Artigos de revistas sobre o tema "Jewish Education Service of North America"

-Sidney W. Mintz, Paget Henry ,C.L.R. James' Caribbean. Durham: Duke University Press, 1992. xvi + 287 pp., Paul Buhle (eds)-Allison Blakely, Jan M. van der Linde, Over Noach met zijn zonen: De Cham-ideologie en de leugens tegen Cham tot vandaag. Utrecht: Interuniversitair Instituut voor Missiologie en Oecumenica, 1993. 160 pp.-Helen I. Safa, Edna Acosta-Belén ,Researching women in Latin America and the Caribbean. Boulder CO: Westview, 1993. x + 201 pp., Christine E. Bose (eds)-Helen I. Safa, Janet H. Momsen, Women & change in the Caribbean: A Pan-Caribbean Perspective. Bloomington: Indiana University Press; Kingston: Ian Randle, 1993. x + 308 pp.-Paget Henry, Janet Higbie, Eugenia: The Caribbean's Iron Lady. London: Macmillan, 1993. 298 pp.-Kathleen E. McLuskie, Moira Ferguson, Subject to others: British women writers and Colonial Slavery 1670-1834. New York: Routledge, 1992. xii + 465 pp.-Samuel Martínez, Senaida Jansen ,Género, trabajo y etnia en los bateyes dominicanos. Santo Domingo: Instituto Tecnológico de Santo Domingo, Programa de Estudios se la Mujer, 1991. 195 pp., Cecilia Millán (eds)-Michiel Baud, Roberto Cassá, Movimiento obrero y lucha socialista en la República Dominicana (desde los orígenes hasta 1960). Santo Domingo: Fundación Cultural Dominicana, 1990. 620 pp.-Paul Farmer, Robert Lawless, Haiti's Bad Press. Rochester VT: Schenkman Press, 1992. xxvii + 261 pp.-Bill Maurer, Karen Fog Olwig, Global culture, Island identity: Continuity and change in the Afro-Caribbean Community of Nevis. Chur, Switzerland: Harwood Academic Publishers, 1993. xi + 239 pp.-Viranjini Munasinghe, Kevin A. Yelvington, Trinidad Ethnicity. Knoxville: University of Tennesee Press, 1993. vii + 296 pp.-Kevin K. Birth, Christine Ho, Salt-water Trinnies: Afro-Trinidadian Immigrant Networks and Non-Assimilation in Los Angeles. New York: AMS Press, 1991. xvi + 237 pp.-Steven Gregory, Andrés Isidoro Pérez y Mena, Speaking with the dead: Development of Afro-Latin Religion among Puerto Ricans in the United States. A study into the Interpenetration of civilizations in the New World. New York: AMS Press, 1991. xvi + 273 pp.-Frank Jan van Dijk, Mihlawhdh Faristzaddi, Itations of Jamaica and I Rastafari (The Second Itation, the Revelation). Miami: Judah Anbesa Ihntahnah-shinahl, 1991.-Derwin S. Munroe, Nelson W. Keith ,The Social Origins of Democratic Socialism in Jamaica. Philadelphia: Temple University Press, 1992. xxiv + 320 pp., Novella Z. Keith (eds)-Virginia Heyer Young, Errol Miller, Education for all: Caribbean Perspectives and Imperatives. Washington DC: Inter-American Development Bank, 1992. 267 pp.-Virginia R. Dominguez, Günter Böhm, Los sefardíes en los dominios holandeses de América del Sur y del Caribe, 1630-1750. Frankfurt: Vervuert, 1992. 243 pp.-Virginia R. Dominguez, Robert M. Levine, Tropical diaspora: The Jewish Experience in Cuba. Gainesville: University Press of Florida, 1993. xvii + 398 pp.-Aline Helg, John L. Offner, An unwanted war: The diplomacy of the United States and Spain over Cuba, 1895-1898. Chapel Hill: University of North Carolina Press, 1992. xii + 306 pp.-David J. Carroll, Eliana Cardoso ,Cuba after Communism. Cambridge MA: MIT Press, 1992. xiii + 148 pp., Ann Helwege (eds)-Antoni Kapcia, Ian Isadore Smart, Nicolás Guillén: Popular Poet of the Caribbean. Columbia: University of Missouri Press, 1990. 187 pp.-Sue N. Greene, Moira Ferguson, The Hart Sisters: Early African Caribbean Writers, Evangelicals, and Radicals. Lincoln: University of Nebraska Press, 1993. xi + 214 pp.-Michael Craton, James A. Lewis, The final campaign of the American revolution: Rise and fall of the Spanish Bahamas. Columbia: University of South Carolina Press, 1991. xi + 149 pp.-David Geggus, Clarence J. Munford, The black ordeal of slavery and slave trading in the French West Indies, 1625-1715. Lewiston NY: The Edwin Mellen Press, 1991. 3 vols. xxii + 1054 pp.-Paul E. Sigmund, Timothy P. Wickham-Crowley, Guerillas and Revolution in Latin America: A comparative Study of Insurgents and Regimes since 1956. Princeton: Princeton University Press, 1992. xx + 424 pp.-Robert E. Millette, Patrick A.M. Emmanuel, Elections and Party Systems in the Commonwealth Caribbean, 1944-1991. St. Michael, Barbados: Caribbean Development Research Services, 1992. viii + 111 pp.-Robert E. Millette, Donald C. Peters, The Democratic System in the Eastern Caribbean. Westport CT: Greenwood Press, 1992. xiv + 242 pp.-Pedro A. Cabán, Arnold H. Liebowitz, Defining status: A comprehensive analysis of United States Territorial Relations. Boston & Dordrecht: Martinus Nijhoff, 1989. xxii + 757 pp.-John O. Stewart, Stuart H. Surlin ,Mass media and the Caribbean. New York: Gordon & Breach, 1990. xviii + 471 pp., Walter C. Soderlund (eds)-William J. Meltzer, Antonio V. Menéndez Alarcón, Power and television in Latin America: The Dominican Case. Westport CT: Praeger, 1992. 199 pp.

Rabbi Yitshak Hutner (1906–1980) was a remarkable scholar, an enigmatic religious intellectual and a charismatic teacher. Drawing upon his public discourses and his written letters, I argue that Hutner’s vocabulary—which remained rooted almost entirely in the vocabulary of traditional Talmudism—afforded him a ready garment in which to clothe a syncretic educational theory, which combines Hasidic approaches to spiritual instruction and remakes the traditions of Lithuanian piety and study for his new American audience. The present study interrogates a series of key themes that appear in Hutner’s teachings, all of which pertain to issues of pedagogy and the construction of religious education. The essay advances a historical argument by examining the works of an important and influential modern Jewish thinker, but it is also driven by a constructive question: What does Hutner’s vision of Jewish religious teaching and learning have to contribute to today’s Jewish education, and to the broader world of higher education in North America in particular?

Here proposed is an interpretation of pluralism and multiculturalism that separates these concepts from the notion of relativism. David Novak sees multiculturalism as a promising context for exploring human nature and discovering or affirming certain truths about it. He asserts that the inclusion of formerly excluded cultural traditions such as Judaism in the universities of North America has been been a give-and-take enterprise, benefiting both tradition and university. The Jewish ethical tradition was absent from medieval universities, as were Jews themselves—universities had their beginnings as theological seminaries in a totally Christian society and culture. Only with the rise of the nation-state and the modern secularized university was there any attention to Judaism, usually treated as part of someone else's history, e.g., “Ancient Middle East.” It wasn't until the 1960s that the advent of multiculturalism led to an opening for Jewish Studies. The author believes that the best hope for university and society is the move toward interculturalism, which he sees happening in Canada. The intercultural society is one in which a moral consensus might be reached “by rational discussion of the approaches of a variety of cultures.”

Community service-learning (CSL) has gained popularity over the past decades in universities across North America. Although planning programs tend to involve more graduate-level community-engaged learning than other professional disciplines, learning outcomes have not been sufficiently examined. Based on a review of existing literature and analysis from four years of a CSL course at the University of Toronto’s Department of Geography and Planning, this article describes the implications of CSL for graduate planning education. We argue that CSL in graduate planning programs has a series of unique characteristics and thus requires distinctive pedagogical approaches.

This paper presents findings from qualitative interviews with five Jewish people — two Rabbis and three workers in various community service capacities — about their understandings and practices of the Jewish principle oftikkun olam.Tikkun olamis a Hebrew phrase that means “the repair of the world,” has its roots in Rabbinic law, the Kabbalah and the ‘Aleinuprayer, and became a mainstream term for Jewish social justice work and community contribution in North America following the Shoah (Holocaust). In this study, participants spoke to the imperative to act and responsibility; externaltikkunand internaltikkun; collectivity and interconnectedness; the presence of Jewish history in their work, particularly in the case of the Holocaust; and the spiritual dimension of working with people. This study was undertaken with a narrative approach, to honour and preserve understandings oftikkun olamacross Jewish communities. This study indicates the continuing influence oftikkun olamin settings both within and outside the Jewish community. Potential future areas of research are the role of spirituality in social workers’ commitment to social justice and the commitment expressed by several participants to work with Aboriginal people based on a shared history of cultural genocide.

Virginity testing is a complex, culturally mediated practice that is poorly understood by Western clinicians. While advocating for global elimination of the practice of virginity testing as a human rights violation, clinical practice is often more complicated and ethically nuanced, and the clinician must act in the best interest of her patient. Upholding human rights does not have to be incompatible with providing a needed service to a patient, which should never include an invasive exam if not medically necessary, but should include education and safety assessments.

Lord George Gordon (1751‐1793), was son of Cosmo George, third Duke of Gordon and Katherine Duchess of Gordon. His mother remarried Staats Long Morris, an American soldier and politician, who inculcated in Gordon an admiration of America, particularly during his naval service based in America and a long posting in Jamaica where he experienced the cruelty of slavery under British rule. Gordon left the navy under a cloud and entered parliament in 1774 under demeaning circumstances, voting for the Opposition where he launched a series of attacks on the government of Lord North. In 1780, he marched as president for a Protestant Association on Parliament in protest at the 1778 Catholic Relief Act for England, and the possibility of bringing in a similar bill for Scotland. The ‘Gordon Riots’ outside Westminster followed and Lord George was arrested for treason but in 1781 was exonerated. He was later charged with libel and again imprisoned. By this time he had converted to the Jewish faith and on 26 April 1792 wrote a powerful indictment of slavery to the Speaker of the House of Commons.

PurposeCollective teacher efficacy (CTE) is a promising construct for understanding how schools can foster student achievement. Although much of the early research on CTE took place in North America, researchers from other parts of the world are now delving into this topic. The current study explores whether these powerful collective beliefs function similarly across diverse cultural and linguistic groups: Arab and Jewish teachers in Israel, and teachers in Turkey and the USA.Design/methodology/approachParticipants included 4,216 teachers from Israel, Turkey and the USA, representing four cultures: Arab, Jewish, Turkish and American. We tested configural invariance using multigroup confirmatory factor analysis (AMOS) and alignment optimization (Mplus) to identify the groups in which specific parameters are noninvariant, and to compare the latent factor means.FindingsConfigural invariance showed adequate fit of the model structure across the four groups. Based on invariance tests, using the alignment optimization method, CTE scales held different meanings for specific items across the four cultures, where the USA and Arab cultures were the sources of these differences. Furthermore, in comparing the two-dimensional CTE belief scale across the four groups, latent means revealed the highest mean ranking for the USA and the lowest for Turkey.Originality/valueThis research makes a significant theoretical contribution by examining and comparing the concept of teachers' collective efficacy in multiple cultures. This comparison can also contribute to instructional teaching practices worldwide.

Many educational institutions in North America have declared a commitment to enhancing the diversity of their students, and to providing a learning environment free of discrimination. This diversity unequivocally includes sexual orientation as well as gender identity and expression, and we teachers are expected to play a role in fulfilling this commitment. Nevertheless, there are few opportunities for us to learn about the diversity of gender and sexuality in pre-service training or in-service professional development for Japanese-language education. This paper addresses issues that may create challenges for LGBTQ learners of Japanese, paying special attention to heteronormativity in Japanese language teaching materials and linguistic norms and ideology regarding gendered expression in Japanese, and suggests ways teachers might deal with these issues in order to create an inclusive learning environment for all students regardless of their gender and sexuality.

The space-time combination of training and professional activities (internships) within both HEI and branch industrial institutions in the ratio of 50% to 50% is effective and widely used in many countries of the EU and North America. Thus, this concept should be implemented in Ukraine in the near future through the development of educational technologies, close cooperation between universities and employers, legislators and managers, not only within the educational and economic space of Ukraine but also in the context of globalization and integration processes. The externalization of educational services is seen as the path to the implementation of dual education in Ukraine in the context of a marketing concept (“from outside to inside”), characterized by the emergence of new forms and technologies of public service activities.

For readers of this journal outside North America, the very concept of “honors education” may be confusing (since the word honours features in British and Commonwealth degree titles) or obscure (bringing to mind associations with aristocratic privilege or elitist competition). But in the United States the development of honors programs in colleges, and later honors colleges within universities, has been an important and growing trend of the last fifty years. Intended to recruit students of high intellectual aptitude, to serve their special needs, and to raise the academic profile of the host institution, honors programs have proliferated from a handful in the 1940s to more than 600, as catalogued in the most recent edition of Peterson's Guide to Honors Programs and Colleges (Digby, 2005). Even though the phrase “honors education” may have a peculiarly North American ring, the issues raised for those who teach highly talented university students are the same for Christian educators around the world, and very little has been published on the topic. With these essays we aim to identify some of the issues that are particularly relevant to Christian higher education for “honors” students, to explore how different theological traditions offer different pedagogical resources for teaching the gifted, and to describe some successful paradigms for cultivating hearts and minds toward service in the kingdom of God.

Although art librarians began to join together in North America in the 1920s, they did so in two distinct strands — museum librarians and public librarians. Art librarians of all kinds, including, significantly, art librarians in higher education, formed national associations from the late 1960s, and almost immediately began to establish the international links which culminated in the coming into being of the IFLA Section of Art Libraries. International cooperation, including networking of resources, is helping art libraries to serve users worldwide. Art librarianship is now so well established as an international enterprise that it can afford to admit other arts information professionals; nonetheless it needs to continue to work towards becoming a genuinely multi-cultural professional community which does not privilege any country, region, language, culture, gender, or point of view.

Purpose The purpose of this paper is to understand the meaning and operationalisation of quality in the context of higher education institutions (HEIs). Design/methodology/approach A systematic literature review is performed of 308 articles published in various peer-reviewed journals between 1999 and 2017. Findings The findings reveal that the quality constructs of student learning, engagement, service quality and satisfaction have received the greatest attention, followed by total quality management, quality assurance, benchmarking and accountability. The most popular approach is empirical, and surveys and single case studies are the most popular methods. Europe leads research on quality in HEIs, followed by North America and Asia. Research limitations/implications This paper contributes to the body of knowledge by presenting a comprehensive synthesis of articles addressing quality in HEIs. Practical implications Policymakers and academic administrators can use the findings of this study to conceptualise student satisfaction along the educational value chain. The operationalisation of quality constructs will help policymakers create teaching excellence. Originality/value This paper highlights the importance of quality in HEIs.

Americans for Progressive Israel (API) was one of the prominent forces in the larger Radical Zionist movement in the US. The chronicle of its rise, the way it established itself as a social, political, and ideological movement, and the causes of its decline offer valuable insights into how the encounter between Zionism and the New Left played out in North America. My perspective on API is based on two historical theses, both of which challenge major elements of current scholarship on Radical Zionism. First, I argue, the tension between the New Left and Zionism in the United States in the late 1960s and early 1970s had its origin in a dissonance between established ways of thinking in both the New Left and in Zionism, and in newly emergent political and social conditions. Radical Zionism, the ideology on which API was founded, had dropped out of sight at the end of World War II, only to gain new relevance after the Six-Day War. My second claim is that, as an ongoing historical phenomenon, Radical Zionism in the United States was born of the interaction between three theaters of events – the United States, the Jewish world, and the Zionist establishment. As such, it cannot be understood only on the basis of one of those arenas. I will show how the interactions between these three social spaces shaped API between 1967 and 1973.

Examines information ethics in the 21st century University and cautions that it is in danger of following the path of information literacy in service of the state. She addresses disturbing trends that influence the type of information ethics education that future library and information workers currently receive in North America, including new managerialism; market values set by students as customers and their market demand for courses; a vocational orientation to train people for jobs without a context of a broader education; civil discourse and respectful workplace policies used in a way to fundamentally threaten academic freedom; growing national security; the race for internationalization; and, the unbundling of academic work. Toni’s words prompt us to discuss the extent to which social responsibility in library and information education can survive repressive tolerance. And she argues for the human condition to feature prominently in our field’s contributions to the future landscape of migrant and digital information labour.

The deployment of 5G around the world continues to progress at a rapid pace, especially in North America and Asia. Its advantages and efficiency as a data transmission network have been widely demonstrated in different fields such as agriculture, education, health, and surveillance. However, this process does not have the same dynamics in Latin America, specifically in Colombia. The country is currently implementing actions aimed at facilitating the deployment of this technology in the short term, including pilot tests for the use of the radio spectrum, spectrum auctions, the planning of future auctions, and the review of spectrum caps. The results of this review allow us to conclude that despite the forecasts and the intentions of the Colombian government and mobile communication service operators, 5G in standalone mode will not be commercially available in Colombia before the end of 2023. The main failures in its deployment are related to the lack of available spectrum to support the ultrahigh-reliability and low-latency, enhanced mobile broadband, and massive machine-type communications scenarios, as well as the delay in the auction processes for its assignment.

At the centre of the debates on internationalisation one can notice tensions between the agenda of completing the incomplete project of modernity, which dovetails into the current hegemonic neoliberal capitalist globalisation with its �global turn� towards the creation of �global� universities; and the resurgent and insurgent agenda of completing the incomplete project of decolonisation predicated on deracialisation, de-hierarchisation, decorporatisation, and depatriachisation of knowledge and education. This article contributes to the decolonisation of internationalisation of higher education at four main levels. In the first place, it underscores the primacy of knowledge in creating a reality known as �the international� with Europe and North America at the centre. In the second, it makes a strong case for taking seriously the idea of the locus of enunciation of knowledge as a basis of critique of the hegemonic neoliberal globalisation�s notion of a global economy of knowledge that is decontextualised and ignores the resilient uneven division of intellectual and academic labour. In the third, it calls for intercultural translation, mosaic/convivial epistemology, and ecologies of knowledges as key to any successful decolonised internationalisation of higher education. In the fourth, it argues for the reconstruction of university into pluriversity informed by the practices of globalectics and the coexistence of particularities. These four interventions constitute essential enablers in the cultivation of transnational knowledge that is of service to a world characterised by planetary human entanglements.

Centralny Ośrodek Szkolenia Służby Więziennej w Szczypiornie koło Kalisza w ciągu 69 lat istnienia wykształcił kilkadziesiąt tysięcy funkcjonariuszy Służby Więziennej różnego szczebla. Szkolili się tu funkcjonariusze więziennictwa od najniższych stopni podoficerskich i chorążackich do oficerskich szlifów, poprzez szkolenia specjalistyczne i doskonalące dla kadr kierowniczych. Od początku istnienia związany był ze społecznością Kalisza, ale jego działalność obejmowała cały kraj, a pod koniec istnienia również Europę, Azję i Amerykę Północną – słowem świat. Artykuł prezentuje historię ośrodka oraz jego rolę w rozwoju nowoczesnej myśli penitencjarnej oraz edukacji personelu więziennego. The Role of the Central Training Center of the Prison Service in Szczypiorno-Kalisz in the Development of Penitentiarism and Education of the Prison Staff: The Central Training Center of the Prison Service in Szczypiorno near Kalisz has educated tens of thousands of officers of the Prison Service at various levels during its 69 years of existence. Prison officers from the lowest ranks of non-commissioned officers and standard-bearers to officers’ cuts were trained here, through specialist and improvement training for managerial staff. From the beginning of its existence, it was associated with the Kalisz community, but its activities covered the entire country, and at the end of its existence also Europe, Asia and North America - in a word, the world. The article presents the history of the center and its role in the development of modern penitentiary thought and the education of prison staff.

The article, on the basis of archival materials, develops the understudied theme of clergy recruitment and motivation for service in the North American diocese of the Russian Orthodox Church. It is shown why the recruitment of the clergy for the diocese was a serious problem: the church did not have enough resources to prepare priests in America, while candidates from Russia were deterred by such factors as language barrier, lower social status and income than in Russia, and alien culture. On the other hand, many of the people who expressed the desire to serve in the United States were unsuitable as candidates. Various categories of persons who entered the ministry in the diocese both from Russia and from among local residents were identified. The best clergymen, who made up the glory of the Orthodox clergy in America, turned out to be church people from the Russian Empire, selected by the heads of the North American diocese themselves, especially during their visits to Russia. Motives of the candidates for the remote diocese are analyzed on the basis of their petitions addressed to the head of the diocese, compared with data from other primary sources, such as analytical conclusions of St Tikhon (Bellavin), head of the diocese in 1898–1907; messages from the Ober-Procurator of the Holy Synod K. P. Pobedonostsev, who collected information about petitioners; and memoirs of Archbishop Plato (Rozhdestvensky), who headed the diocese in 1907– 1914. The study revealed a great variety of motives: from sincere desire to serve the Church and the cause of salvation of people’s souls to aspirations unrelated to church service, such as the desire to see an interesting and rapidly developing country and to supplement one’s education. Moreover, American periods of life of two Russian church servers, reconstructed from archival materials and summarized in the article, shed light on the realities of the lives of talented young Russian people in America at the end of the 19th – beginning of the 20th centuries. Finally, the life path of the best clergymen of the diocese is outlined in the article up to its completion.

Globalization has created a need for culturally aware globally minded students across North America. Study abroad has increasingly become a normalized part of a young person’s education however financial and temporal commitments attached to longer study abroad experiences hinder participation for many. In response, the field school model, which generally involves shorter stays and less financial commitment, has increased in popularity. The field school is a particular model of study abroad that shares characteristics with short-term study abroad, fieldwork, service learning and other models but requires definition. The purpose of this paper is to define the field school model of study abroad within the contest of study to assist administrators when presented the option, faculty when determining experiential learning opportunities and students in determining their educational path. The paper provides a working definition and nine defining features of the field school that distinguish it from other study abroad models.

In recent years, New Zealand schools have been challenged to cater for increasing numbers of students in material hardship without comprehensive support. New Zealand once led the world in putting equity at the centre of education policy and practice, this is no longer the case. Recent Organisation for Economic Cooperation and Development (OECD) findings reveal that modern, high-performing education systems balance excellence with equity. Programmes in North America and Australasia such as Bridges Out of Poverty and others are growing in popularity although featuring an underlying deficit ideology. “Te Manuaute o Te Huia”, supported by local kaumatua, is applied here in one school to support learning conversations to achieve inclusion, particularly for economically-vulnerable students. This article examines how one school, the RTLB service and its community leaders, including Maˉori advisors, used a shared understanding of ‘equity literacy’ in an education setting and the appreciative inquiry process to enhance learning opportunities for all students and especially those from low socio-economic backgrounds. It also outlines how a New Zealand version of an equity literate framework and a strengths-based process, used with key community input, can generate additional support to create and sustain ongoing success, especially for those students vulnerable due to their socio-economic circumstances.

The article presents the study results of the effectiveness of managing the higher education system using the experience of leading countries of the world. The higher education systems of the United States, the UK and Sweden were chosen as the objects of study representing the North American, European and Scandinavian models of education. The educational organizations of the above countries traditionally hold the leading positions in the world ratings, including the rating of the national education systems Universitas 21, rating of the world's academic universities and ranking of the best universities in the world according to the Times Higher Education version. The official data of the leading world ratings in the field of education were analyzed, as well as the distinctive features of the educational policy of the United States of America, the UK and Sweden were identified, on the basis of which factors ensuring the high efficiency and competitiveness of the higher education system in the global educational service market were stated. Among the main factors are the following: high government spending on the education system, increasing the accessibility of higher education for the population, ensuring high quality educational services, export orientation, etc. The system of indicators has been formed to assess the effectiveness of managing national educational systems. The dynamics of coefficient of higher education propagation in the period within 1970-2014 has been illustrated; the forecast of involving the population of the leading countries into the higher education up to 2050 has been presented. It has been stated that in the developing countries the problem of higher education can be solved due to its accessibility and in the economically developed countries it is solved due to increasing the quality of educational programs, rising the number of educational trajectories and costs.

The system of higher education in Ukraine has been changing offering new distance learning solutions to all the participants of the educational process, lecturers and students. In higher educational establishments worldwide (Australia, Asia, North and South America, Europe), professors have been using different online platforms to teach students theoretical and practical disciplines according to the syllabus. Special attention is paid to the prospective translators and interpreters' preparation as their high quality education requires powerful theoretical and practical input. Online platforms Google Classroom and MyEnglishLab can be adjusted to the interpreters and translators' needs providing a wide range of functional learning tools for the professional preparation of pre-service specialists. According to the criteria of selection of educational online platforms for prospective interpreters and translators' preparation are the following: easy access to the online platform and user-friendly navigation, a possibility to create content, a possibility of bilateral communication, a possibility of computer-aided assessment and observance of academic integrity rules, both online platforms are suitable for theoretical input and practical skills that the students should acquire during their university studies. However, as for prospective translators and interpreters, it is recommended to use Google Classroom for teaching theoretical disciplines such as "Comparative Linguistics", "The History of the English Language", "Introduction to Translation Studies". While MyEnglishLab platform is suitable for covering practical courses developed by Pearson company. Meanwhile English practice for pre-service interpreters and translators' preparation is possible at the abovementioned platform as well.

The standards recommended at the United Nations Inter regional Seminar on Standards for the Training of Prosthetists in Holte, Denmark, in 1968 were universally accepted as being ideal, practical and economical. As these standards and the services to patients are not always observed, world wide, a study was made to investigate the situation in Australia. Australia is a federation with responsibility for health and education vested in six States. The Federal Government is the principal taxing authority with the States dependent on it for financing services. The isolation of Australia led the Government during 1960 to send a rehabilitation medical officer to survey the system in Europe and North America. The best features of overseas practice became the basis for updating an Australian Service and establishing the Central Development Unit. The Artificial Limb Service is based on clinical care, formal in-service training of limb makers and fitters, patient training by therapists and the purchase of components from mass producers. The Service is answerable to lay and medical staff in the State Branches and to the Central Office of the Department, located in Canberra. The division of responsibility between the State and Federal Governments seems to lead to competition for control of services rather than to an integrated plan for Prosthetic-Orthotic training with services. Industrial conflict due to a perceived threat of the supplanting of apprentices by formally trained prosthetists-orthotists has also adversely affected development. In this paper the views of Government authorities, medical prosthetic prescribers and of personnel who conducted a pilot study in delivery of a prosthetic service are discussed.

A Review of: Shachaf, Pnina, and Sarah M. Horowitz. “Virtual Reference Service Evaluation: Adherence to RUSA Behavioral Guidelines and IFLA Digital Reference Guidelines.” Library & Information Science Research 30.2 (2008): 122-37. Objectives – This study evaluates the level to which virtual (asynchronous e-mail) reference services adhere to professional guidelines. Specifically, it addresses the following research questions: 1) To what extent do virtual reference services adhere to the American Library Association (ALA) Reference and User Services Association (RUSA) and the International Federation of Library Associations (IFLA) guidelines? 2) How does the level of adherence to RUSA or IFLA guidelines vary based on request type, user name, and institution? 3) Is there a correlation between outcome measures of reference transactions (accuracy, completeness, and satisfaction) and the level of adherence to RUSA or IFLA guidelines? Design – Unobtrusive evaluation of researcher-generated queries. Setting – Fifty-four academic libraries in North America. Subjects – A total of 324 queries were sent to the 54 libraries, with each library receiving six different types of requests from six different user names. Methods – Researchers developed two coding schemes for the guidelines (34 codes and 12 attributes for the RUSA guidelines and 33 codes and 10 attributes for the IFLA guidelines). Each of the six user names used represented an ethnic and/or religious group identity: Mary Anderson (Caucasian, Christian), Moshe Cohen (Caucasian, Jewish), Ahmed Ibrahim (Arab), Latoya Johnson (African American), Rosa Manuz (Hispanic), and Chang Su (Asian). The six request types were designed so that three would be answered (questions 1-3) and three would be out of scope and not answered (questions 4-6). The following queries were sent, individualized for each institution: 1) Dissertation query; 2) Sports team query; 3) Population query; 4) Subject query; 5) Article query; 6) Request for a PDF copy. The 324 queries were uploaded into NVivo 2 software, and all e-mail transactions were coded and analyzed. Main Results – Analysis of the 324 transactions from 54 libraries showed the following results: 1) Low levels of adherence to both sets of guidelines; 2) Varied levels of adherence based on request types and user names on both sets of guidelines; 3) Variation in institutional rank according to different sets of guidelines; 4) No correlation between user satisfaction and adherence to either set of guidelines. Conclusion – This study suggests that higher levels of virtual reference service effectiveness could be achieved by automatically integrating some less observed behaviours (e.g., thank you notes) into replies sent to users and by increasing librarians’ awareness of professional guidelines through training and detailed institutional policies. The authors also suggest that librarians should be aware of their tendencies to react differently to different user groups, and that administrators can facilitate this by providing diversity workshops.

<p><strong>Objective</strong>:<strong> </strong>To identify studies describing and/or assessing pharmacy practice experiential programs focusing on clinical education.</p><p><strong>Methods</strong>:<strong> </strong>A systematic literature review was carried out. The databases searched included Lilacs, Medline/Pubmed, Eric and Scopus. The search strategy was devised based on a combination of subject headings related to pharmacy practice experiential programs, pharmacy education, and clinical practice in pharmacy. Two reviewers independently performed article selection, applying eligibility criteria defined. The level of agreement between the reviewers (Kappa coefficient) was calculated. Information about the clinical practice and settings used, description of pharmacy practice experiential model and type of evaluation study performed was collected from the articles selected using a pre structured form.</p><p><strong>Results</strong>:<strong> </strong>Of the 474 items retrieved in the initial search, 31 articles met the eligibility criteria. An increase in the number of publications in the 2000s was noted, predominantly (n=22, 71.0%) from North America. <em>Pharmaceutical care </em>was the most commonly used term to denote clinical practice in pharmacy. The practice sites ranged from hospitals (n=13, 41.9%), outpatient clinics (n=12, 38.7%), community pharmacies (n=7, 22.6%) and other community institutions (n=10, 32.3%), whereas some experiences involved a combination of these settings. The most common organizational arrangement involved pharmacists from the healthcare service as preceptors supervising students in the field, and teachers as educators, tutors and researchers within universities. In some situations, however, teachers and more advanced students acted as preceptors. Educational outcomes and/or results related to the service delivered by students and preceptors were assessed, where the quantitative method was the most frequently employed approach in both cases.</p><p><strong>Conclusion</strong>:<strong> </strong>The studies revealed that the partnership among university, health services and community is a promising initiative for improving the quality of pharmaceutical services offered to society and of pharmaceutical education.</p>

ObjectiveThe goal of this review was to identify recommendations within the literature on how to improve the transition from paediatric to adult healthcare from the perspective of young adults (YAs) living with chronic conditions who have gone through the process.DesignThis review was conducted in accordance with JBI methodology for scoping reviews.Search strategyWe searched MEDLINE (Ovid), CINAHL (EBSCO), PsycINFO (EBSCO) and EMBASE (Elsevier) databases, and conducted a grey literature search for relevant material. The databases were searched in December 2019, and re-searched June 2020 and September 2020, while the grey literature was searched in April 2020. This scoping review focused on the recommendations of YAs with chronic conditions who have transitioned from paediatric to adult healthcare, in any setting (eg, hospital, clinic or community), and across all sectors (eg, health, education and social services).ResultsEighteen studies met inclusion criteria for this review. These studies included YAs with 14 different chronic conditions, receiving primary health services in North America (67%) and Europe (33%). YAs’ recommendations for improving the transition from paediatric to adult healthcare (n=number of studies reported) included: improving continuity of care (n=12); facilitating patient-centred care (n=9); building strong support networks (n=11) and implementing transition education preparedness training (n=7).ConclusionReview findings can benefit service delivery by addressing important barriers to health, education, and social services for youth transitioning to adult healthcare.

Abstract Toronto Community Housing (TCH) is the second largest social housing landlord in North America, and is home to over 27,000 older adults, half of whom live in 83 “seniors-designated” buildings. There is inadequate and inconsistent delivery of services in these buildings, negatively impacting tenants’ ability to age in place. We conducted two half-day consultations with service providers (n=74) and tenants (n=100) to identify strategies to improve unit condition, promote stable tenancies (i.e., prevent evictions) and enhance access to health and support services for older adults living in TCH. Through facilitated discussion, participants identified their top two recommendations for each priority area and reflected on the strategies that were hardest and easiest to implement, as well as the ones that would have the most and least impact on quality of life for older tenants. Participants recognized the need for more education as a way to empower older tenants and reduce stigma associated with unit condition issues (e.g., pest problems) and arrears. More frequent touch points with tenants was also recommended as a way to identify older adults at-risk of eviction and work proactively (instead of reactively) to support them. Service providers and tenants believed that system navigators working directly in the buildings would be a key facilitator to building trust and helping older tenants access needed services. Outcomes of the have several program and policy implications for TCH, as they partner with the City of Toronto to design a new integrated service model for the seniors-designated buildings.

Dialectical Behaviour Therapy (DBT) is an intensive and multi-modal intervention developed for individuals with multiple comorbidities and high-risk behaviours. During pandemic-related lockdowns, many DBT services transitioned to delivering treatment via telehealth, but some did not. The current study sought to explore the experience of DBT teams in Australia and New Zealand who did and did not transition to telehealth during the early stages of the COVID19 pandemic, as the majority of research on DBT via telehealth has originated from North America, and focussed on therapists who did make this transition. DBT team leaders in Australia and New Zealand completed a survey with open-ended questions about the barriers they encountered to delivering DBT via telehealth, and for those teams that implemented telehealth, the solutions to those barriers. Respondents were also asked about specific barriers encountered by Indigenous and Pacific people service users. Of the 73 team leaders who took part, 56 reported providing either individual therapy, skills training or both modalities via video-call during lockdown. Themes emerging from perceived barriers affecting just DBT providers included the assessment & management of emotions and high-risk behaviours, threats to privacy and information security posed by telehealth, logistical issues related to remote sessions, and the remote management of therapy-interfering behaviour. Themes emerging from perceived barriers affecting both providers and service users included disruptions to therapeutic alliance, lack of willingness, lack of technical knowledge, lack of private spaces to do DBT via telehealth, and lack of resources. The solutions most frequently cited were the provision of education and training for therapists and service users in the use of telehealth, and the provision of resources to access telehealth. These findings are relevant to clinical delivery of DBT, as well as planning and funding for DBT telehealth services.

Purpose The purpose of this paper is to present a case study of how ecological considerations can be integrated into campus strategic and statutory spatial planning. A process of developing ecological objectives and guidelines for inclusion in campus strategic and statutory spatial plans is presented. Design/methodology/approach This case study introduces a three-phase ecological assessment process developed and applied to the Technion – IIT campus. Ecological considerations are reviewed in multiple campus strategic and spatial plans (primarily in North America and Europe) and in institutional sustainability guidelines; biodiversity and ecosystem service surveys of the campus are conducted and considered with regard to planning; university administrative structures that enable the implementation of ecological planning guidelines are also assessed. Findings Ecological considerations (biodiversity conservation, habitat preservation and ecosystem integrity) play a relatively minor role in sustainability planning on university campuses. The concepts of connectivity and compactness are applied broadly, but generally refer to social and educational considerations. Physical planning provides an opportunity for integrating ecological priorities into the university’s mission. Research limitations/implications Some of the insights may not be generalizable, so it is crucial to continue accumulating similar studies. It is crucial, too, to conduct follow-up research, reporting on the ecological outcomes of plan implementation. Practical implications Ecological stewardship is commensurate with the sustainability commitments of universities. Considering their spatial extent and diverse locations, universities can assume an important role in ecological conservation. Originality/value Relatively little attention has been given to ecological considerations (biodiversity, ecological integrity and ecosystem services) in campus plans and sustainability documents. This paper suggests how universities can move towards fulfilling a role as ecological stewards through strategic and spatial planning.

Confronted by the increasingly changing and varied nature of disabilities in Higher Education (Bowe, 2000; McGuire & Scott, 2002), Disability Service providers across North America are progressively moving away from targeted remedial assistance focusing on the disabilities of students, to a less frontline role involving the sensitization of faculty around strategies that seek to widen access and develop awareness (Sopko, 2008). Universal Design is hence often the model of choice (Rose, Harbour, Johnston, Daley & Abarbanell, 2006). It incorporates extensive use of technology and seeks the implementation of winning conditions in the classroom space that reduce or eliminate the need for later remedial work with students (Burgstahler, 2006). The hypothesis of this paper is that Universal Design, though conceived as a tool for a specific clientele, may quickly transpire to be the model best suited to serve the needs of the student body at large.The paper attempts to demonstrate how the core values underlying the Universal Design approach in fact meet wider educational aspirations of the 21st century. Not only do its strategies and goals allow wider access to students with Disabilities, but they allow the integration of the ‘millennium learners’, encourage higher student retention, guarantee higher rates of graduation and establish greater equity and respect for diversity. A model, designed to assist the minority, is quickly becoming a tool that has the capacity to open the class and the lecture hall to the diversity of the emerging and metamorphosing High Education learner, even if his/ her idiosyncrasies are still barely known (Howard, 2004).

While altruism has been studied in healthcare professions such as nursing and medicine, the exploration of the characteristics of altruism, as related to paramedicine and emergency care in Australia, is limited. This scoping review explores altruism in paramedicine from the perspective of the paramedic as practitioner, learner, and educator as seen through the lens of the paramedic and the patient. Also discussed is the positive impact of altruism on the patient experience of care. A scoping review was used to assess the availability of data related to altruism in paramedicine. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews was used to guide the process. Search categories were orientated around the subject (altruism) and discipline (paramedicine). A total of 27 articles are included in this scoping review. Initial searching identified 742 articles; after duplicate removal, 396 articles were screened with 346 excluded. Fifty articles were full-text reviewed and 23 excluded. The final 27 were extracted following full-text screening. None of the articles are specific to altruism in paramedicine. The data related to the practice of altruism in paramedicine are extremely limited. The preponderance of data arise from Europe and North America which, due to crewing and service differences, may impact the practice of altruism in different regions. Recent changes to the scope of paramedic practice, workload, education, and case acuity may influence behaviour regarding altruism, compassion, caring, and associated caring behaviours. The practice and education of paramedics including altruism, compassion, caring and caring behaviours in the Australasian setting warrants further research.

Background: Preventive strategies of caries prevention, such as topical fluoridation or drinking water, have been effective in inhibiting the development of carious lesions. Teledentistry is an alternative service that combines dentistry with long-distance telecommunication technology for consultation and treatment planning that can be used for dental and oral health education to increase public awareness. The purpose of this study was to analyze the effectiveness of teledentistry on patient satisfaction. Subjects and Method: This study was a meta-analysis with the following PICO, population: patients. Intervention: teledentistry. Comparison: conventional (outpatient). Outcome: patients satisfaction. The articles used in this study were obtained from three databases, namely Google Scholar, Pubmed, and Science Direct. Keywords to search for articles are “teledentistry” OR “oral hygiene” AND “multimedia” OR “smartphone app” OR “online social media” AND “patient satisfaction”. The articles included are full text English with a randomized control trial study design from 2013 to 2023. The selection of articles was carried out using the PRISMA flow diagram. Articles were analyzed using the Review Manager 5.3 application. Results: A total of 9 case studies from the continents of Europe (Netherlands, Germany, Italy), North America (Pennsylvania), and Asia (India, Saudi Arabia, Iran) were selected for systematic review and meta-analysis. The results showed that 1.05 units of teledentistry increased patient satisfaction compared to not being given teledentistry. Statistical results (SMD = 1.05; 95% CI= 0.64 to 1.46; p < 0.001). Conclusion: Teledentistry increased patient satisfaction Keywords: teledentistry, oral hygiene, online social media, patients satisfaction

Purpose The purpose of this paper is to report on an action research programme in the UK to address this through the notion of religious literacy. Design/methodology/approach Drawing on original research and analysis in UK higher education settings, the article will argue that health and social care educators, policy makers and practitioners need to develop their religious literacy in order to engage fully and competently with the religion and belief identities of their service users in a religiously diverse and complex world. Findings The relationship between religion and belief on the one hand and health and social care practice has been scarcely addressed, despite the important work of Furness and Gilligan in the UK and Canada in the USA. Their work appears as exceptional within a wider context of professions which have been forged in a predominantly secular milieu, despite having their roots in Christian social services in the USA, Canada and the UK. New research in the sociology of religion shows that religion and belief themselves vary in form, number and mix around the world, and that the religious landscape itself has changed enormously in the period during which secular social work has been changing significantly in recent years. It has been observed that in the UK secular assumptions reached a peak of confidence in the 1960s, when social work was most rapidly consolidating as a public profession (Dinham 2015). The inheritance has been generations of health and social care practitioners and educators who are ill-equipped to address the religion and belief identities which they encounter. In recent years this has become a pressing issue as societies across the West come to terms with the persistent – and in some ways growing – presence of religion or belief, against the expectations of secularism. In total, 84 per cent of the global population declares a religious affiliation (Pew, 2012); globalisation and migration put us all in to daily encounter with religious plurality as citizens, neighbours, service users and professionals; and internationally, mixed economies of welfare increasingly involve faith groups in service provision, including in social work and welfare settings across Europe and North America. Yet the twentieth century – the secular century – leaves behind a lamentable quality of conversation about religion and belief. Public professionals find themselves precarious on the subject, and largely unable to engage systematically and informedly with religion and belief as they encounter them. Originality/value Religion and belief have been bracketed off in education in departments of Theology and Religious Studies. Social work education has largely neglected them, and professional standards, benchmarks, values and toolkits, have tended to use proxies for religion and belief, such as “spirituality”, which are often ill-defined and vague. In a context of the reemergence of public faith, and a widespread acknowledgement that religion and belief did not go away after all, health and social care face the pressing challenge of engaging skilfully. This article draws on an action research programme in the UK to address this through the notion of religious literacy. Reflecting on original research and analysis in UK higher education settings, the article will argue that health and social care educators, policy makers and practitioners need to develop their religious literacy in order to engage fully and competently with the religion and belief identities of their service users in a religiously diverse and complex world.

Adolescent resettled refugees across the United States have been significantly impacted by the COVID-19 pandemic, through socio-economic stressors in households, disproportionate morbidity and mortality in immigrant communities, and social isolation and loss of learning due to school closures and the shift to online learning. The Study of Adolescent Lives after Migration to America [SALaMA] investigates the mental health and wellbeing of adolescents who come from–or who have parents who came from–the Middle East and North Africa [MENA] region and settled in the U.S. There is a gap in understanding of the experiences during the pandemic of MENA-background adolescents in the U.S. The objective of this study was to describe the perspective of educators and other school-affiliated service providers on the impact of the COVID-19 pandemic on mental health and wellbeing of adolescent resettled refugees and access to and quality of education and support services for adolescent resettled refugees. The researchers collected data using in-depth interviews with key informants in Chicago, Illinois; Harrisonburg, Virginia; and Detroit Metropolitan Area [DMA], Michigan, Key informants were school administrators, managers of English language learning services and programs, teachers, therapists, staff of non-governmental organizations and/ or community-based organizations, and case workers. Data analysis was conducted utilizing directed content analysis to develop an initial codebook and identify key themes in the data. Findings revealed a number of pathways through which the pandemic impacted adolescent refugees and immigrants’ mental health and wellbeing, with online programming impacting students’ engagement, motivation and social isolation in terms of peer and provider relationships. Specific dynamics in refugee adolescents’ households increased stressors and reduced engagement through online learning, and access to space and resources needed to support learning during school closures were limited. Service providers emphasized multiple and overlapping impacts on service quality and access, resulting in reduced social supports and mental health prevention and response approaches. Due to the long-term impacts of school closures in the first two years of the pandemic, and ongoing disruption, these data both provide a snapshot of the impacts of the pandemic at a specific moment, as well as insights into ways forward in terms of adapting services and engaging students within restrictions and limitations due to the pandemic. These findings emphasize the need for educators and mental health service providers to rebuild and strengthen relationships with students and families. These findings indicate the need to consider, support and expand social support and mental health services, specifically for refugee adolescent students, in the context of learning and well-being during the COVID-19 pandemic.

The third decade of the Association of Muslim Social Scientists' (AMSS)existence witnessed the collective effort by some of its members to identify majorareas for inclusion in its research agenda. Besides taking stock of past performance,the main determinants included those recent events in the ummah whichhave affected it as a whole and the ensuing problems calling for immediateattention.Following established tradition, the AMSS and one of its sister professionalorganizations, the Association of Muslim Scientists and Engineers (AMSE),convened their conferences at the same time and place.This year's banquet speaker was H.R.H. Crown Prince Hasan bin Talalof Jordan, whose address was delivered in his absence by Mohammad A.Hamadan, former Minister of Education of Jordan. The main thrust of PrinceHasan's address was the need for cooperation among the ummah's varioussegments in the service of professional and human resource development. TheIsma'il and Lamya al Fariiqi Memorial Lecture was given by Zafar I. Ansari,Director General, Islamic Research Center, Islamabad, Pakistan. The AMSEkeynote speaker was Ali Nayfeh, Virginia Polytechnic Institute and State University,Blacksburg, VA. Nayfeh suggested practical ways of fostering scientificand technological advancement in the ummah through intra-ummah as well asinternational collaboration.The main program consisted of seventeen thematic panels organized intoeleven sessions. The opening session was chaired by Sayyid M. Syeed, GeneralSecretary of the AMSS. It consisted of the welcome speeches of S. ImtiazAhmad, Conference Chair and President of the Islamic Society of NorthAmerica (ISNA); Sulayman Nyang, President of the AMSS; and MohammadZohdy, President of the AMSE. The Convention Chair also read out the felicitousmessages received from the White House, the State House, and the localgovernment. The program preview was given by its co-chairs, Mumtaz Ahmadand Dilnawaz Siddiqui (AMSS), and Sayed A. Nassar (AMSE).The second session had two concurrent panels: 1) "History of Muslim Communitiesin North America;' organized and moderated by Salahuddin Malik,State University of New York (SUNY ) at Brockport, Brockport, NY, and 2)'J\ndragogy: Education of Adults;' which was chaired by Mushtaqur Rahman,University oflowa at Ames, Ames, IA. The history panel featured Anwar Dil,U.S. International University, San Diego, CA, who traced the history of Muslim ...

Sir William Osler’s legacy lives on through the Fellowship of Postgraduate Medicine (FPM). Osler was in 1911 founding President both of the Postgraduate Medical Association and on 1981 of the Inter-allied Fellowship of Medicine. These societies merged later in 1919, with Osler as President until his death at the end of that year. This joint organization was initially called the Fellowship of Medicine and Post-Graduate Medical Association and continues to this day as the Fellowship of Postgraduate Medicine. In the 1880s, in his role as medical leader in North America, Osler pioneered hospital residency programmes for junior trainee doctors. As Regius Professor of medicine in Oxford from 1905, Osler wished early postgraduate teaching in the UK, and in London in particular, to include access to ‘the wealth of material at all the hospitals’. He also saw medical societies as important for providing reliable continuous medical develop for senior doctors.Under Osler’s leadership, the Fellowship of Medicine responded to demand for postgraduate civilian medical training after the First World War, supported by a general committee of 73 senior medical figures, with representatives from the British Army Medical Service, Medical Services of the Dominions of the United Kingdom, of America and of the British Colleges and major medical Schools. Some fifty general and specialist hospitals were initially affiliated with the Fellowship, which provided sustained support of postgraduate training well into the 1920s, including publication of a weekly bulletin of clinics, ward rounds, special lectures and organized training courses for men and women of all nationalities. In 1925, in response to expanding interest in postgraduate education, the Fellowship developed the bulletin into the Postgraduate Medical Journal, which continues as a monthly international publication. Stimulated by discussions at meetings of the FPM, through its Fellows, the FPM was influential in encouraging London and regional teaching hospitals to develop and maintain postgraduate training courses. The FPM and its Fellows also were important in supporting the creation of a purely postgraduate medical school, which was eventually founded at the Hammersmith Hospital in West London as the British, then Royal Postgraduate Medical School.At the end of the Second World War, there was a major development in provision of postgraduate medical education with the founding in 1945 of the British Postgraduate Medical Federation, which was supported by government, the University Grants Committee and the universities. There was also a marked post-war increase in general provision of postgraduate training at individual hospitals and within the medical Royal Colleges. Postgraduate Centres were established at many hospitals.Nonetheless the FPM continued some involvement in postgraduate courses until 1975. Since then the FPM has maintained a national and international role in postgraduate education through its journals, the Postgraduate Medical Journal and Health Policy and Technology (founded in 2012) and by affiliations with other organisations and institutes.Osler was an avid supporter of engagement between medicine and the humanities, chiding humanists for ignorance of modern science and fellow scientists for neglecting the humanities. The FPM has over much of the past decade supported this theme of Osler by being a major patron of the Hippocrates Prize for Poetry and Medicine, which has achieved significant international interest, with over 10,000 entries from over 70 countries.

Today, Russia tops the list of countries against which sanctions have been imposed by the world community. At the moment, 11,579 punitive measures have been introduced against the Russian Federation and persons with citizenship. The closest "pursuer" is Iran, which has only 3,637 restrictive measures in its international portfolio, which is 68.59 % less than the leader of the list. The third and fourth lines are occupied by Syria and North Korea (2624 and 2136 sanctions respectively). Belarus closes the top fi ve with 1133 restrictions.Russia took the leading position after the decision on the Special Military Operation in Ukraine was made. Until February 22, 2022, 2,754 restrictive measures were introduced against Russia (which is 76.22 % less than the current ones) in connection with the previous events in Ukraine. For example, the United States of America has doubled this value since 2014. Statistics analyzed and collected using an online restriction tracking service. Almost all countries can be noted as aff ected by the change in the architecture of the world economy. The rejection of dollar transactions, the freezing of assets of the Central Bank of Russia, the violation of the usual supply chains, the bipolarization of the world, the open violation of international law and other facts and events have spurred all states to adjust their domestic and foreign policies.Moreover, the actual development of the problem considered in this work is completely absent from the scientifi c community due to the too short period since the introduction of the last economic restrictions.Within the framework of the article, the author reveals the features of the application of economic sanctions against the Russian Federation. The article systematizes the stages of application of sanctions against the Russian Federation.

ObjectiveTo synthesise and appraise the design and impact of peer-reviewed evaluations of Indigenous cultural safety training programmes and workshops for healthcare workers in Australia, Canada, New Zealand and/or the United States.DesignSystematic review.Data sourcesOvid Medline, Embase, PsycINFO, CINAHL, Cochrane Central Register of Controlled Trials, Cochrane Database of Systematic Reviews, Bibliography of Indigenous Peoples in North America, Applied Social Sciences Index & Abstracts, ERIC (Education Resources Information Center), International Bibliography of the Social Sciences, ProQuest Dissertations & Theses Global, Sociological Abstracts, and Web of Science’s Social Sciences Citation Index and Science Citation Index from 1 January 2006 to 12 May 2022.Eligibility criteriaStudies that evaluated the outcomes of educational interventions for selecting studies: designed to improve cultural safety, cultural competency and/or cultural awareness for non-Indigenous adult healthcare professionals in Canada, Australia, New Zealand or the United States.Data extraction and synthesisOur team of Indigenous and allied scientists tailored existing data extraction and quality appraisal tools with input from Indigenous health service partners. We synthesised the results using an iterative narrative approach.Results2442 unique titles and abstracts met screening criteria. 13 full texts met full inclusion and quality appraisal criteria. Study designs, intervention characteristics and outcome measures were heterogeneous. Nine studies used mixed methods, two used qualitative methods and two used quantitative methods. Training participants included nurses, family practice residents, specialised practitioners and providers serving specific subpopulations. Theoretical frameworks and pedagogical approaches varied across programmes, which contained overlapping course content. Study outcomes were primarily learner oriented and focused on self-reported changes in knowledge, awareness, beliefs, attitudes and/or the confidence and skills to provide care for Indigenous peoples. The involvement of local Indigenous communities in the development, implementation and evaluation of the interventions was limited.ConclusionThere is limited evidence regarding the effectiveness of specific content and approaches to cultural safety training on improving non-Indigenous health professionals’ knowledge of and skills to deliver quality, non-discriminatory care to Indigenous patients. Future research is needed that advances the methodological rigour of training evaluations, is focused on observed clinical outcomes, and is better aligned to local, regional,and/or national Indigenous priorities and needs.

Purpose – The purpose of this paper is to provide insights into the potential of technology transfer in prevention interventions. It argues that contextual factors are more identifiable and more malleable than the cliché of “culture” as a barrier to implementation might suggest. The key question is how various contextual factors impact on programme implementation and effectiveness in the different cultures of a multifaceted continent such as Europe, and how successful programmes adapt to various contexts. Design/methodology/approach – Using a questionnaire survey, input was collected from people involved in the adaptation and implementation of the Strengthening Families Programme (SFP) in several European countries. Findings – The publications and experiences of the SFP implementers and evaluators in most of the European countries where it was introduced suggest that the programme is both feasible and effective (where outcomes are available). To achieve this, however, the implementers spent a considerable amount of time and effort to prepare, pre-test and consult with their target populations in order to adjust SFP to culture and context. This paper suggests restricting the use of “culture” to a set of norms and values, and to distinguish this from “context” which describes social and political organisation. Even though both condition each other, it is helpful to address culture and context separately when adapting prevention programmes. Research limitations/implications – Outcome data were not available for all implementations of SFP and some very recent ones in Austria, France and Italy could not be included in the questionnaire survey. Practical implications – An examination of social capital might help implementers to anticipate resistance from the target population that seems to emanate from history, culture and context. The level of trust of others and institutions and the willingness to co-operate with them can heavily influence the readiness of drug prevention service planners, commissioners and providers, as well as the target population, to adopt interventions and other behaviours. Programmes seem to have key principles that make them effective and that should not be modified in an adaptation: a particular example is the programme protocol. Other aspects, such as wording, pictures and the content of examples used to illustrate some issues do have to be modified and are essential for an intervention to be well-accepted and understood. In some programmes, the effective principles – so-called “kernels” – are identifiable although, overall, prevention research still strives to identify them. Social implications – Implementing complex programmes that require the cooperation of many stakeholders might increase social capital in the communities involved. Originality/value – The paper examines the common belief among many European prevention professionals that programmes from abroad, particularly from North America, cannot be implemented in Europe.

Abstract Horn flies (HF) are one of the most prevalent external parasites on pastured cattle in North America, although they can be found worldwide. HF cause animals severe stress leading to increased cardiac and respiratory rates, and decreased feed efficiency, average daily gain, and milk production. All these detrimental effects caused by HF contribute to over $1 dollars in economic loss in the United States, annually. Current methods of reducing fly numbers, including manure management, feed additives, and insecticides, are being utilized with varying degrees of success. However, these methods require extensive management, are temporary, and are costly to producers. While several studies have investigated the effects of horn flies on growth and milk production traits, there have been very few studies on their potential impacts on reproduction in beef cattle. Insemination and calving data collected on cows and yearling heifers at Northwest Georgia Research and Education Center between 2015 to 2022 was used to determine the effect of HF abundance on fertility. Each animal was exposed to two insemination events. Artificial Insemination (AI) was used except for cows that did not get pregnant from the first AI which were placed on pasture with a proven bull for natural service. The outcomes (success/failure) of each insemination event and calving were recorded. Still births where the dam carried the calf to term, but the calf passed during parturition were recorded as successes. As part of a research project, no fly control methods were carried out on the farms during 2019 and 2022. During these years, images of each animal were taken twice between May and August. The best image of each animal was used to estimate HF count. Animals were placed in three abundance classes (Low: 0-150, Med: 151-400, High: 401+) to analyze the effects of fly abundance on reproduction. For the remaining years (2015-2018, 2020-2021) animals received fly control and were not assessed for fly abundance. As shown Table 1, conception rates of each breeding attempt and calving rates were lower in both years where no horn fly control was used (2019 and 2022) compared with the remaining years where fly control was utilized. The decrease in conception rates when no fly control was used suggests a detrimental effect of HF on reproductive success. Additionally, for the animals measured in 2022, the average fly count for the dams who did not calf successfully was 357 which is significantly higher than the average count for the dams who did successfully calf (290). This suggests that animals with greater fly loads are less likely to carry to term. These adverse effects on reproductive health could be mitigated by genetically selecting for animals that can tolerate a greater fly load.

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

Background An underperforming doctor puts patient safety at risk. Remediation is an intervention intended to address underperformance and return a doctor to safe practice. Used in health-care systems all over the world, it has clear implications for both patient safety and doctor retention in the workforce. However, there is limited evidence underpinning remediation programmes, particularly a lack of knowledge as to why and how a remedial intervention may work to change a doctor’s practice. Objectives To (1) conduct a realist review of the literature to ascertain why, how, in what contexts, for whom and to what extent remediation programmes for practising doctors work to restore patient safety; and (2) provide recommendations on tailoring, implementation and design strategies to improve remediation interventions for doctors. Design A realist review of the literature underpinned by the Realist And MEta-narrative Evidence Syntheses: Evolving Standards quality and reporting standards. Data sources Searches of bibliographic databases were conducted in June 2018 using the following databases: EMBASE, MEDLINE, Cumulative Index to Nursing and Allied Health Literature, PsycINFO, Education Resources Information Center, Database of Abstracts of Reviews of Effects, Applied Social Sciences Index and Abstracts, and Health Management Information Consortium. Grey literature searches were conducted in June 2019 using the following: Google Scholar (Google Inc., Mountain View, CA, USA), OpenGrey, NHS England, North Grey Literature Collection, National Institute for Health and Care Excellence Evidence, Electronic Theses Online Service, Health Systems Evidence and Turning Research into Practice. Further relevant studies were identified via backward citation searching, searching the libraries of the core research team and through a stakeholder group. Review methods Realist review is a theory-orientated and explanatory approach to the synthesis of evidence that seeks to develop programme theories about how an intervention produces its effects. We developed a programme theory of remediation by convening a stakeholder group and undertaking a systematic search of the literature. We included all studies in the English language on the remediation of practising doctors, all study designs, all health-care settings and all outcome measures. We extracted relevant sections of text relating to the programme theory. Extracted data were then synthesised using a realist logic of analysis to identify context–mechanism–outcome configurations. Results A total of 141 records were included. Of the 141 studies included in the review, 64% related to North America and 14% were from the UK. The majority of studies (72%) were published between 2008 and 2018. A total of 33% of articles were commentaries, 30% were research papers, 25% were case studies and 12% were other types of articles. Among the research papers, 64% were quantitative, 19% were literature reviews, 14% were qualitative and 3% were mixed methods. A total of 40% of the articles were about junior doctors/residents, 31% were about practicing physicians, 17% were about a mixture of both (with some including medical students) and 12% were not applicable. A total of 40% of studies focused on remediating all areas of clinical practice, including medical knowledge, clinical skills and professionalism. A total of 27% of studies focused on professionalism only, 19% focused on knowledge and/or clinical skills and 14% did not specify. A total of 32% of studies described a remediation intervention, 16% outlined strategies for designing remediation programmes, 11% outlined remediation models and 41% were not applicable. Twenty-nine context–mechanism–outcome configurations were identified. Remediation programmes work when they develop doctors’ insight and motivation, and reinforce behaviour change. Strategies such as providing safe spaces, using advocacy to develop trust in the remediation process and carefully framing feedback create contexts in which psychological safety and professional dissonance lead to the development of insight. Involving the remediating doctor in remediation planning can provide a perceived sense of control in the process and this, alongside correcting causal attribution, goal-setting, destigmatising remediation and clarity of consequences, helps motivate doctors to change. Sustained change may be facilitated by practising new behaviours and skills and through guided reflection. Limitations Limitations were the low quality of included literature and limited number of UK-based studies. Future work Future work should use the recommendations to optimise the delivery of existing remediation programmes for doctors in the NHS. Study registration This study is registered as PROSPERO CRD42018088779. Funding This project was funded by the National Institute for Health Research (NIHR) Health Services and Delivery Research programme and will be published in full in Health Services and Delivery Research; Vol. 9, No. 11. See the NIHR Journals Library website for further project information.

The main reasons for climate change which are explained in this article are as follows: -Climate pollution by gases with CO2 emission and Greenhouse Effect; Climate contamination of viruses with viruses from nature by animals or glaciers when thawing or produced in Laboratories; Induced Climate Change due to meteorological weapons with high intensity radio waves to produce rains, hurricanes and possible induction of earthquakes; Climate pollution by radiation due wars with irreversible consequences in the climate and Nuclear Winter; Climate Change due the explosion of missiles and atomic weapons in the oceans; Climate Change due the natural cyclical phases of the Earth affected by the cyclical variations of the Earth's magnetic field lines which can be affected by the severe cyclical activity of the sun due storms and sunspot because of the combustion that occurs inside the Sun which is due to the gravitational instabilities produced by the planets of the solar system, asteroids or the Comet Planet; Climate Change due to the invading Comet Planet into the solar system that affects with its gravitational field to the sun with solar storms and the planets with variation of the magnetic field lines affecting the climate, earthquakes and activation of volcanoes and indeed with the entry of many meteors and asteroids to the Earth; Climate change due to the Arm of God Allah explaining all the above reasons being more evident in times of Tribulation. The specific methods and devices of the control and manipulation of the population (inclusive to induce to the concupiscence) in times of new world order (Universal Big Brother Program for the control of human in the Earth) and possible Tribulation are explained in this article: Surveillance programs with all technological devices and networks used by humans systematic methods of persuasive manipulation and indoctrination used by some zombie humans and dark; Through the subjugation of employees and humans (inclusive children teaching them how to manipulate in the same style of the zombies); By enterprises or dark groups so that employees make manipulation games with details (investing work time to play like children) receiving bribes, money or labor benefits or with possible retaliation if they do not obey; Surveillance programs in living and working places with covert technological cameras, coincidence games, activities, plans and events programmed in sequence (inclusive pyrotechnic sounds in sequence); Covert numbers and words (in identification documents, cards, car plates, devices used by humans); Encrypted, hidden codes or small phrases and numbers not visible to the naked eye concealed in objects; Covert words in the speech of zombie humans and from multimedia and channels of traditional technological devices through movies, programs and even newscasts and inclusive to speak in code with the humans who know the surveillance programs and worst using in those channels and programs derogatory words against the Nazarenes (in the style of Nazism with the Jews) in complicity of close acquaintances, zombies and dark who participate profiting from the system for the vile metal; By means of an epidemic and viruses produced in laboratories creating epidemics and chaos in the Earth for the reduction and control of the population; Through strict restrictions and reduction of freedoms; Confinement with subsequent compulsory vaccination to be able to access human rights such as the right to work and the right to travel (with the cover-up of the respective organizations responsibles for it: OIT OMT), without responsibility of the authorities in charge of vaccination worldwide (OMS) for the short or long term counterproductive effects of the vaccinated population due to the risk with the liquid of the vaccines by interfering with the DNA and RNA of the population; Possible marking and elimination of many humans (possibility of control of the pulmonary alveoly or induction controlled of diseases or pain due a virus by means of chips introduced in humans); Control of humans by the introduction of liquid and solid chips in humans (liquid crystals that crystallize in the organism and settle in neurons and receive ultrasonic waves of very low frequency) (possibly inserted from vaccines in global epidemiological programs for population control or invasive medical examination when this is not necessary as a figurative example of review of a patient with a sore in the mouth and introduction of the whole hand in the throat or prostate examination or specific injections to certain objective humans or Nazarenes who have opened the matrix of the darks and the elite that controls the humans in the Earth) in times of epidemic in medical examinations and treatments in hospitals (false medical negligence with breach of the medical oath of the use of Medicine for human good). The possible liquid and solid chips introduced into the human being can be used for mind reading (telepath) and thought induction (double direction: sending and receiving messages in the style of Stephen Hawking and the style of the technology already used in sending probes into space and to the moon) and possible human marking with surveillance program and the possible creation of zombie humans. Humans who have the mind reader chip installed can speak without speaking (the dumb speak playing like the miracles of Jesus Christ). It is possible to detect if the humans who have the mental reading chip installed have psychological alterations without going to a doctor. It is possible to know if humans are good or bad without seeing their actions and without going to a priest. In this way, human beings with the chip installed can be sanctioned before they do somewhat wrong (simply because it is known to be thinking). This can be used to know the fidelity to a political guideline or direction (this is known by the strong rumor in communist countries that already have the technology to detect the fidelity to the political party and possibly this is through this chip installed in the human being and mind reading). The inserted chip can also perform thought induction: this is possibly the apocalyptic mark mentioned in the apocalypse because many humans will perform sins or concupiscence induced and not naturally. Then, this will most probably activate the Wrath of God, the seals, and the trumpets of the apocalypse. It surprises me that actually the OMS wants to bring the vaccination program to Africa when in Africa there are not many dead by the epidemy (possibly for the control and reduction of the population will be in all the Earth). Afterward, the OMS mentioned that wants to insert a manufacturing center of vaccines in many countries and inclusive vigilance programs (possibly for the control and reduction of the population will be effective at the local level). But, what the OMS needs to mention is that it is necessary to eliminate the laboratories of virus creation and not create more vaccine laboratories. Humans do not want more vaccine and injections and laboratories for the creation of vaccines but the elimination of virus laboratories which are most probably used for for the control and reduction of the population: thus, the reason for spreading a virus created in a laboratoy across the Earth is evident: population reduction and control of humanity in preparation for a global elite program (new world order or program 2030 for the control of the dark and of the elite; Connection of covert surveillance cameras (in living and working places) with channels of traditional technological devices through movies, programs and even newscasts (including newscasts that usually make signs of dumb and deaf to those who have already discovered them) used by the dark with the respective programs and in addition, to monitor and tracing to verify the induction to concupiscence through mental reading (chips in humans) and surveillance cameras on line in the best style of James Bond espionage movies (including control of faces, pupils, irises, reflections, details and diseases); Games of judgments of sin against humans and Nazarenes (playing at being gods) and also profiting from the vile metal through the system and contributing to the persecution of the Nazarenes; Fake judgments of sin against humans and Nazarenes because many of these sins have been induced with technology due the possible induction of thoughts by the liquid cristal settle in neurons and have not been natural (dark inducing sin through technology and playing gods to induce evil and destruction of intimacy and privacy even in the mind of the human being); Retaliation to those who report the surveillance and manipulation programs and marking of humans for mind reading (telepathy) and thought induction (making them sick sending to the hospitals or removing them); Digital identification plan and digital money to do digital control and avoid conflict and protests of marked and Nazarenes in surveillance programs who discover that there is no privacy in their documents and inclusive in theirs mind (telepathy: mind reading and thought induction: artificial intelligence): it surprises that EU mention that has a digital plan for europeans for digital control on line. But, before the epidemy, Europe and the world advanced a lot in technology and the data of humans are digitally in hospitals and institutes that humans need. After, the EU mentions artificial intelligence for human beings. Then and in vaccination and epidemy time, it is possible that the digital control is a new digital control with artifitial intelligence and with possible chips installed in the human being (possibly already installed in many human beings); Games of events and coincidences to cause accidents or conflicts in the life of marked, target or Nazarenes (change games of victim to accused by companies that regulate the order with subsequent rectification of the game made by the same companies when the Nazarenes claim); Games of recognition of the identity of human beings (in the style of the movie Unknown) by enterprises and service stations which are necessary for the daily movement of human beings creating conflicts of manipulation and stress in the marked or Nazarenes Salary payment games (payment of wages with dinners and game of check payment) creating manipulation conflicts and stress in the life of marked, target or Nazarenes Programmed plans of theft and scams of enterprises and humans even knowing of the surveillance cameras for the control of the marked, target or Nazarenes. Then, there is severe control of human beings in their daily activities to verify the follow-up of the matrix and darks that plan situations of concupiscence in the human being. Besides, this is occurring in coincidence with an accelerated new world order program and possible tribulation times and possibly already with the installation of the apocalyptic mark (possible chips introduced in the human being for mind reading and thought induction to induce concupiscence) in humans mentioned in the apocalypse for dark control of humans. The global forms of the severe manipulation and population control in times of new world order and Tribulation are explained in this article are as follows: By increasing taxes; Through armed conflicts and wars create discord, wars and chaos between countries (often bordering countries with the same origins and with the same culture: Russia and Ukraine: war motivated by US OTAN EU): To later usurp its resources (oil energy resource: US Iraq Kuwait); To later control them politically and economically (US Iraq Kuwait) and when these power or developed countries cannot control or usurp their resources, they begin to block them economically (Russia in the war between Russia and Ukraine where besides developed countries influence in the war by printing additional money to use for the war causing imbalance and global economic crisis instead of looking for ways to avoid it) in order to cause chaos and economic crisis with the knowledge and complicity of the world organizations responsible (OEA ONU) and make the population believe that the cause of the economic crisis is the government in power. However, some countries have resisted these blockades (Cuba Venezuela Nicaragua Russia China) and managed to show that it is possible to have governments independent of the control of these powers or countries that believe they own the Earth; To put rulers (governing) of interest in the same countries in conflict; To control them using the pretext of placing military bases in the countries in conflict (NATO OTAN: military bases in some European countries, US military bases: in some South American countries and some countries of Europe). In addition, this is preferable to reduce military bases in other countries and reduction of nuclear weapons, and use the financial resources for the reduction of inequity and poverty on the Earth. Thus, the organizations responsible for the proliferation of nuclear weapons (OIEA) have played an ineffective and passive (cover-up) role, which has caused the risk of a third nuclear world war to be imminent); Through the war against terror: however and actually, this is a false speech used to point to countries that oppose the control or directive of the powers and that have a culture or political structure different from that of the powers and later make conflict and war to later control them or usurp their resources (some Arab and Muslim countries, for example, US, Irak, Lybia and blaming an entire country for terrorism and occupying for years (Afganistán)). In this way and actually, some countries have developed nuclear weapons (North Korea, Iran) to protect themselves in some way and thus, the same thing does not happen to them as to the countries mentioned above (Irak, Lybia) and that have been destroyed with the false discourse of the war against terror. In this way, the best thing is to have good relations with all the countries of the Earth which are again summed in the Bible [1] in a message: Love your brother (all human beings) as yourself! (Mt.22-39) (and not to go around the Earth pointing out terrorists to any country that opposes its guidelines). Therefore, it is possible to reduce the economic resources for the war against terror which can be used to reduce poverty and inequity in human beings; Through the war against drugs: there are many other substances and products consumed by humans that can be harmful to health and that are allowed and have not become a vice (when something is forbidden: this increases the interest in obtaining it explained from the beginning of creation in Genesis [1]: an apple from the tree of good and evil in the garden of Eden: Adam and Eve). In addition, many countries have allowed the use of certain types of drugs for medical purposes (Uruguay, Bolivia) where drug use has gone unnoticed in these countries; Through religión: with a structure of religion that tries to control the population through a guideline and speeches that obey the Vatican and the actual governments of each country (which is evident when there are countries such as Nicaragua that do not follow a guideline of the church and the elite and then, the religion surprisingly actively intervenes in politics): the conclusion is reached and to which many humans have reached, that religion is a power most actually used (along with political and economic power); Through political power by means of the false argument used by politicians to reduce inequity and poverty: where a large amount of resources and money have been allocated to the political powers and rulers of many countries for centuries by the respective organizations responsable (FMI BM) without any results and in many countries poverty and inequity have increased. Besides, the bureaucracy is a structure of order and rules of management and administration used within the governments of each country that contribute to the inefficiency and manipulation of the required procedures in human life that ultimately affect the life of each human being when they require formalities that end up being complicated and time-consuming. Then, this power structure in politics, economics, and religion for the control of the population is ineffective and obeys the interests of the dark who control humans on the Earth, and is used ineffectively by the rulers (governing) of the countries who come to power precisely with the false discourse of reducing poverty and inequity; Through the pretext of climate change: severe climate change due to the emission of CO2 and the greenhouse effect is a complete fallacy. The world organizations involved with the climate (ONU) try to make humanity believe that this is the reason for the severe climatic changes that the human being has experienced on the Earth to obtain economic resources and avoid mentioning God in control of the Earth and course the climate and to avoid mentioning the Omnipotence of God [1] in the control of the Earth and the climate: the severe climate change is frequently due to solar storms and variations in the magnetic field lines of the Earth because of gravitational variations in the solar system or due to the entry of an asteroid or Comet Planet what is controlled and all the Universe by God. Therefore, the climate change is controlled by the Eternal God (wich is explained in the Bibles with a lot of examples with Moses, Josue, Hezekiah) and thus, this is better to use the resources and money for so-called climate change to reduce poverty and inequity in the Earth and increase equity in humans: Human Beings must not believe everything said by the organizations and individuals that control the humans in the Earth and that obey the directions imposed within the matrix triangle of control of the Earth; Through the sport by means of the persuasive manipulation of observers or attendees at sporting events through commercials programs, commentators (hidden words and numbers in speech), players participating in the match: with gestures or sequence of plays, numbers, words or details in the players uniform, referees (make decisión of plays in favor of a team purposely: false bad arbitration) or leading organizers committing sports corruption not applying the rules or discriminating players (Serbian, Russian and Belarusian tennis players at tennis competitions due to some tennis organizations) or teams (Russian sports clubs and inclusive the Russian national team due FIFA decision) at convenience. Besides, when there are countries in conflict or war: instead of uniting the countries in conflict by means of the sport, the respective organizations (FIFA UEFA) discriminate and increase the conflict: discriminating and not allowing the participation of tennis players (including top tennis players), Football Countries and Sport Clubs in international competitions for reasons of restrictions due to the epidemic, conflict or war (including countries that organized previous World Cups: Russia) where the interest, quality and love for this sport has increased and that must be used to unite human beings and countries and not to not allow them to participate: which increases the division and conflict between countries or humans: This is important to highlight and value the position of the ATP for deciding that the ATP does not agree that athletes from certain countries (Russia and Belarus) cannot participate in international tournaments stating that this is against the principles of merit and non-discrimination: then, this is tremendously criticizable that the organization responsible of Football (FIFA UEFA) participates in armed conflicts or war with discriminatory decisions in Football, increasing the war by not allowing countries in conflict to participate in World Cup of Football: FIFA slogan of no to racism and some form of discrimination is a complete farce and used for convenience and interest (in the same style of all the other organizations (mainly ONU, OEA, FMI, BM, VATICAN) that control humans and that in 2000 years of the coming of the Envoy of God have not been able to solve iniquity and poverty), discrimination that has been evident in the conflict between Russia and Ukraine: Football is the main sport in the Earth and it is the one that can unite human beings the most and should be used as a source of union and not división; Through education: where this is used by many countries to induce and manipulate their inhabitants in a certain political direction through the dissemination of knowledge and even the textbooks of the students: many underdeveloped countries have increased illiteracy and degradation in education because this favors the politicians of the country's government: having an ignorant people who do not see what they do with the country's money and who cannot criticize them: the greatness of peoples depends on the education that gives the independence of individuals who are the ones that make the country advance; Through world organizations to control countries: ONU, OEA, Vatican, OTAN, UE: many countries have to obey the guidelines of these organizations, which often do not respond to the needs of the citizens of each country: many institutions in the countries must obey the organizations (the Vatican for the religion) in a rigid way, which is often not in accordance with the situation of the country's citizens, who often need new variants or guidelines (some organizations can cause chaos, conflict or war as for example the war of Russia with Ucrania where the possible annexation of Ucrania to the OTAN and UE is one of the reasons for the war between these two countries. Therefore, there would be no war between these two countries where without those organizations); Through world organizations of espionage (CIA, FBI, KGB, Gestapo, SS): employing persuasive interference in the countries and rulers of some undeveloped countries (some South America and Center America countries and some European, Asia and Africa countries) with the objective of the power countries of control, manipulate or destabilize countries and inclusive simple humans (using the personal data of thousands of people around the world). Through the control and intervention of the Creator God Allah which is necessary and essential in times of Tribulation at the time timely (Holy Bible: Apoc. 6 Apoc. 8:6 Apoc. 5 Apoc. 7 Apoc. 21) due to everything mentioned in this scientific research respect to the control and manipulation of the population (regarding the increase of inequity, discord, and evil among humans) which is not following the guideline given by the envoy of God 2000 years ago: Jesus Christ. Keywords: God, Allah, Jesuchrist, Bible, Creator, Education, Climate change, Population Control, Climate Pollution, Gases CO2, Greenhouse Effect, Epidemic, Viruses, Laboratory, Zombies, Dark, Elite, new world order, OMS, ONU, OEA, Vatican, OTAN, UE, FMI, BM, OIT, OMT, Meteorological weapons, Haarp, Sura, Wars, Sport, Religion, Radiation, Nuclear Winter, Sun, Magnetic field lines, Storms, Asteroids, Comet Planet, Volcanoes, Climate Catastrophies, Tribulation, Taxes, Terror, Drugs, Organizations, Inequity, Poverty, Manipulation, Indoctrination, Technological Devices, Covert technological devices, networks, Newscasts, Surveillance programs, Big Brother Program, Digital Identification Plan, Digital Money, Covert numbers and covert words, Encrypted, Hidden codes or small phrases not visible to the naked eye, Covert words in the speech of zombie humans in multimedia and traditional technological devices, Nazism, Jews, Coincidence games, Activities, Plans, Events Programmed in sequence, Pyrotechnic sounds in sequence, Games of events and coincidences to cause accidents or conflicts, Games of judgments of sin against humans and Nazarenes, Games of recognition of the identity of human beings, Unknown, Companies, Service stations, Salary payment games, Programmed plans of theft and scams of companies and enterprises, Retaliation, Marking, Reduction, False medical negligence, Medical oath, Medicine, Liquid and solid chips in humans, Liquid crystals, Neurons, Ultrasonic waves, Vaccines, Global epidemiological programs, Matrix, Dark, Elite, Mind Reading, Telepath, Thought induction, Apocalipse, Wrath of God.

TO THINK CHRISTIANLY: A History of L'Abri, Regent College, and the Christian Study Center Movement by Charles E. Cotherman. Downers Grove, IL: IVP Academic, 2020. 320 pages. Hardcover; $35.00. ISBN: 9780830852826. *How do Christians studying at secular universities, where religion is either ignored or attacked, achieve an integral Christian perspective on their areas of study and future careers? Charles Cotherman presents a first-rate history of one way that Christians have sought to answer this question, namely, in establishing Christian study centers on or adjacent to university campuses. *The Christian study center movement (CSCM) in North America arose to teach and guide Christians in how to think and behave Christianly in all areas and professions of life, by drawing upon the insights of biblical and theological studies. Cotherman defines such a study center as "a local Christian community dedicated to spiritual, intellectual and relational flourishing via the cultivation of deep spirituality, intellectual and artistic engagement, and cultivation of hospitable presence" (p. 8). He rightly contends that the roots of the CSCM movement are found in two institutions: L'Abri Fellowship in Switzerland (founded 1955) and Regent College in Vancouver (founded 1968). In Part 1, Innovation, he presents the history of these two institutions. *In chapter one, Cotherman gives an account of the birth and development of L'Abri under the leadership of Francis and Edith Schaeffer. As missionaries to an increasingly secular Europe, their encounter with its culture, art, and philosophical ideas led Francis to contextualize the gospel--as an evangelical Presbyterian minister rooted in the Reformed faith--in an intellectually honest fashion to people influenced by this culture. L'Abri's ministry was so effective because of two other equally important features: the practice of a deep spirituality amidst the rhythms of everyday life, and the practice of relationships in a hospitable community, both of which Francis and Edith were instrumental in shaping. As more people visited L'Abri and were helped in their faith or accepted the gospel, it became known in the wider evangelical Christian world. This gave rise to branches of L'Abri being established in other nations, and to Christians seeking to establish communities on university campuses that embodied L'Abri's intellectual, spiritual, and relational strengths. *In chapter two, Cotherman presents the history of the rise of Regent College and its progress toward financial and academic stability at the University of British Columbia in Vancouver. The first principal, James Houston, played a key role in attracting good faculty and in shaping the curriculum to educate laypeople in the Christian worldview for their secular careers. It provided students with a strong sense of community and vital spirituality. Regent also sought to be a witness to and partner with the university by purchasing property on the campus and by obtaining university affiliation. With the decline in enrollment for lay theological education in the 1970s, Regent survived by offering the MDiv degree (1978), attracting new students preparing for pastoral ministry. When other attempts at establishing Christian colleges and Christian study centers were initiated at other universities, Houston served to encourage and guide such ventures by drawing upon Regent's experience. *Inspired by the vision and community of L'Abri and by the success of Regent College, Christians ministering at other university campuses sought to establish "evangelical living and learning centers" on or near the campuses of state universities (p. 91). Part 2, Replication, gives an account of three such CSCM ventures: (1) the C. S. Lewis Institute (initially at the University of Maryland, later in downtown Washington, DC); (2) New College, Berkeley; and (3) the Center for Christian Study at the University of Virginia, Charlottesville. Cotherman also includes in this section a chapter on the history and progress of Ligonier Ministries under the leadership and teaching gifts of R. C. Sproul (initially in Pennsylvania, then in Orlando, Florida). Although originally modelled after L'Abri as a lay-teaching retreat center in a rural setting, Ligonier's move to Orlando marked a shift to a ministry focused on Sproul's teaching gifts in (Reformed) theological education that concentrated on video and print materials. The history of Ligonier is clearly the outlier here. Perhaps Cotherman includes it because it began as a retreat center for students, but it gradually became focused on general lay theological education, especially after its move to Orlando. *The three Christian university learning centers all began with grand visions of providing university-level education to aid students, studying at the large universities, in formulating a worldview to enable them to integrate their Christian faith with their academic and professional education. Although these three sought to become free-standing colleges with high-quality faculty, to teach courses during the academic year, and in summer study institutes, the challenges of raising funds, attracting full-time faculty, and finding permanent facilities resulted in all of them having to scale back their plans. The Lewis Institute turned its attention to relational learning, eventually establishing regional centers in eighteen cities; New College, Berkeley, became an affiliate, nondegree granting institution of the Graduate Theological Union, being the evangelical voice there; and the Center for Christian Study shifted its focus to being an inviting and hospitable place for study, formation, and relationships in its building on the edge of the campus. All three found that replicating a Regent College was a much more difficult project than they had originally thought. *Cotherman notes that all four attempts of the CSCM, in the late 1980s and early 1990s, ran into the new reality: American Christians were not willing to take a year off their careers to study for a nonaccredited diploma. Students were more interested in getting degrees that had financial payoffs. The most successful venture was the Center for Christian Study, which used the building it purchased as a hub for various Christian ministries at the university, and as a center for hospitality to Christian and non-Christian students. The Charlottesville Center became a catalyst for the formation of the Consortium of Christian Study Centers across North America. This included not only the three university centers mentioned above, but also numerous others that had arisen on university campuses. Many of the centers became convinced that "the path forward was more a matter of faithful presence through deeply rooted, engaged and hospitable relationships and institutions than it was about the apologetics or cultural bluster that had defined some aspects of the movement in its early days" (p. 252). *Cotherman's concluding chapter notes that the CSCM has largely focused on ministries of faithful presence and generous hospitality, with the goal of holistic flourishing at the universities that they serve. Such flourishing includes helping Christian students to cultivate the ability to think Christianly about current issues and their vocations as they engage the pluralistic ideologies, cultural practices, and neo-pagan practices on university campuses. Cotherman rightly observes that, while both L'Abri and Regent College inspired many to establish such centers, it was Regent that had played the prominent role as a model for those aiming to guide students and to interact with modern secular universities. L'Abri was focused around the unique community that the Schaeffers created and the giftedness of Francis and Edith, but L'Abri failed to interact with the wider academic world. In striving to be a Christian presence on campus, Regent was the appropriate model for the CSCM. *The details of the historical accounts in the book serve to remind the reader that, while grandiose visions and goals drove many in the movement, their reduced aspirations led to the CSCM being better suited to effective witnessing, appropriate educating, and faithful service to students and lay-people today. Any who would start such a Christian study center or who wonder how an existing one can survive should read this book and learn the lessons from the history of the ventures presented. Humility in one's plans and small beginnings are appropriate for any such ministry to avoid the mistakes of the centers presented. *While Cotherman touches on the rising antagonism to Christianity and Christians on university campuses, he fails to provide significant treatment of this new challenge that the CSCM faces. I think we can imply from this fine book that, as the CSCM movement adapted to the new realities in the latter part of the twentieth century, it can also adapt to the intensified attacks on the Christian faith in the twenty-first century. While the challenges ahead are great for Christian university ministries, Christian witness has the resources of the word of God, the wisdom of the Spirit, and the motivation of the gospel which continue to guide biblical discipleship and faithful witness. This historical survey by Cotherman can serve as an encouragement to campus ministry for our increasingly secularized western culture. *Reviewed by Guenther ("Gene") Haas, Professor Emeritus, Religion and Theology Department, Redeemer University, Ancaster, ON L9K 1J4.

From educational gaming through portable e-readers to cell phones, media are interpenetrating educational spaces and activities. Accordingly, understanding media in environmental or ecological terms has become increasingly important for education internationally. In North America, for example, the centenary of McLuhan’s birth has focused attention on approaches to media – whether oral, textual, electronic or digital– as a kind of environment in which education takes place. In parts of Europe, the so-called mediatic turn – following on the linguistic and iconic turns – has similarly emphasized the role of media as a condition for the possibility of educational activities and programs. With a few exceptions1 the papers in this special issue were first presented at the conference «Educational Media Ecologies: International Perspectives» which took place at the University of Paderborn, Germany, on March 27–28, 2012.2 The event was an interdisciplinary and transatlantic endeavor to bring together a wide range of perspectives on various issues relevant to educational media ecologies,3 and on related debates on mediation, medialization, mediatization, and mediality.4 The purpose of this volume, like the conference, is to foster and deepen international dialogue in the area of educational media. Areas of research and scholarship relevant to this dialogue include educational media, media literacy, educational philosophy, and media and cultural studies. The contributions, described below, put conceptual issues as well as social practices and applications at the center of the debate. Klaus Rummler opens the issue by clarifying the concept of ecology itself. Referencing a range of work over the past 50 years, Rummler describes how ecological models have been cast in sociological, semiotic, cultural, mediatic and other terms, and he explains the implications of these various perspectives for the study of educational contexts. Rummler also briefly introduces the reader to the triangular model used by Bachmair, Pachler and Cook in this issue (and in other publications) to analyse the socio-cultural and cognitive possibilities opened up by various mobile media. Sandra Aßmann and Bardo Herzig discuss three theoretical approaches – a network perspective, systems theory and semiotics – in order to conceptualize and analyze learning with media in a range of formal and informal settings. They use the example of «friending» someone via Facebook, a context in which the formal and informal often intersect in unexpected ways. In this way, Aßmann and Herzig demonstrate the manifest complexities of communication analysis and pragmatics in these relatively new networked, mediated contexts. Judith Seipold provides an extensive overview of the burgeoning literature on the use and potential of mobile technologies in learning and educational ecologies. The research perspectives or frameworks covered by Seipold include critical, ethical, resource-centered, learning process-centered as well as ecological frames of reference. In her coverage of the last of these, not only does Seipold help to reframe the theme of this special issue as a whole, she also provides an excellent segue to the ecologically oriented analysis of «mobile learning» that follows. Ben Bachmair and Norbert Pachler’s contribution, «A Cultural Ecological Frame for Mobility and Learning», reflects the work of the London Mobile Learning Group, examining mobile resources and affordances from the ecological perspectives of Gibson, Postman and the seminal German media-pedagogue, Dieter Baacke. Using the structuration theory of Anthony Giddens, Bachmair, Norbert and Cook elaborate the aforementioned triangular model for understanding both the agency and the cultural and structural constraints offered by mobile technologies. In «Building as Interface: Sustainable Educational Ecologies», Suzanne de Castell, Milena Droumeva and Jen Jenson connect learning and media ecologies with the material, global and ecological challenges that have become a part of the anthropocene. They do so by examining the mediation of a physical, architectural environment, their own departmental environment at Simon Fraser University. De Castell, Droumeva and Jenson uncover a range of practical and theoretical challenges, and explore the implications for both body and mind. Markus Deimann takes the reader back into the history of continental educational theory, to Humboldt’s (and others‘) expansive understanding of Bildung, to suggest a conceptual ecology germane to the manifold possibilities that are now on offer through open education. Deimann sees the «open paradigm» as changing education utterly – and for the better. It will do so, Deimann predicts, by «unbundling» resource and service provision, and assessment and accreditation functions that have for too long been monopolized by the educational monoliths known as «universities». Theo Hug’s contribution, «Media Form School – A Plea for Expanded Action Orientations and Reflective Perspectives» similarly looks to the past to envision possibilities for the future. Hug’s concern is with the narrow confines in which media are conceptualized and operationalized in many K-12 educational ecologies, and in the corresponding policy and curricular documents that further constrain and direct this action. Hug suggests looking to the recent past, the 1970s and 1960s, in which alternatives were envisioned not only by figures like McLuhan and Illich, but also intimated in the works of Austrian poets and artists. Norm Friesen provides the third «rearview mirror» perspective in his examination of the lecture as a trans-medial pedagogical form. From the late medieval university through to today’s IGNITE and TED talks, the lecture has accommodated and reflected a wide range of media ecologies, technical conditions and epistemological patterns. New media technologies –from the (data) projector to lecture capture media– have not rendered the lecture obsolete, but have instead foregrounded its performative aspects and its ongoing adaptability. Michael Kerres and Richard Heinen take as their starting point Deimann’s, Hug’s and Friesen’s stress on the manifold possibilities presented digital and open educational resources. They then seek to answer the question: How can this embarrassment of riches be put to good use in K-12 educational contexts? Their answer: «Edutags», a way of making resources more accessible and usable by providing descriptive and evaluative information along with such resources. Heinz Moser and Thomas Hermann present the concept and first results of the project «Visualized Vocational Aspirations: Potentials of photography for career counselling and vocational preparation».5 The research project is a cooperation between the Zurich University of Teacher Education (Pädagogische Hochschule Zürich) and the «Laufbahnzentrum» (Centre of Vocational Counselling) Zürich. Based on an ecological approach of narrative career education and a design-based research methodology the undertaking aims at creative applications of visual storytelling in career counselling. Rainer Leschke and Norm Friesen conclude the issue with what might be called an aesthetic- or formal-ecological perspective. The digital convergence of textual and other media forms, Leschke and Friesen maintain, means the erasure of formal and material distinctions traditionally embedded in separate media. Educational (and other) institutions have oriented long themselves on the basis of such distinctions; and what is now left are distinctions based only on recombinant, virtual aesthetic markers. ——————————— The exceptions are the papers by Rainer Leschke and Norm Friesen, Michael Kerres and Richard Heinen, and Theo Hug. See: http://kw.uni-paderborn.de/institute-einrichtungen/mewi/arbeitsschwerpunkte/prof-dr-dorothee-m-meister/tagungen/educational-media- ecologies-international-perspectives/ (2014-7-8). Cf. definitions of the Media Ecology Association (MEA): http://www.media-ecology.org/media_ecology/index.html (2014-7-8). For more about these variations on the terms «media» and «mediation», see: Norm Friesen and Theo Hug. 2009. «The Mediatic Turn: Exploring Consequences for Media Pedagogy.» In Mediatization: Concept, Changes, Consequences, edited by Knut Lundby, 64–81. New York: Peter Lang. http://learningspaces.org/papers/Media_Pedagogy_&_Mediatic_Turn.pdf The project is funded by the Swiss National Science Foundation (project 136617, duration: March 1, 2012 – February 28, 2015).

Dr Mary T. Martin Sloop and Dr Eustace Henry Sloop shaped the landscape of healthcare and education for the small town of Crossnore in the mountains of Western North Carolina throughout the early- to mid-twentieth century. The duo of general practitioners founded the Crossnore School and the Garrett Memorial Hospital, later renamed Sloop Memorial Hospital before its closure in 1999. The Sloops provided medical care to an underserved Appalachian population and sought advice and assistance from key community stakeholders with every project they undertook, demonstrating their commitment to cultural assimilation. While the story of the Sloop family is one of success, patients in rural America are currently facing a dual crisis of healthcare access. Rural healthcare professional shortages contribute to difficulties establishing longitudinal relationships with primary care providers, which in turn decreases access to preventative medicine services. With over 106 rural hospitals closing since 2010, patients may face travel barriers to reach inpatient facilities with associated emergency services, and access to specialty services such as surgery is diminished. It is paramount to reflect on and learn from the stories of the past, highlighting the personal and professional fulfillment that can be found in embracing rurality through service and community integration.

Top faculty are often at risk for experiencing the impostor phenomenon (IP) in the competitive landscape of higher education. Similarly, work–family conflict (WFC) impacts many individuals who work in higher education. The present study aimed to examine the relationship between the IP and WFC in higher education using a sample of university faculty in North America ( N = 197). Data were analysed based on faculty ranking, years of service to the profession and reported gender identity. Findings indicated a significantly higher presence of impostor experiences among tenure-track faculty, varying levels of impostor experiences based on years of service to the profession and no gender differences in IP levels. Finally, findings showed a significant positive correlation between the IP and WFC. Given the prevalence of the IP and WFC in higher education, we conclude with recommendations for administrators to implement programming to recognize and address the presence and consequences of the IP and WFC in higher education.

Abstract Background "SOS teeth" are teeth that need to be treated first, and represent dental teeth with deep caries seen clinically and radiographically which may require root canal treatment or extraction. The aims of the present research were to study the associations of SOS teeth with: socio-demographic parameters, dental attendance patterns, health-related habits among young to middle-aged adults. Methods This cross-sectional records-based research analyzed data from the Dental, Oral, Medical Epidemiological (DOME) repository that captures comprehensive socio-demographic, medical, and dental databases of a nationwide sample of 132,529 records of dental attendees to military dental clinics for 1 year aged 18 to 50 years. Results SOS teeth had a significant positive association in the multivariate analysis with male sex [OR 1.137, 95% Confidence Interval (CI): 1.079–1.199], rural versus urban Jewish locality [OR 1.748 (1.082–2.825)], and consumption of sweetened beverages [OR 1.415 (1.337–1.496)]. SOS teeth retained significant negative associations (protective parameter) with academic [OR 0.647 (0.592–0.708)] and technicians (OR 0.616 (0.556–0.682)] compared to high school education, high [OR 0.437 (0.401–0.476)], and medium (OR 0.648 (0.598–0.702)] versus low socio-economic status, urban non-Jewish versus urban Jewish locality [OR 0.746 (0.693–0.802)], Asia (OR 0.658 (0.452–0.959)], North America (OR 0.539 (0.442–0.658)] and Israel [OR 0.735 (0.686–0.788)] versus western Europe birth countries. Conclusions Health authorities should be familiar with this profile of the patient who is vulnerable to SOS teeth and formulate policies and allow the appropriate implementation of strategies in those in high-risk populations.