were AdvSM-4 [Table 1]. Survival outcome was notably higher in the AdvSM-1 group (4/55; 7%) with no deaths recorded, while 6/25 (24%) and 4/10 (40%) deaths were reported in AdvSM-3 and AdvSM-4 groups respectively [Figure 1b]. SM patients are known to carry somatic mutations in addition to KIT, in particular SRSF2, ASXL1 and RUNX1 (S/A/R) which are associated with adverse outcome. In our AdvSM cohort, 10/55 (18%) of patients were positive for one of these mutations on NGS-based myeloid gene panel and 8/55 (15%) carried ≥2. Additional clinically significant mutations are summarised in Table 1. We next examined the MARS score; most of our AdvSM patients categorised as low-risk (28/55, 51%), 21/55 (38%) were intermediate-risk and 6/55 (13%) high-risk [Table 1]. Survival outcome as expected in the low-risk group was higher compared to the intermediate- and high-risk groups, with 10-year OS of 87% versus 35% and 30% respectively [Figure 1c]. On reviewing our AdvSM cohort, 6/55 (11%) had progressive disease: 5 transforming to acute myeloid leukaemia (AML) and 1 to mast cell leukaemia (MCL). Interestingly, when reviewing cause of death, the highest proportion were due to AHN progression (6/16; 38%) while 2/16 (13%) were from transformation to AML [Table 1]. As expected within our cohort, there was a discrepancy between the IPSM and MARS scores as the latter includes the presence of S/A/R mutations. 2 patients diagnosed with MCL in 2016 and 2019 respectively, were categorised high risk based on both scores. Both are alive to date having received the KIT inhibitor avapritinib, with one continuing on this treatment. The other progressed to AML and underwent allogeneic stem cell transplant, with ongoing complete remission. Other treatments received by our AdvSM patients are summarised in Table 1. Conclusion: Application of the IPSM and MARS prognostic scores to our data reflects findings of other groups with better outcomes seen in non-AdvSM compared to AdvSM patients. Furthermore, although our AdvSM cohort is small, the presence of adverse risk factors could be overcome through recent advances in treatments and consolidation with stem cell transplant. Hence, identification of high-risk patients using these prognostic scores can direct targeted first-line therapy and improve outcomes. Figure 1 Figure 1. Disclosures Sriskandarajah: Celgene: Speakers Bureau; Novartis: Other: Education. Green: Novartis: Other: Education. Ong: Novartis: Other: Education. Harrison: Novartis: Membership on an entity's Board of Directors or advisory committees, Research Funding, Speakers Bureau; CTI BioPharma: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Gilead Sciences: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Abbvie: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Incyte Corporation: Speakers Bureau; Celgene: Honoraria, Membership on an entity's Board of Directors or advisory committees, Research Funding, Speakers Bureau; Constellation Pharmaceuticals: Research Funding; BMS: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Geron: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Keros: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Shire: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Galacteo: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Sierra Oncology: Honoraria; AOP Orphan Pharmaceuticals: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Promedior: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Janssen: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Roche: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau. Grattan: Novartis: Speakers Bureau. Radia: Blueprint Medicines Corporation: Consultancy, Membership on an entity's Board of Directors or advisory committees, Other: Study steering group member, Research Funding; Cogent Biosciences Incorporated: Other: Study Steering Committee; Novartis: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Other: Education events; EXPLORER and PATHFINDER studies: Other: Member of the Response Adjudication Committee.

BackgroundExcessive use of the internet is increasingly recognised as a global public health concern. Individual studies have reported cognitive impairment in problematic internet use (PIU), but have suffered from various methodological limitations. Confirmation of cognitive deficits in PIU would support the neurobiological plausibility of this disorder.AimsTo conduct a rigorous meta-analysis of cognitive performance in PIU from case–control studies; and to assess the impact of study quality, the main type of online behaviour (for example gaming) and other parameters on the findings.MethodA systematic literature review was conducted of peer-reviewed case–controlled studies comparing cognition in people with PIU (broadly defined) with that of healthy controls. Findings were extracted and subjected to a meta-analysis where at least four publications existed for a given cognitive domain of interest.ResultsThe meta-analysis comprised 2922 participants across 40 studies. Compared with controls, PIU was associated with significant impairment in inhibitory control (Stroop task Hedge's g = 0.53 (s.e. = 0.19–0.87), stop-signal task g = 0.42 (s.e. = 0.17–0.66), go/no-go task g = 0.51 (s.e. = 0.26–0.75)), decision-making (g = 0.49 (s.e. = 0.28–0.70)) and working memory (g = 0.40 (s.e. = 0.20–0.82)). Whether or not gaming was the predominant type of online behaviour did not significantly moderate the observed cognitive effects; nor did age, gender, geographical area of reporting or the presence of comorbidities.ConclusionsPIU is associated with decrements across a range of neuropsychological domains, irrespective of geographical location, supporting its cross-cultural and biological validity. These findings also suggest a common neurobiological vulnerability across PIU behaviours, including gaming, rather than a dissimilar neurocognitive profile for internet gaming disorder.Declaration of interestS.R.C. consults for Cambridge Cognition and Shire. K.I.’s research activities were supported by Health Education East of England Higher Training Special interest sessions. A.E.G.'s research has been funded by Innovational grant (VIDI-scheme) from ZonMW: (91713354). N.A.F. has received research support from Lundbeck, Glaxo-SmithKline, European College of Neuropsychopharmacology (ECNP), Servier, Cephalon, Astra Zeneca, Medical Research Council (UK), National Institute for Health Research, Wellcome Foundation, University of Hertfordshire, EU (FP7) and Shire. N.A.F. has received honoraria for lectures at scientific meetings from Abbott, Otsuka, Lundbeck, Servier, Astra Zeneca, Jazz pharmaceuticals, Bristol Myers Squibb, UK College of Mental Health Pharmacists and British Association for Psychopharmacology (BAP). N.A.F. has received financial support to attend scientific meetings from RANZCP, Shire, Janssen, Lundbeck, Servier, Novartis, Bristol Myers Squibb, Cephalon, International College of Obsessive-Compulsive Spectrum Disorders, International Society for Behavioral Addiction, CINP, IFMAD, ECNP, BAP, the World Health Organization and the Royal College of Psychiatrists. N.A.F. has received financial royalties for publications from Oxford University Press and payment for editorial duties from Taylor and Francis. J.E.G. reports grants from the National Center for Responsible Gaming, Forest Pharmaceuticals, Takeda, Brainsway, and Roche and others from Oxford Press, Norton, McGraw-Hill and American Psychiatric Publishing outside of the submitted work.

This research aims to identify the role of institutional hierarchies, social norms, and power imbalances in facilitating sexual violence in higher education and provide a solid foundation for the development of effective prevention and response strategies. The research involved analyzing institutional policies and practices with the aim of reducing unequal power relations and preventing sexual violence in academic settings. The research method involved an in-depth literature review using various reference sources such as books, scholarly journals, experts’ legal views, and relevant legislation. The main focus of this research is to understand the causal factors of sexual violence in higher education and formulate effective prevention strategies. Sexual violence in higher education has a profound impact physically, psychologically, emotionally, and socially. This research highlights unequal power relationships, the need for identification of causal factors, strict policy implementation, collaboration, and awareness through education to create a safer and fairer environment. Students’ lack of understanding of sexual harassment can hinder critical action, and the “iceberg” phenomenon emphasizes the importance of raising awareness of the issue. With a deep understanding of power dynamics, prevention strategies can shape a safer and more equitable academic environment. Unequal power relations play a major role in amplifying sexual violence. ___ Referensi Buku dengan penulis: Syam, N. (2010). Agama Pelacur; Dramaturgi Transendental. Yogyakarta: LKIS Pelangi Aksara. Artikel jurnal: Alpian, R. (2022). Perlindungan Hukum Pidana terhadap Tindak Kekerasan Seksual di Dalam Institusi Perguruan Tinggi. Lex Renaissance, 7(1), 69-83. Elindawati, R. (2021). Perspektif Feminis Dalam Kasus Perempuan sebagai Korban Kekerasan Seksual di Perguruan Tinggi. 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Pembanjiran Informasi, Asertivitas Seksual dan Kekerasan Seksual di Perguruan Tinggi. Indonesian Journal of Guidance and Counseling: Theory and Application, 11(2), 75-82. Rohima, S., Saleh, S., & Pertiwi, R. (2023). Sosialisasi Pencegahan dan Penanganan Kekerasan Seksual Pada Perguruan Tinggi di Kota Palembang. Sricommerce: Journal of Sriwijaya Community Services, 4(1), 49-60. Rusyidi, B., Bintari, A., & Wibowo, H. (2019). Pengalaman dan Pengetahuan tentang Pelecehan Seksual: Studi Awal di Kalangan Mahasiswa Perguruan Tinggi (Experience and Knowledge on Sexual Harassment: A Preliminary Study Among Indonesian University Students). Share: Social Work Journal, 9(1), 75-85. Saripudin, U., Nurlaeli, S., & Fatriany, F. (2022). Pertanggungjawaban Pidana Pelaku Kekerasan Seksual di Lingkungan Perguruan Tinggi berdasarkan UU TPKS. VARIA HUKUM, 4(2), 65-79. Sumintak, S., & Idi, A. (2022). Analisis Relasi Kuasa Michel Foucault: Studi Kasus Fenomena Kekerasan Seksual di Perguruan Tinggi. Jurnal Intelektualita: Keislaman, Sosial dan Sains, 11(1), 55-61. Supriansyah, S. (2023). Konstruksi Remaja Perempuan Urban di Film Indonesia Kontemporer: Antara Gender, Seksualitas, dan Agama. Muadalah, 11(1), 27-42. Umar, T. M. (2005). Propaganda Feminisme dan Perubahan Sosial. Mediator: Jurnal Komunikasi, 6(2), 205-214. Van der Bruggen, M., & Grubb, A. (2014). A Review of the Literature Relating to Rape Victim Blaming: An Analysis of the Impact of Observer and Victim Characteristics on Attribution of Blame in Rape Cases. Aggression and Violent Behavior, 19(5), 523-531. Zahir, F. I., & Saputra, S. A. (2024). Upaya Pencegahan Tindak Kekerasan Seksual pada Perempuan Berbasis Buku Panduan. Jurnal Ilmu Pendidikan dan Psikologi, 1(2), 50-58. World Wide Web: Ahdiat, A. (2023). Kampus, Lingkungan Pendidikan dengan Kekerasan Seksual Terbanyak. Diakses dari laman: https://databoks.katadata.co.id/datapublish/2023/12/20/kampus-lingkungan-pendidikan-dengan-kekerasan-seksual-terbanyak Ajie, M. 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Abstract Introduction: Globalization provided people in once isolated lands with an array of democracy types and international principles. The boosting traditional, conventional, societal, ethnical, and cultural differences in countries all over the world are pushing educational authorities to reexamine their contemporary habits, customs, principles, and practices of citizenship. Examining the assumptions and methods of cultural democracy in education settings is the foundation of critical pedagogy. Thus, a critical multicultural pedagogy is formed on critical views on democracy and diversity by illuminating the transformative nature of citizenship. Accordingly, this study inquires the conceptual grounds of class teachers in a phenomenological tradition in that it investigates the conceptions of these teachers on the concept of diversity and democracy. The data of the study were gathered through a questionnaire, besides semi-structured interview questions designed by the researcher. Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect the required data. 160 class teachers officially working in diverse regions in Turkey voluntarily participated in the study (N=150 for the questionnaire and N=10 for the interview). Related implications to raise the awareness of class teachers on diversity and democracy were presented at the end of the study. Methods: This study searched for the conceptual underpinnings of the class teachers in the phenomenological tradition (Marton, 1981). Just like other methods to utilize philosophical phenomenology to the social sciences (Entwistle, 1997), the interpretative process of phenomenographic research is quite similar to that of grounded theory which refers to a set of systematic inductive methods to practice qualitative research (Richardson, 1999). Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect data. Results: The findings demonstrate that class teachers are open to new perspectives, diverse religions and different genders. Thus, it can be said that a critical perspective was adopted by class teachers. Further, class teachers should be included into curriculum and syllabus design which are solely carried out by policy makers. Otherwise, critical skills of class teachers might be destroyed in the process of education. Thus, primary school curriculums and textbooks need to focus on the importance of democracy and diversity. Policy makers, Ministry of National Education, Turkey and Higher Council of Education need to include critical theory and critical pedagogy into curriculum. Future studies should focus on the views of both novice and professional class teachers. In addition, views regarding democracy and diversity from different cultures need to be examined in future research. Direct democracy, representative democracy, gender diversity, cultural diversity and pluralistic perspectives need to be adopted by related textbook publishers, classroom teaching departments, administrators and policy makers. Discussion: The findings of the study show that the participants developed a positive perspective towards democracy and diversity, although some issues in the context of Turkey are hardly mentioned or criticized (Dodd, 1992). The most important problem in examining democracy and diversity was religion because the participants stated that they respect religion, in their case Islam, because they somewhat would not want to hear church bell in a land of Islam (Bader, 2007). Diversity has been conceptualized as a positive element in the study. Since democracy and diversity are interrelated and interwoven, the participants generally adopted these terms (Banks et al., 2005). Conclusion: The results of the study suggest that the respondents had positive conceptions on individual and cultural diversities. Further, they developed good attitudes towards cultural democracy and they believe in the power of integration through individual differences. Critical pedagogy is an educational theory which aims to form a progressive and democratic culture by means of critical inquiry, which consequently results in valuing and respecting personal and cultural differences. Critical pedagogy perceives teaching as a naturally political event, refuses the neutrality of knowledge, and asserts that matters of social justice and democracy are not recognizable from only educational activities.

AbstractIntroduction: Globalization provided people in once isolated lands with an array of democracy types and international principles. The boosting traditional, conventional, societal, ethnical, and cultural differences in countries all over the world are pushing educational authorities to reexamine their contemporary habits, customs, principles, and practices of citizenship. Examining the assumptions and methods of cultural democracy in education settings is the foundation of critical pedagogy. Thus, a critical multicultural pedagogy is formed on critical views on democracy and diversity by illuminating the transformative nature of citizenship. Accordingly, this study inquires the conceptual grounds of class teachers in a phenomenological tradition in that it investigates the conceptions of these teachers on the concept of diversity and democracy. The data of the study were gathered through a questionnaire, besides semi-structured interview questions designed by the researcher. Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect the required data. 160 class teachers officially working in diverse regions in Turkey voluntarily participated in the study (N=150 for the questionnaire and N=10 for the interview). Related implications to raise the awareness of class teachers on diversity and democracy were presented at the end of the study.Methods: This study searched for the conceptual underpinnings of the class teachers in the phenomenological tradition (Marton, 1981). Just like other methods to utilize philosophical phenomenology to the social sciences (Entwistle, 1997), the interpretative process of phenomenographic research is quite similar to that of grounded theory which refers to a set of systematic inductive methods to practice qualitative research (Richardson, 1999). Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect data.Results: The findings demonstrate that class teachers are open to new perspectives, diverse religions and different genders. Thus, it can be said that a critical perspective was adopted by class teachers. Further, class teachers should be included into curriculum and syllabus design which are solely carried out by policy makers. Otherwise, critical skills of class teachers might be destroyed in the process of education. Thus, primary school curriculums and textbooks need to focus on the importance of democracy and diversity. Policy makers, Ministry of National Education, Turkey and Higher Council of Education need to include critical theory and critical pedagogy into curriculum. Future studies should focus on the views of both novice and professional class teachers. In addition, views regarding democracy and diversity from different cultures need to be examined in future research. Direct democracy, representative democracy, gender diversity, cultural diversity and pluralistic perspectives need to be adopted by related textbook publishers, classroom teaching departments, administrators and policy makers.Discussion: The findings of the study show that the participants developed a positive perspective towards democracy and diversity, although some issues in the context of Turkey are hardly mentioned or criticized (Dodd, 1992). The most important problem in examining democracy and diversity was religion because the participants stated that they respect religion, in their case Islam, because they somewhat would not want to hear church bell in a land of Islam (Bader, 2007). Diversity has been conceptualized as a positive element in the study. Since democracy and diversity are interrelated and interwoven, the participants generally adopted these terms (Banks et al., 2005).Conclusion: The results of the study suggest that the respondents had positive conceptions on individual and cultural diversities. Further, they developed good attitudes towards cultural democracy and they believe in the power of integration through individual differences. Critical pedagogy is an educational theory which aims to form a progressive and democratic culture by means of critical inquiry, which consequently results in valuing and respecting personal and cultural differences. Critical pedagogy perceives teaching as a naturally political event, refuses the neutrality of knowledge, and asserts that matters of social justice and democracy are not recognizable from only educational activities.

Introduction. In Russia, 2023 has been declared the Year of the Educator and Mentor, emphasizing the need for systematic measures in the field of personnel development for the research and development sector, primarily through postgraduate education. The necessity to ensure the stability of the research and development sector arises due to new objectives of the government policy on scientific and technological development, including training personnel in priority fields and enhancing science management. Over the past decade, scientific periodicals have extensively discussed ways to improve the effectiveness of postgraduate studies, given the decline in researcher numbers and dissertation defense rates, stricter requirements for dissertation councils, and their evolving operational forms. This article attempts to explore the role of mentorship in science within the context of the scientific and technological development objectives set by the country's leadership. The study highlights trends in scientific mentorship development and defines its functions based on survey data from research advisors working in Russian universities and research organizations. The study identifies contradictions that need to be addressed and proposes ways to improve the work and status of research advisors. Methods. The empirical foundation of this study is based on a sociological survey of postgraduate students and applicants' research advisors with a candidate or doctoral degree — academic, scientific, and administrative and managerial personnel of universities and research organizations (N = 3000). The survey included representatives from all broad scientific fields (natural, technical, humanities, social, medical, agricultural). The survey was conducted in 2023. Results and Discussion. The study results reveal that the main challenges research advisors face when working with applicants for academic degrees are organizational and competence-related, tied to the high level of bureaucratization in scientific personnel training, lack of flexibility, insufficient time allocation, and poor competencies of the participants in this process, especially those responsible for scientific and technological development. The study notes an increase in the complexity of the functional roles of research advisors due to an outdated workload distribution system that hinders full participation in scientific personnel training to meet current demands. Research advisors believe they require specialized training and describe the current state of scientific personnel training as being in crisis, necessitating significant changes. The study identifies several directions for modernizing higher qualification personnel training to address scientific and technological development challenges: aligning postgraduate training with practical experience (transitioning to professional and industrial postgraduate education in experimental mode for certain fields); creating individualized tracks for dissertation preparation (implementing individual programs); conducting internships at enterprises oriented at knowledge-driven economy and academic mobility improvement; appointing consultants from companies alongside research advisors, etc. The study results are discussed in terms of gender, age, job differences, and affiliation to a specific field of science. Conclusion. The study suggests that adopting a hybrid model of scientific mentorship, which combines elements of the traditional model (the research advisor being the sole mentor) and other models (developmental mentorship, multiple mentors, supportive mentorship) prevalent in international practice, could help address certain organizational and competence-related issues. To enhance the benefits of postgraduate studies for the hightech sector, special attention should be paid to natural and technical sciences, interdisciplinary research, dissertations commissioned by the industry, organizations, or companies, joint supervision models, and strengthening ties between universities, research organizations, and the economy sector itself among others.

Introduction. In Russia, 2023 has been declared the Year of the Educator and Mentor, emphasizing the need for systematic measures in the field of personnel development for the research and development sector, primarily through postgraduate education. The necessity to ensure the stability of the research and development sector arises due to new objectives of the government policy on scientific and technological development, including training personnel in priority fields and enhancing science management. Over the past decade, scientific periodicals have extensively discussed ways to improve the effectiveness of postgraduate studies, given the decline in researcher numbers and dissertation defense rates, stricter requirements for dissertation councils, and their evolving operational forms. This article attempts to explore the role of mentorship in science within the context of the scientific and technological development objectives set by the country's leadership. The study highlights trends in scientific mentorship development and defines its functions based on survey data from research advisors working in Russian universities and research organizations. The study identifies contradictions that need to be addressed and proposes ways to improve the work and status of research advisors. Methods. The empirical foundation of this study is based on a sociological survey of postgraduate students and applicants' research advisors with a candidate or doctoral degree — academic, scientific, and administrative and managerial personnel of universities and research organizations (N = 3000). The survey included representatives from all broad scientific fields (natural, technical, humanities, social, medical, agricultural). The survey was conducted in 2023. Results and Discussion. The study results reveal that the main challenges research advisors face when working with applicants for academic degrees are organizational and competence-related, tied to the high level of bureaucratization in scientific personnel training, lack of flexibility, insufficient time allocation, and poor competencies of the participants in this process, especially those responsible for scientific and technological development. The study notes an increase in the complexity of the functional roles of research advisors due to an outdated workload distribution system that hinders full participation in scientific personnel training to meet current demands. Research advisors believe they require specialized training and describe the current state of scientific personnel training as being in crisis, necessitating significant changes. The study identifies several directions for modernizing higher qualification personnel training to address scientific and technological development challenges: aligning postgraduate training with practical experience (transitioning to professional and industrial postgraduate education in experimental mode for certain fields); creating individualized tracks for dissertation preparation (implementing individual programs); conducting internships at enterprises oriented at knowledge-driven economy and academic mobility improvement; appointing consultants from companies alongside research advisors, etc. The study results are discussed in terms of gender, age, job differences, and affiliation to a specific field of science. Conclusion. The study suggests that adopting a hybrid model of scientific mentorship, which combines elements of the traditional model (the research advisor being the sole mentor) and other models (developmental mentorship, multiple mentors, supportive mentorship) prevalent in international practice, could help address certain organizational and competence-related issues. To enhance the benefits of postgraduate studies for the high-tech sector, special attention should be paid to natural and technical sciences, interdisciplinary research, dissertations commissioned by the industry, organizations, or companies, joint supervision models, and strengthening ties between universities, research organizations, and the economy sector itself among others.

Physical activity is very important for early childhood, especially outdoor activities that add a lot of new experiences. This study aims to check the relationship of children's outdoor activities and parenting styles and children's social skills. The participants are 125 parents of early childhood who attend kindergarten. The research method is a descriptive study using the relational screening model. The results showed that there was a relationship between outside play and parenting style on the social skills of children in their childhood. Democratic parenting styles are found to promote children's social skills, while authoritative parenting styles have a negative correlation with interpersonal skills, the ability to express verbally, self-control, listening skills, emotional management and adaptation to change. 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During physical distancing, children do not meet their peers to play or talk together. Peer relationships have a crucial influence on all child development, especially for social skills or behaviour during early childhood. This study aims to determine changes in children's social behaviour during physical distancing during the Covid-19 pandemic. This research method is a descriptive quantitative study designed with the percentage value was used as a score for measuring the results of parental observations of children concerning the child's social behaviour instrument. Quota sampling (150 parents) was used to reach participants from various cities in Indonesia to see cultural differences. Data on children's social behaviour was obtained using the Preschool and Kindergarten Behaviour Scale (PKBS) tests. The data were then analysed using descriptive statistics. The results show that there are changes in children's social behaviour during physical distancing. Children who are less independent (58.9%) are the biggest decline in social behaviour reported by parents, while the one who changes the least is cleaning up the mess that has been made (38.7%). The implication of the results of this study is that parents should continue to pay attention to their children's social behaviour by providing opportunities for children to interact with peers in the house while still paying attention to health protocols. Keywords: Early Childhood, Social Behaviour, Physical Distancing References: Aksoy, P., & Baran, G. (2010). Review of studies aimed at bringing social skills for children in preschool period. Procedia - Social and Behavioural Sciences, 9, 663–669. https://doi.org/10.1016/j.sbspro.2010.12.214 Al-Tammemi, A. B. (2020). The Battle Against COVID-19 in Jordan: An Early Overview of the Jordanian Experience. Frontiers in Public Health, 8(May), 1–6. https://doi.org/10.3389/fpubh.2020.00188 Arkorful, V., & Abaidoo, N. (2015). 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Abstract Background With the development of various information technologies and the popularization of the Internet, great changes have taken place in human life. In particular, social media has become an important channel for people to obtain information and generate event awareness, attitude and emotional tendency. Personal real-time comments on social media have a potential role in guiding public opinion and guiding network public opinion. As one of the most representative online social media, microblog contains a lot of public emotional information. The heterogeneity of microblog users' personal characteristics such as age, work and education leads to their different views, attitudes and values, making their views more representative and universal. Emotional analysis of these information is of great significance for us to understand the spread of public opinion events. By constructing a personal cognitive emotion classification model based on the optimized distributed gradient enhancement library, the emotion classification of microblog short text is realized. The model mainly includes text data collection and preprocessing, text feature extraction based on word embedding model word2vec, high fitting emotion classification model established through training corpus, and emotional tendency judgment according to the emotional tendency results obtained from the model. This paper takes 5 million microblog data and the data set released by CCF international natural language processing and Chinese Computing Conference as the word vector training corpus of word2vec to train the emotion classification model. Research Objects and Methods In order to investigate the semantic analysis of emotion, we formed an open-ended questionnaire by consulting relevant literature, sorted out the recovered effective scales, and conducted data semantic analysis. On this basis, combined with the previous theoretical concepts, the preliminary measurement table of emotional information is compiled; Secondly, the preliminary test is carried out according to the items of the scale, and the data are analyzed through item analysis, exploratory factor analysis and reliability test of the scale; Finally, the formal scale is compiled, tested and recovered, and verified by confirmatory factor analysis and reliability and validity test. In order to test the relationship between emotional information and emotional regulation, the cognitive bias questionnaire (CBQ) was used to measure the negative cognitive bias assumed to be related to depression. The scale measures two dimensions: (1) depression and (2) cognitive distortion. “Depression” expressed by CBQ refers to depressive emotion, or bad mood, rather than a depressive syndrome containing all relevant symptoms. Cognitive distortion is defined as reasoning that is clearly incorrect in terms of known facts. CBQ attempts to evaluate the specific cognitive distortions proposed by Beck (19671970), such as over generalization, out of context, arbitrary and speculative reasoning and judgment, ignoring advantages or good results and exaggerating disadvantages or bad outcomes. The scale describes six situations common to college students or psychiatric patients, three for interpersonal relationships and three for self-achievement. After each situation, three or four questions are put forward. These questions represent four possible combinations of the two dimensions of depression and distortion: depression non distortion, depression distortion, non depression non distortion and non depression distortion. Subjects were asked to answer how they experienced when they were in this situation. The score is to compare the scores of the four combinations of depression and distortion respectively, and the score range is 0-23 points. At the same time, independent sample t-test and analysis of variance were carried out with college students' gender, grade, family location, major, one-child situation, student cadres, family status and parental education as independent variables. Whether it is a student cadre or not has a certain impact on the emotional regulation and self-efficacy of college students. Results The improved model overcomes the shortcomings that the general methods can not explain the context and capture the semantic relationship of the context, and improves the efficiency and accuracy of emotion based classification. The effectiveness of different models can be evaluated according to confusion matrix or ROC curve. In this paper, the classification effect of xgboost emotion classification model is obviously better than that of SVM classification model. Conclusion Our empirical results show that most netizens hold a negative attitude towards yumengyao wrestling competition. Due to its limitations, this paper only uses xgboost model to study the text emotion classification. In the future, deep neural network can more accurately understand the characteristics of microblog short text, realize higher precision emotion analysis, and help practitioners and decision makers comprehensively and effectively identify the public's views and attitudes towards national policies and current events. This paper is of great significance to the real-time public opinion analysis in the network social media environment, and emphasizes the necessity of promoting the establishment of network public opinion early warning mechanism. Acknowledgements Funded by the National Natural Science Foundation of China under Grant No. 71671093. The authors would like to thank other researchers at Nanjing University of Posts and Telecommunications. Supported by the Jiangsu Provincial Department of education, the key research base of philosophy and social sciences.

Digital health literacy involves the individual's ability to effectively interpret, evaluate and use health information obtained through digital media, enabling them to make decisions and have greater autonomy over their health. Considering the increasing use of digital media as a source of health information for the population, the present study aimed to evaluate the digital health literacy level of individuals who use social media. The study was conducted with a sample of 423 individuals using a digital questionnaire to obtain socioeconomic data, and the eHealth literacy scale (eHeals) instrument was used to assess the level of digital health literacy. The results indicated that higher levels of education and income correlate with higher levels of digital health literacy. The biological determinants of age and gender did not correlate with digital literacy. It is concluded that government strategies that seek to use social media such as Facebook, Instagram and Twiter as an alternative to non-formal health education should consider that the success of these strategies depends on first investing in the formal education of the population.ResumoLiteracia digital em saúde envolve a capacidade do indivíduo em interpretar, avaliar e usar de forma eficaz as informações de saúde obtidas por meio das mídias digitais, permitindo-o tomar decisões e ter maior autonomia sobre sua saúde. Considerando a crescente utilização das mídias digitais como fonte de informações em saúde para população, o presente estudo objetivou avaliar o nível de literacia digital em saúde de indivíduos que fazem uso das mídias digitais. O estudo foi desenvolvido com uma amostra de 423 indivíduos por meio de questionário digital para obtenção de dados socioeconômicos e o instrumento eHealth literacy scale (eHeals) foi utilizado para avaliar o nível de literacia digital em saúde. Os resultados indicaram que maior nível de escolaridade e renda correlaciona com maiores níveis de literacia digital em saúde. Os determinantes biológicos idade e sexo não apresentaram correlação com a literacia digital. Conclui-se que a estratégia do governo que busca, por exemplo, utilizar as redes sociais online Facebook, Instagram e Twiter como alternativa de educação não-formal em saúde deve considerar que o êxito dessa estratégia perpassa pela necessidade de investir na educação formal.Palavras-chave: Educação não-formal, Educação para saúde, Política de saúde.Keywords: Non-formal education, Health education, Health policy.ReferencesBARROS, Josiane Kelly. 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Critical interpretation of statistical results: beyond statistical significance. Revista de Enfermagem Referencia, v.3, p 151-162, 2011.MERCHANT, Raina; ASCH, David. Protecting the Value of Medical Science in the Age of Social Media and “Fake News”. JAMA Network. v.320, n.23, p.2415-2416, 2018.MORAIS, José; KOLINSKY, Régine Kolinsky. Literacia científica: leitura e produção de textos científicos. Educar em Revista, n. 62, p.143-162, 2016. http://dx.doi.org/10.1590/0104-4060.48025.MOREIRA, Flávia Moraes.; PINHEIRO, Marta Macedo Kerr. Ministério da Saúde no facebook: um estudo de caso da política de informação. Informação & Informação, v. 20, n. 3, p. 147–174, 2015.MS. Ministério da Saúde. Disponível em: <http://bvsms.saude.gov.br/bvs/saudelegis/gm/2015/prt0589_20_05_2015.html>. Acesso em: 23 setembro 2019.MUKAKA, M. M. Statistics corner: A guide to appropriate use of correlation coefficient in medical research. Malawi Medical Journal. v. 24, n. 3, p. 69-71, 2012.NORMAN, Camerin; Skiner Harvey. eHealth Literacy: Essential Skills for consumer health in a netword. Journal of Medical Internet Research. v.8, n.2, e9, 2006.NORMAN, Cameron; SKINNER, Harvey. eHEALS: The eHealth Lieracy Scale. Journal of Medical Internet Research. v. 8, n.4, e27, 2006. http://dx.doi: 10.2196/jmir.8.4.e27NUTBEAM, Don. The evolving concept of health literacy. Social Science & Medicine, v. 67, n. 12, p.2072-2078, 2008. http://dx.doi.org/10.1016/j.socscimed.2008.09.050.PIAAC - Program for The International Assement Of Adults Competencies. U.s. Department Of Education. Literacy Domain. 2002. Disponível em: <https://nces.ed.gov/surveys/piaac/literacy.asp>. Acesso em: 27 set. 2019. OCDE.R CORE TEAM R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria, 2018. Available online at https://www.R-project.org/.RAMOS, Francisco Lúzio de Paula; HORA Ádrea Leal; SOUZA, Claudia Tereza Vieria; PEREIRA, Luciana Oliveira; HORA, Dinair Leal da. As contribuições da epidemiologia social para a pesquisa clínica em doenças infecciosas. Revista Pan-Amazônica de Saúde. v.7, n.esp.,p.221-229, 2016. doi: 10.5123/S2176-62232016000500025schwitzer, Gary. Pollution of health news: Time to drain the swamp. BMJ, v. 356, j1262, 2017.SILVA, Marco Antonio Dias; WALMSLEY, Anthony Damien. Fake News and Dental Education. British Dental Journal. v.226, p.397-399, 2019. https://www.nature.com/articles/s41415-019-0079-zTENGLAND, Per-Anders. Behavior Change or Empowerment: On the Ethics of Health-Promotion Goals. Health Care Analysis, v. 24, n. 1, p. 24–46, 2016.TOMÁS, Catarina Cardoso; QUEIRÓS, Paulo Joaquim Pina; FERREIRA, Teresa de Jasus Rodrigues. Revista de Enfermagem Referência. série IV, n. 2, p.19-28, 2014.VAART, Rosalie van der; DROSSAERT, Constance. 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The month of October comes with a familiar sight of ‘pink ribbon’ display and events organized in this context, globally. While this is an integral part of the international calendar in the developed world, developing countries like Pakistan attach little importance to promotion of this concept brand. One of the reasons for this apathy is a lack understanding amongst the social circles and general population about what the pink ribbon advocates. This editorial is meant to highlight the true spirit and importance of this symbol. A ‘pink ribbon’ is an international symbol of breast cancer awareness with the month of October referred to as ‘pinktober’ chosen as the breast cancer awareness month in many countries over the world. Breast cancer is the most common cancer amongst the female gender with more than one million women worldwide diagnosed with the disease every year. The WHO in its global health estimate reported 508000 deaths in women worldwide from this disease in the year 20111.More than 58% of deaths from breast cancer are known to occur in less developed countries2, which sets aside the misconception that the disease is a problem of the more affluent class. Early detection of breast cancer with its favorable impact on morbidity and mortality associated with the disease is now established as the cornerstone of management3. Against the backdrop of the magnitude and impact of this condition there is a dire need for creating awareness about the symptoms and treatment of the disease as well as promoting research and facilities leading to early detection, multimodality treatment and support for those suffering from the disease. Pink ribbon as a concept brand allows a platform to achieve these goals by raising money and encouraging scientific progress. The first known use of Pink Ribbon dates back to 1991 when it was handed out by the Susan G Koman foundation to participants of a New York city race for breast cancer survivors and adopted as an official symbol in 19924. Buying, wearing, displaying or sponsoring pink ribbon is a sign of support for women health. Thousands of pink ribbon products are advertised and sold each year with part of the earnings spent in promoting breast cancer awareness and funding research. The month of October as the national breast cancer awareness month (NBCAM) was started in 1985 by the American Cancer Society and pharmaceutical company Astra Zeneca. The organization behind NBCAM is keen on promoting mammography as a screening tool for early detection of breast cancer. Running, walking and riding besides observing pink dress day and pink hijab day form the essence of events organized globally as fundraisers under this banner. The campaign for helping breast cancer patients is not limited to diagnosis and treatment only. Addressing the burden of physical, social and psychological stigma associated with the disease is as important as the initial steps in management. The term She-ro, derived from hero is sometimes used to refer to those suffering from the disease. After treatment, the she-ro regains her femininity by using breast reconstruction, prosthetic devices, wigs, cosmetics, and clothing to present an aesthetically appealingappearance5.Breast cancer culture, or pink ribbon culture, refers to steps taken in public to effectively address different aspects of the disease. It supports the efforts of the doctors, promotes diagnostic modalities such as mammograms and various treatment options on offer for breast cancer patients. Pakistan has the highest rate of breast cancer in Asia. One out of every nine women is at the risk of breast cancer making the Pakistani women most susceptible to the disease after the non Arab Israeli women6. Studies have shown that a significant number of young women make the afore-mentioned list. Therefore, Pink Ribbon has reading-prc-Iterature been running Youth Awareness Program in collaboration with Higher Education Commission (HEC) since 2012. This program not only educates the young women about the importance of self-examination and screening modalities like ultrasound scan and mammograms but also through their interaction with members of their family and society makes them conscious of the disease and advocating regular check-ups. Benefit is also derived from established women groups and Lady Health workers who are in contact with the population in far-flung areas of the country, in spreading awareness to the grass root level. In collaboration with Pakistan Atomic Energy Commission hospitals, Pink ribbon has launched a free nationwide Breast Cancer screening program and is working on building a dedicated Breast Cancer Hospital in Lahore, Pakistan. Realizing the disease burden and the health, social and financial implications of breast cancer it is imperative that Pink Ribbon as a source of Breast Cancer awareness is propagated in the society and an all out moral and material support be extended to the organizations working under this banner.

NOTICIAS / NEWS (“Transfer”, 2015) 1) CONGRESOS / CONFERENCES: 1. First Forlì International Workshop – Corpus-based Interpreting Studies: The State of the Art University of Bologna at Forlì, 7-8 May 2015. http://eventi.sslmit.unibo.it/cis1/<file:///owa/redir.aspx 2. 5th IATIS Conference – Innovation Paths in Translation and Intercultural Studies, Belo Horizonte, Brazil, 7-10 July 2015. www.iatis.org/index.php/iatis-belo-horizonte-conference/itemlist/category/168-call-for-communication-proposals-within-the-general-conference 3. POETRY/TRANSLATION/FILM – POÉSIE/TRADUCTION/FILM PoeTransFi, Paul Valéry University, Montpellier, France, 18-19 June 2015. http://pays-anglophones.upv.univ-montp3.fr/?page_id=1795 4. 6th International Maastricht-Lodz Duo Colloquium on “Translation and Meaning”, Maastricht School of Translation & Interpre-ting, Zuyd University of Applied Sciences, Maastricht, Netherlands 21-22 May 2015. www.translation-and-meaning.nl 5. MiddleWOmen. Networking and cultural mediation with and between women (1850-1950). Centre for Reception Studies (CERES), HERA Travelling TexTs project and Huygens ING KU Leuven campus Brussels 7-8 May 2015. www.receptionstudies.be 6. 5th International Symposium: Respeaking, Live Subtitling and Accessibility, Università degli Studi Internazionali di Roma, Italy, 12 June 2015. www.unint.eu/it/component/content/article/8-pagina/494-respeaking-live-subtitling-and-accessibility.html 7. Conference on Law, Translation and Culture (LTC5) and Legal and Institutional Translation Seminar, University of Geneva, Switzerland 24-26 June 2015. www.unige.ch/traduction-interpretation/recherches/groupes/transius/conference2015_en.html 8. 6th International Conference Media for All – Audiovisual Translation and Media Accessibility: Global Challenges, University of Western Sydney, Australia, 16-18 September 2015. http://uws.edu.au/mediaforall 9. Translation in Exile, Vrije Universiteit Brussel, 10-11 December 2015. www.cliv.be 10. Literary Translation as Creation, Université d’Avignon et des Pays de Vaucluse, 20-21 May 2015. laurence.belingard@univ-avignon.fr marie-francoise.sanconie@univ-avignon.fr 11. 4th International Conference on Language, Medias and Culture (ICLMC 2015) 9-10 April 2015. Kyoto, Japan, www.iclmc.org 12. 9th International Colloquium on Translation Studies in Portugal – Translation & Revolution, Universidade Católica Portuguesa, Lisbon, 22-23 October 2015. ix.translation.revolution@gmail.com 13. Translation as Collaboration: Translaboration?, University of Westminster, London, 18 June 2015 Contact: Alexa Alfer (A.Alfer01@westminster.ac.uk), Steven Cranfield (S.Cranfield@westminster.ac.uk), Paresh Kathrani (P.Kathrani@westminster.ac.uk) 14. Translation/Interpreting Teaching and the Bologna Process: Pathways between Unity and Diversity, FTSK Germersheim, Germany 27–29 November 2015. www.fb06.uni-mainz.de/did2015/index_ENG.php 15. Atlantic Communities: Translation, Mobility, Hospitality, University of Vigo, Spain, 17-18 September 2015. http://translating.hypotheses.org/551 16. Exploring the Literary World III: Transgression and Translation in Literature Chulalongkorn University, Bangkok, Thailand 23-24 April 2015. www.arts.chula.ac.th/~complit/complite/?q=conference 17. Authenticity and Imitation in Translation and Culture, University of Social Sciences and Humanities, Warsaw, Poland, 7 – 9 May 2015. www.swps.pl/english-version/news/conferences/12164-authenticity-and-imitation-in-translation-and-culture 18. Translation in Transition, Barnard College, New York City, USA 1-2 May 2015. barnard.edu/translation/translation-in-transition 19. First Forlì International Workshop – Corpus-based Interpreting Studies: The state of the art, University of Bologna at Forlì, Italy, 7-8 May 2015. http://eventi.sslmit.unibo.it/cis1 20. Translation and Meaning. The Lodz Session of the 6th International Maastricht-Lodz Duo Colloquium, University of Lodz, Poland, 18-19 September 2015. http://duo.uni.lodz.pl 21. TAO-CAT-2015, Université Catholique de l’Ouest, Angers, France 28-30 May 2015. www.tao2015.org/home-new 22. English Language and Literary Studies (ELLS 2015), Chulalongkorn University, Bangkok, Thailand, 3-4 August 2015. http://ells2015.com 23. Talking to the World 2: The Relevance of Translation and Interpreting – Past, Present and Future, Newcastle University, UK, 10-11 September 2015. www.ncl.ac.uk/sml/study/postgraduate/T&I/2015conference/main.htm 24. 6th International Symposium for Young Researchers in Translation, Interpreting, Intercultural Studies and East Asian Studies Universitat Autònoma de Barcelona, Spain, 3 July 2015. www.fti.uab.es/departament/simposi-2015/en/index.htm 25. Portsmouth Translation Conference: Border Crossing or Border Creation?, University of Portsmouth, UK, 14 November 2015. www.port.ac.uk/translation/events/conference 26. New Perspectives in Assessment in Translation Training: Bridging the Gap between Academic and Professional Assessment, University of Westminster, London, UK, 4 September 2015. www.westminster.ac.uk/news-and-events/events/humanities/archive/2014/mlc/new-perspectives-in-assessment-in-translation-training-bridging-the-gap-between-academic-and-professional-assessment 27. III Congreso Internacional de Neología en las Lenguas Románicas University of Salamanca, 22-24 October 2015. http://diarium.usal.es/cineo2015 28. Some Holmes and Popovič in all of us? The Low Countries and the Nitra Schools in the 21st century, Constantine the Philosopher University, Nitra, Slovakia, 8-10 October 2015. Contact: igor.tyss@gmail.com 29. The Cultural Politics of Translation, Cairo, Egypt, 27-29 October 2015. https://culturalpoliticstranslation2015.wordpress.com 30. Journée d’étude « le(s) figure(s) du traducteur », Mount Royal University, Calgary, Canada, 30 April 2015. http://mrujs.mtroyal.ca/index.php/cf/index 31. Mediterranean Editors and Translators Annual Meeting —Versatility and readiness for new challenges, University of Coimbra, Portugal, 29-31 October 2015. www.metmeetings.org/en/preliminary-program:722 32. Lengua, Literatura y Traducción “liLETRAd”, University of Seville, Spain, 7-8 July 2015. http://congreso.us.es/liletrad. 33. Meta: Translators' Journal is celebrating its 60th anniversary in 2015! For the occasion, an anniversary colloquium will be held on August 19th to 21st, 2015 at the Université de Montréal (Montréal, Canada). Colloquium for the 60th Anniversary of META – 1955-2015: Les horizons de la traduction: retour vers le futur. Translation’s horizons: back to the future. Los horizontes de la traducción: regreso al futuro, August 19-21, 2015 – Université de Montréal. Please send your proposal to this address: meta60e@gmail.com, to the attention of Georges L. Bastin or Eve-Marie Gendron-Pontbrian 2) CURSOS DE POSGRADO / MASTERS: 1. Legal Translation, Master universitario di II livello in Traduzione Giuridica University of Trieste, Italy. http://apps.units.it/Sitedirectory/InformazioniSpecificheCdS/Default.aspx?cdsid=10374&ordinamento=2012&sede=1&int=web&lingua=15 2. Traducción Especializada, Universitat Oberta de Catalunya (UOC), Spain. http://estudios.uoc.edu/es/masters-posgrados-especializaciones/master/artes-humanidades/traduccion-especializada/presentacion 3. Online course: La Traducción Audiovisual y el Aprendizaje de Lenguas Extranjeras, Universidad Nacional de Educación a Distancia, Madrid, 1st December 2014 to 31st May 2015. http://formacionpermanente.uned.es/tp_actividad/idactividad/7385 https://canal.uned.es/mmobj/index/id/21174 Contact: Noa Talaván (ntalavan@flog.uned.es), José Javier Ávila (javila@flog.uned.es) 4. Online course: Audio Description and Its Use in the Foreign Language Classroom, UNED, Madrid, Spain http://formacionpermanente.uned.es/tp_actividad/idactividad/7492 5. Online course: Curso de Formación de Profesorado, La Traducción Audiovisual y el Aprendizaje de Lenguas Extranjeras UNED, Madrid, Spain. http://formacionpermanente.uned.es/tp_actividad/idactividad/7385 6. EST Training Seminar for Translation Teachers, Kraków, Poland 29 June – 3 July 2015. www.est-translationstudies.org/events/2015_seminar_teachers/index.html 7. Train the Trainer -Teaching MT: EAMT-funded Workshop, Dublin City University, 30 April- 1 May 2015. https://cttsdcu.wordpress.com/eamt-workshop-on-teaching-mt-to-translator-trainers-30-april-1-may 3) CURSOS DE VERANO / SUMMER COURSES: 1. 2015 Nida School of Translation Studies, Leading Edges in Translation: World Literature and Performativity, San Pellegrino University Foundation campus, Misano Adriatico, Italy, 18-29 may 2015. http://nsts.fusp.it/Nida-Schools/NSTS-2015 2. EMUNI Translation Studies Doctoral and Teacher Training Summer School, University of Turku, Finland, 1-12 June 2015. www.utu.fi/en/units/hum/units/languages/EASS/Pages/home.aspx 3. Chinese-English Translation and Interpretation, School of Translation and Interpretation, University of Ottawa, Canada, 13th July – 7th August 7 2015. http://arts.uottawa.ca/translation/summer-programs 4. Summer Program in Translation Pedagogy, University of Ottawa 13 July – 7 August 2015. http://arts.uottawa.ca/translation/summer-programs 4) LIBROS / BOOKS: 1. Audio Description: New Perspectives Illustrated, Edited by Anna Maszerowska, Anna Matamala and Pilar Orero, John Benjamins, 2014. https://benjamins.com/#catalog/books/btl.112/main 2. Call for papers: Translation Studies in Africa and beyond: Reconsidering the Postcolony, Editors: J Marais & AE Feinauer Contacts: Kobus Marais (jmarais@ufs.ac.za) or Ilse Feinauer (aef@sun.ac.za). 4. Measuring live subtitling quality: Results from the second sampling exercise, Ofcom, UK. http://stakeholders.ofcom.org.uk/consultations/subtitling/sampling-results-2 5. A Training Handbook for Legal and Court Interpreters in Australia by Mary Vasilakakos, ISBN 978-0-9925873-0-7, Publisher: Language Experts Pty Ltd. www.interpreterrevalidationtraining.com www.languageexperts.com.au 6. Call for papers: Opera and Translation: Eastern and Western Perspectives, Edited by Adriana Serban and Kelly Kar Yue Chan http://pays-anglophones.upv.univ-montp3.fr/?page_id=1908 7. The Known Unknowns of Translation Studies, Edited by Elke Brems, Reine Meylaerts and Luc van Doorslaer, Amsterdam/Philadelphia: John Benjamins, 2014. https://benjamins.com/#catalog/books/bct.69/main 8. Translating the Voices of Theory/ La traduction des voi de la théorie Edited by Isabelle Génin and Ida Klitgård, 2014. www.hf.uio.no/ilos/english/research/groups/Voice-in-Translation/ 9. Authorial and Editorial Voices in Translation 1 - Collaborative Relationships between Authors, Translators, and Performers, Eds. Hanne Jansen and Anna Wegener, 2014. http://editionsquebecoisesdeloeuvre.ca/data/documents/AEVA-Flyer-1-190895-Vita-Traductiva-Vol-2-Flyer-EN-100413.pdf 10. Authorial and Editorial Voices in Translation 2 - Editorial and Publishing Practices, Eds. Hanne Jansen and Anna Wegener, 2014. www.editionsquebecoisesdeloeuvre.ca/accueil 11. Call for papers: Achieving Consilience. Translation Theories and Practice. https://cfpachievingconsilience.wordpress.com 12. Framing the Interpreter. Towards a visual perspective. Anxo Fernández-Ocampo & Michaela Wolf (eds.), 2014, London: Routledge. http://routledge-ny.com/books/details/9780415712743 13. Multilingual Information Management: Information, Technology and Translators, Ximo Granell, 2014. http://store.elsevier.com/Multilingual-Information-Management/Ximo-Granell-/isbn-9781843347712/ 14. Writing and Translating Francophone Discourse: Africa, The Caribbean, Diaspora, Paul F. Bandia (ed.), 2014, Amsterdam, Rodopi www.brill.com/products/book/writing-and-translating-francophone-discourse 15. Call for papers (collective volumen): Translation studies in Africa and beyond: Reconsidering the postcolony www.facebook.com/notes/mona-baker/translation-studies-in-africa-and-beyond-reconsidering-the-postcolony/743564399051495 16. Audiovisual Translation in the Digital Age - The Italian Fansubbing Phenomenon, By Serenella Massidda, Palgrave Connect, 2015. www.palgrave.com/page/detail/audiovisual-translation-in-the-digital-age-serenella-massidda/?k=9781137470362 17. Video: First International SOS-VICS Conference - Building communication bridges in gender violence, University of Vigo, Spain 25-26 September 2014. http://cuautla.uvigo.es/CONSOS/ 18. Camps, Assumpta. Traducción y recepción de la literatura italiana, Publicacions i Edicions UB, 2014. ISBN: 978-84-475-3776-1. 19. Camps, Assumpta. Italia en la prensa periódica durante el franquismo, Publicacions i Edicions UB, 2014. ISBN: 978-84-475-3753-2. 5) REVISTAS / JOURNALS: Call for papers: “Altre Modernità – Rivista di studi letterarie e culturali” Special Issue: Ideological Manipulation in Audiovisual Translation, Contact: irene.ranzato@uniroma.it. http://riviste.unimi.it/index.php/AMonline/announcement/view/381 2. Call for papers: “Between, Journal of the Italian Association of Comparative Literature”. Special issue on censorship and self-censorship. http://ojs.unica.it/index.php/between/pages/view/CFP9_censura_auto-censura 3. Open access journal, “Hieronymus, A Journal of Translation Studies and Terminology”, Croatia. www.ffzg.unizg.hr/hieronymus 4. “DIE SCHNAKE. Zeitschrift für Sprachkritik, Satire, Literatur”, Number 39+40, Kleines ABC des Literaturübersetzens. www.rainer-kohlmayer.de 5. Call for papers: “MonTI” 8 (2016) - Economic, Financial and Business Translation: from Theory to Training and Professional Practice. http://dti.ua.es/es/monti-english/monti-authors.html daniel.gallego@ua.es 6. Call for papers: “LINGUISTICA ANTVERPIENSIA”, NEW SERIES -Themes in Translation Studies (15/2016). Interpreting in Conflict Situations and in Conflict Zones throughout History. https://lans.ua.ac.be/index.php/LANS-TTS/announcement 7. Call for papers: “CULTUS: The Journal of Intercultural Mediation and Communication” (8/2016). The Intercultural Question and the Interpreting Professions. www.cultusjournal.com 8. Call for papers: “The Journal of Specialised Translation” Non-thematic issue, Issue 26, July 2016. www.jostrans.org 9. “TranscUlturAl: A journal of Translation and Culture Studies”, Special issue Translating Street Art. http://ejournals.library.ualberta.ca/index.php/TC/issue/view/1634 10. “Przekładaniec 28: Audiodeskrypcja [Audio Description]”, edited by Anna Jankowska and Agnieszka Szarkowska. All papers are published in Polish, with English abstracts. www.ejournals.eu/Przekladaniec/zakladka/66/ 11. Call for papers: “Lingvisticæ Investigationes”, Special issue on Spanish Phraseology: Varieties and Variations. http://dti.ua.es/es/documentos/li-call-for-papers-spanish-phraseology-varieties-and-variations.pdf Further details: Pedro.mogorron@ua.es; xblancoe@gmail.com 13. Call for papers: “Revista de Lenguas para Fines Específicos”, Special issue on The Translation of Advertising. Contact: Laura Cruz (lcruz@dis.ulpgc.es). Deadline: 20th July 2015. www.webs.ulpgc.es/lfe 14. “The AALITRA Review”. www.nla.gov.au/openpublish/index.php/ALLITRA 15. “Current Trends in Translation Teaching and Learning E” www.cttl.org/cttl-e-2014.html 16. Call for papers: “Current Trends in Translation Teaching and Learning E”. www.cttl.org 18. Call for papers: “Translation and Translanguaging in Multilingual Contexts”, Volume 1, Number 2, 2015 Deadline: 10-Jan-2015. https://benjamins.com/#catalog/journals/ttmc/main 19. Call for book reviews: “TRANS. Revista de Traductología,” vol.19, 2015. Deadline: Friday, 30th January 2015. www.trans.uma.es trans@uma.es 20. Call for papers: “a journal of literature, culture and literary Translation”. Special volume – Utopia and Political Theology Today Deadline: 15th January 2015. Contact: sic.journal.contact@gmail.com https://owl.english.purdue.edu/owl/resource/747/01 21. “trans-kom”. www.trans-kom.eu 22. “Linguistica Antverpiensia” NS-TTS 13/2014: Multilingualism at the cinema and on stage: A translation perspective, Edited by Reine Meylaerts and Adriana Şerban. https://lans-tts.uantwerpen.be/index.php/LANS-TTS/issue/current 23. Call for papers: 5th issue (2015) of “Estudios de Traducción”, Deadline: 20 February 2015. www.ucm.es/iulmyt/revista 24. Call for papers: “Journal of Translation Studies” - special issue on Translator & Interpreter Education in East Asia. KATS (Korean Association of Translation Studies), www.kats.or.kr (Go to 'English' page). Contact: Won Jun Nam (wonjun_nam@daum.net, wjnam@hufs.ac.kr). 25. “The Journal of Specialised Translation”, 23, January 2015. www.jostrans.org 26. Call for papers: “TranscUlturAl: A Journal of Translation and Cultural Studies”. Deadline: 15 March 2015. http://ejournals.library.ualberta.ca/index.php/TC/announcement 27. “New Voices in Translation Studies”, Issue 11 (Fall 2014). www.iatis.org/index.php/publications/new-voices-in-translation-studies/item/1034-issue11-2014 28. “The Interpreter and Translator Trainer”, 8:3 (2014). Special issue: Dialogue Interpreting in practice: bridging the gap between empirical research and interpreter education E. Davitti and S. Pasquandrea (eds.) www.tandfonline.com/toc/ritt20/current#.VLQHuyvF-So 6) WEBS DE INTERÉS / WEBSITES OF INTEREST: 1. Support Spanish interpreters to secure the right to translation and interpreting in criminal proceedings: www.change.org/p/pablo-casado-retiren-el-proyecto-de-ley-org%C3%A1nica-que-modifica-la-lecrim

Effective assessment of university experiences is critical for quality assurance/enhancement but fragmented across the Pacific-Asian universities. A shared conceptual and measurement foundation for understanding student experiences is a necessary first step for inter-institutional communication across the region. The current study is a first step toward such a foundation, uniting two of the most internationally and locally prominent instruments: Chinese College Student Survey (university engagement; Mainland China) and Student Learning Experience Questionnaire (programme engagement; Hong Kong). The survey was completed by students from one research-intensive Hong Kong university (n = 539). Random, split-half CFA, latent-reliability, pair-wise correlations, ANOVA (gender) and MANOVA (faculty) were conducted. Factor-structure (good CFA fit for the test/retest) and scale reliability (0.07 &gt; Raykov’s Rho) suggested a robust, short (63-items) survey resulted. Intra-/inter-survey relationships were consistent with the existing Student Engagement and Student Approaches to Learning theory. ANOVA indicated small differences for gender for a few latent constructs, but MANOVA revealed substantial differences across the 10 faculties. This study resulted in a robust Pacific-Asian intra-/inter-institutional student experience instrument which brings together two equally important perspectives on the student experience. This comprehensive student engagement instrument stands ready for cross-national and longitudinal tests. The new instrument’s benefits extend to theoretical connections to student experience assessment in the United States, Australia, and the United Kingdom enabling international connections to be made.

The architecture of Texas A&M University at Qatar (TAMUQ), set up under Her Highness Sheikha Moza Al-Misnedd and the Qatar Foundation, spatially embodies new possibilities because AIA Gold Medal award-winning architect Ricardo Legorreta designed buildings that both challenge and encompass Gulf Arabian tradition. The buildings exemplify, enact, and embody new ways of experiencing gendered educational identity that also honors traditional local values. This architecture is important because TAMUQ is a U.S. institution that serves several different international student populations. This article emphasizes how TAMUQ functions as a heterotopia, one which creates embodied experiences of gender, education, and identity and requires what Rogoff termed “a curious eye” to discern how these educational spaces reflect changing identities in the Gulf states.

Background Sexual and gender minorities (SGM) are disproportionately represented among those experiencing poverty. The COVID-19 pandemic unleashed a wave of negative economic impacts on a global scale, with a striking economic disparity among SGM, especially those from racialized groups. This disparity was especially pronounced in low and middle-income countries like Brazil. Methods In this context, we present an intervention developed by the Micro Rainbow International Foundation aimed at enhancing the socio-economic well-being of low-income SGM communities in Brazil before and during the COVID-19 pandemic. This economic empowerment program involves comprehensive small business training in collaboration with local organizations. It offers personalized support, mentoring, financial management training, and assistance in establishing small businesses, including developing business plans. Results The intervention was carried out annually from 2015 to 2023, benefiting 363 SGM individuals in Brazil living on less than $1 a day. A significant majority of participants either expanded their existing businesses or launched new ones. Many reported that the training motivated them to overcome the challenging realities of discrimination and marginalization, leading to increased self-confidence and a reduction in depression, suicide rates, and other mental health issues. Additionally, it instilled hope in them to confront issues such as unemployment, hostility, and economic insecurity. Discussion Research consistently demonstrates that SGM individuals and their families face higher economic struggles, including elevated rates of poverty, housing instability, and food insecurity. Multiple factors contribute to these challenges, including ongoing discrimination in various aspects of daily life, from education to employment and housing. Strategies like the one described here play a vital role in breaking the cycle of poverty experienced by SGM individuals. Conclusion The described intervention is actively creating practical and life-changing opportunities for SGM individuals to break free from the shackles of poverty.