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Objectives: Human trafficking is as complex human rights and public health issue. The issue of human trafficking for sexual exploitation at large global sporting events has proven to be elusive given the clandestine nature of the industry. This piece examines the issue from a public health perspective. Study Design: This is a literature review of the 'most comprehensive' studies published on the topic. Methods: A PubMed search was done using MeSH terms 'human traffickings' and 'sex trafficking' and 'human rights abuses'. Subheadings included 'statistics and numerical data', 'legislation and jurispudence', 'prevention and control', and 'therapy'. Only papers published in English were reviewed. Results: The search showed that very few well-designed empirical studies have been conducted on the topic and only one pertinent systematic review was identified. Findings show a high prevalence of physical violence among those trafficked compared to nontrafficked women. Sexually transmitted infections and HIV AIDS are prevalent and preventive care is virtually non-existent. Conclusion: Quantifying human trafficking for sexual exploitation at large global sporting events has proven to be elusive given the clandestine nature of the industry. This is not to say that human trafficking for sex as well as forced sexual exploitation does not occur. It almost certainly exists, but to what extent is the big question. It is a hidden problem on a global scale in plain view with tremendous public health implications. [ABSTRACT FROM AUTHOR]

Ideologies of education and of teaching are complex and layered, and they contain macro-social, institutional as well as micro-ideological levels. Building on cases from the UK and South Africa, this paper argues that notions of ‘professionalism’ among teachers display such ideological layering, and that such notions are heavily invested with interests that transcend the operational or institutional scales. In the case of the UK, we discuss the way in which a teacher described her experience of taking a degree course, exposing a rift between individual, experiential knowledge and institutional, organisational knowledge, characteristic of the large-scale transformations of the educational field in the UK. In the South African case, we show how a white teacher instructing black township children deploys images of the disciplined body that derive from the Apartheid ‘old order’. In both cases we see that views of professionalism are infused with micro-ideological, practical beliefs as well as with macro-ideological social and political views. In terms of the implications of our line of argument for teacher education we conclude that student teachers should be taught explicitly about the discourses by which teaching is constructed so that they are able to reflect more critically on their professional practice. [Copyright &y& Elsevier]

Clinical trials for the treatment of schizophrenia now often include cognitive assessments in addition to clinical ratings of symptoms. Recently, these trials have included cross-national assessments. It is not clear if translated psychological tests produce consistent results across different languages. This paper presents the results of a study of the comparability of the results of cognitive assessments in different English-speaking countries and a number of countries where tests were translated into other languages. Performance on tests of executive functioning, verbal and visuo-spatial learning and memory, language skills, psychomotor speed, and vigilance was compared across the first episode patients with schizophrenia (n=301) assessed in six different languages (English, French, Finnish, German, Hebrew, and Afrikaans), including two different countries where patients were assessed in English and other languages: Canada (French) and South Africa (Afrikaans). The variance in performance across the sites tested in English was as large as the variance between English and non-English speakers when all tests were considered. Performance differences across English and other languages were found only for executive functions, vigilance, and psychomotor speed, with executive functioning differences nonsignificant when education was considered. No differences were found between English and non-English speakers in Canada. These results suggest that the translation of tests of memory and verbal skills can lead to consistent results across translated versions of the tests. Differences between countries were greater than differences between languages, suggesting the need to consider representativeness of patient samples in terms of local educational attainment. In general, these data support the validity of cross-national neuropsychological assessments. [Copyright &y& Elsevier]