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The advent of Generative Artificial Intelligence (genAI) has significantly reshaped the educational landscape, heralding new prospects and concurrently introducing complex challenges. Mirroring the essence of René Magritte's iconic artwork "Ceci n'est pas une pipe", where the depiction of a pipe is not actually a pipe, this publication is not a publication, at least not from the beginning. This article acts as a case study, showcasing the ability to generate coherent and pertinent AI-created content, while also drawing attention to its limitations in depth and diversity. Moreover, it underscores the facility with which such content can be produced. The paper culminates by examining the role of AI-generated content within the academic sphere, particularly highlighting the complexities involved in distinguishing AI-produced material from human-authored text. [ABSTRACT FROM AUTHOR]

The aim for 95% maternal health care coverage and zero-unmet need for family planning in Pacific Island countries by 2030 could be achieved by strengthening the midwifery workforce. To enable health services to provide accessible, locally acceptable, and high-quality care, the midwifery workforce must be regulated and educated to global standards and supported to practice in enabling environments. In 2019, around 64,000 live births occurred in Pacific Island countries, yet information regarding the state the midwifery workforce and midwifery education is limited. Using data from recent reports and country case studies, this paper provides an overview of the current midwifery education situation in Pacific Island countries and discusses strategic directions for strengthening quality midwifery education and therefore quality midwifery care provision in Pacific Island countries. Six Pacific Island countries have midwifery curricula, all post-nursing programs, although few offer midwifery education programs on a regular annual basis. Current programs do not meet ICM Global Standards for Midwifery Education. Critical areas for strengthening include making underpinning philosophical frameworks, the vision for midwifery education, and program intended learning outcomes explicit in curricula documents and ensuring integration of these in program implementation. Fortunately, five of six midwifery education programs are under processes of renewal and strengthening against global, regional, and national standards. Strengthening the midwifery workforce in the Pacific to meet maternal and newborn health targets can be achieved through supporting the existing midwifery education programs to meet global standards. Strengthened midwifery education programs in Pacific Island countries offer an opportunity to meet each country's maternal and newborn health targets. [ABSTRACT FROM AUTHOR]

• The EEG is one of the most useful technologies for brain research and clinical neurology. • The acquired traces are visibly displayed, but various studies investigate the translation of brain waves in sound. • The analog EEG was equipped with an auditory output, the pen-on-paper noise made by the writer unit, useful to facilitate the diagnosis of epileptic disorders. • Early digital EEG devices could be equipped with special software to duplicate the pen-on-paper noise digitally. • Nowadays, auditory neurofeedback has applications in therapeutic interventions, cognitive improvement, and basic research. The electroencephalogram (EEG) is one of the most useful technologies for brain research and clinical neurology, characterized by non-invasiveness and high time resolution. The acquired traces are visibly displayed, but various studies investigate the translation of brain waves in sound (i.e., a process called sonification). Several articles have been published since 1934 about the sonification of EEG traces, in the attempt to identify the "brain-sound." However, for a long time this sonification technique was not used for clinical purposes. The analog EEG was in fact already equipped with an auditory output, although rarely mentioned in scientific papers: the pen-on-paper noise made by the writer unit. EEG technologists often relied on the sound that pens made on paper to facilitate the diagnosis. This article provides a sample of analog video-EEG recordings with audio support representing the strengths of a combined visual-and-auditory detection of different types of seizures. The purpose of the present article is to illustrate how the analog EEG "sounded," as well as to highlight the advantages of this pen-writing noise. It was considered so useful that early digital EEG devices could be equipped with special software to duplicate it digitally. Even in the present days, the sonification can be considered as an attempt to modify the EEG practice using auditory neurofeedback with applications in therapeutic interventions, cognitive improvement, and basic research. [ABSTRACT FROM AUTHOR]

Current nursing professional development programs include online education related to caring for COVID-19-positive patients. However, these resources failed to attract significant uptake of knowledge acquisition mainly because of poorly structured web pages. This discussion paper presents a unique perspective to designing professional development programs for frontline nurses working during the COVID-19 pandemic and beyond through the use of interactive digital content (IDC). An overview of IDC is provided, followed by strategies for transforming existing nursing professional development education into IDC. [ABSTRACT FROM AUTHOR]

To discuss person-centred care in nursing education and the role of online pedagogy to facilitate meaninful learning. The core principles and values of person-centred care are at the centre of national and international healthcare education. Person-centred care recognises partnerships and relationships between nurses, healthcare practitioners and individual patients, carers and their families and part of the training of healthcare professionals. However, the literature on how person-centred care is taught to facilitate meaningful learning in nursing education particularly in the context of online pedagogy is limited. A critical discussion paper. A critical discussion of person-centred care and online pedagogy that can facilitate teaching practices are presented, drawing on authors' positionality and case exemplars. Teaching person-centred care using online pedagogy appears to have a promising impact on undergraduate and postgraduate nursing students' experiences. Engaging students in critical examination and reflection on the complexities of person-centred care in practice creates meaningful experiential learning for both students and educators. Evidence suggests that the use of online pedagogy is a beneficial and effective way to incorporate the teaching of person-centred care into nursing education, yet more evidence is needed to evaluate its impact on nursing practice. [ABSTRACT FROM AUTHOR]

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; 'Students' being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish. [ABSTRACT FROM AUTHOR]

The contribution is devoted to the development of international student mobility in the framework of the Erasmus+ and Non-European Mobility programmes, while the focus is also on the interest and experience of students from the Faculty of Economics and Management of the Czech University of Live Sciences Prague. At work, the development of the number of students arriving and leaving in 2008-2019 and the interest in destination countries and universities are assessed using statistical methods. Based on time series models, the expected development of indicators in the coming years was predicted. The work is also based on the results of a questionnaire survey carried out on the population of students of the Faculty of Economics and Management and focused on the perception and evaluation of the programme. The survey showed that students take foreign mobility as a unique asset that will make it easier for them to find adequate employment in the future in terms of their education. For international mobility, improvements in language skills, knowledge of new cultures and the creation of foreign social connections are highly regarded. [ABSTRACT FROM AUTHOR]

The aim of this study is to present the possibilities of nurse education in the use of the Chat Generative Pre-training Transformer (ChatGPT) tool to support the documentation process. The success of the nursing process is based on the accuracy of nursing diagnoses, which also determine nursing interventions and nursing outcomes. Educating nurses in the use of artificial intelligence in the nursing process can significantly reduce the time nurses spend on documentation. Discussion paper. We used a case study from Train4Health in the field of preventive care to demonstrate the potential of using Generative Pre-training Transformer (ChatGPT) to educate nurses in documenting the nursing process using generative artificial intelligence. Based on the case study, we entered a description of the patient's condition into Generative Pre-training Transformer (ChatGPT) and asked questions about nursing diagnoses, nursing interventions and nursing outcomes. We further synthesized these results. In the process of educating nurses about the nursing process and nursing diagnosis, Generative Pre-training Transformer (ChatGPT) can present potential patient problems to nurses and guide them through the process from taking a medical history, setting nursing diagnoses and planning goals and interventions. Generative Pre-training Transformer (ChatGPT) returned appropriate nursing diagnoses, but these were not in line with the North American Nursing Diagnosis Association – International (NANDA-I) classification as requested. Of all the nursing diagnoses provided, only one was consistent with the most recent version of the North American Nursing Diagnosis Association – International (NANDA-I). Generative Pre-training Transformer (ChatGPT) is still not specific enough for nursing diagnoses, resulting in incorrect answers in several cases. Using Generative Pre-training Transformer (ChatGPT) to educate nurses and support the documentation process is time-efficient, but it still requires a certain level of human critical-thinking and fact-checking. [ABSTRACT FROM AUTHOR]

The article offers information on the Chinese joss paper tradition for art educators. Particular focus is given to how this paper tradition can be implemented into multicultural or integrative education programs. Additional topics discussed include how art education can increase cultural awareness, the spiritual aspects of the joss paper tradition, and how paper money is burned in the joss tradition as an offering to deceased ancestors.

The majority of pediatric emergency patients are seen in mixed-age emergency departments and triaged by general emergency nurses. Educational methods for teaching pediatric triage education to general emergency nurses have not been well studied, and previous studies of the use of the Emergency Severity Index in children have been performed primarily in centers that are high volume for pediatrics. A repeated-measures, randomized crossover study comparing 2 different methods of pediatric triage education was conducted. Participants were general emergency nurses recruited from a general emergency department that is classified as low volume for pediatrics. Each participant was exposed in a random order to both educational methods: paper-based cases and high-fidelity simulation. All participants had substantial improvement in pediatric triage accuracy as measured by a standardized set of pediatric triage cases. The previously reported trend toward undertriage of the pediatric patient was observed despite a mean triage agreement rate of 73% at the end of the study period. No differences were observed between groups; the order of the educational intervention did not result in statistically significant differences in triage accuracy. A combined approach of paper-based cases and high-fidelity simulation was effective at improving pediatric triage accuracy among a group of general ED nurses with limited exposure to pediatric patients. The results from this study suggest that combining both methods of education may be a viable means of providing general emergency nurses with additional knowledge in pediatric triage; however, persistent trends in undertriage should be studied further. [ABSTRACT FROM AUTHOR]

Background: To achieve the highest possible level of health for individuals and societies involved in the crisis, a high level of individual and professional competency is needed in nurses for their active participation in the crisis. The acquisition of professional qualifications by nurses to provide care in the crisis is very important. The present study aimed to determine the effect of disaster and accident response training on the enhancement of professional competence of nurses in response to the crisis. Materials and Methods: This research was a quasi-experimental study with pre-test, post-test design. The statistical population consisted of all nurses working in Shahid Chamran Hospital in Saveh City, Iran, in 2017. In total, 80 nurses were selected through the convenience sampling method and were randomly divided into the intervention and control groups. The intervention group received training through lectures and workshops for 16 hours in 4 days. The samples completed a professional nursing competency assessment questionnaire before and one month after the intervention. The obtained data were analyzed by the Chi-squared test, Fisher's exact-test, Independent samples t-test, and Paired samples t-test in SPSS. Results: The findings revealed no significant difference between the two groups concerning demographic variables. After the intervention, the average improvement of professional competence of nurses in their ability to manage the accident scene increased from 63.3 to 74.07, teamwork skill from 56.7 to 74, individual specific abilities from 61.4 to 70, ethical performance from 67.8 to 76.9, and professional skills from 54 to 60. The Mean±SD pretest score of professional competency of nurses in the intervention and control groups were 163.5±28.6 and 155.73±34, respectively. After the intervention, these scores increased to 185.13±28.8 and 158.48±33.3 in the intervention and the control groups, respectively. The difference was statistically significant in the intervention group (P<0.001). Conclusion: The findings of this study indicated that the competence of nurses to provide care in crises was not at a desirable level. Thus, assessing the competence of nurses and identifying the gaps in their knowledge and skills before attending crises is essential. Also, the incident and disaster education can dramatically increase nurses' professional competence in responding to the crisis. Therefore, we suggest the method used in this study as a feasible, simple, low cost and effective method in this regard. [ABSTRACT FROM AUTHOR]

Copyright of Education et Societes is the property of INRP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study was to determine pre-service elementary school teachers' capabilities of deciding the viewpoint and perspective in geometrical drawing. The study examined geometrical drawings the participants did on isometric paper. This is a case study, a qualitative study method, and the study data were analyzed using written documents. The study sample included 34 senior students in the Education Faculty's Elementary School Teaching Program at a Turkish public university. They were selected from approximately 205 pre-service teachers. The students participated in the study on a voluntary basis. The study results revealed that the pre-service teachers generally had weak skills in geometrical drawing. The participants had better skills in building structures which they saw from the air using unit blocks, and forming a structure of which they had the direct views (left and right; front and back) using unit blocks. However, the participants had weaker skills in drawing the direct views of the structures they had built, recognizing the connections between the left-right views and front-back views of the structures and drawing the structures they built on isometric paper in perspective. [ABSTRACT FROM AUTHOR]

Big Data research has rapidly developed in the last 10 years, making it an interesting topic to investigate to understand the trends and developments of Big Data in Education. This study aims to analyze source documents and state contributions, and visualize research trends on the subject of Big Data in education during the last 10 years and identify potential research topics related to Big Data in Education in the future. This study uses a literature review and Meta-Analyses (PRISMA) method associated with bibliometric analysis using the Scopus and VOSviewer databases, through which 1,076 documents were obtained. The results of the bibliometric analysis show that Big Data research in education has increased significantly in the last 10 years. However, in the last year, it has decreased, this is the next challenge, and an opportunity for future research. The most common types of documents are conference papers, the source of most documents is conference proceedings, and the country that contributes the most is China. English is the most widely spoken language, and the authors with the highest contribution are Daniel, B. K. Further research related to Big Data can be used and implemented in the business world for Big Data analysis in education. Big Data can also be integrated with Science, technology, engineering, and mathematics (STEM) which can be a further research opportunity that can be applied to education because analyzing Big Data requires STEM learning skills. Thus, this research recommends finding updates in the study of Big Data in education by integrating STEM in education because analyzing Big Data again requires STEM learning expertise. This study has limitations in using only one database, namely Scopus, to obtain research data. Therefore, it is recommended that Big Data in Education research be conducted using other databases besides Scopus to obtain more extensive data. [ABSTRACT FROM AUTHOR]

This study examined the extent, motives and impact of mobile phone photo note-taking on students' learning at Dar es Salaam University College of Education (DUCE) in Tanzania. It employed the mixed methods approach. A sample of 310 respondents was drawn using a multi stage sampling technique which involved stratified random sampling at the first stage and convenient sampling at the second stage. Questionnaires and interviews were used to obtain data for the study. The findings revealed that mobile photo note-taking was a common practice at DUCE. The time consuming nature of handwritten notes, Speedy lecturing, easy access to notes, peer and technological influence were claimed to be the motives behind students' fondness to the practice. It was also revealed that the distraction of concentration, impairment of handwriting skills and speed, poor attendance to the lecture sessions, and distortion of students' ability to compose and organize their own work were the impact of the practice. The study recommends that the University should create better teaching and learning environment to allow university students to use variables and multiple note-taking methods for best results underlying each method. [ABSTRACT FROM AUTHOR]

Copyright of Education et Societes is the property of INRP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article offers information on the introduction of a National Year 1 Literacy and Numeracy Check by the Australian Government. Topics discussed include relationship between literacy, reading and phonics; use of diagnostic tools to assess children's literacy abilities in schooling; and impact of country policies on preschool funding and types of standardized tests for children.

Copyright of Chinese University Education Journal is the property of Chinese University of Hong Kong and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Summary Background In Japan, the departments of nursing were established by 2004, and graduate school programs for master's degree were established by 2008, in 42 national universities. With these changes, a more academic mission has been pursued, and the need for writing papers in English has increased. Aim To investigate the numbers of papers published in English from the nursing departments of national universities in Japan over the past ten years. Methods The lists of teachers who have nursing licenses in the departments of nursing in the 42 national universities (n = 2292) were obtained from the Japan Association of Nursing Programs in Universities. The number of papers published in English by these teachers from 2004 to 2013 was counted using the SCOPUS database. Results The average number of total papers, in which at least one of the authors was a nursing teacher, and first-authored papers, in which the first author was a nursing teacher, were 211.4 and 69.9 per year, respectively; both increased approximately two-fold during the past ten years. The means and standard deviations of the number of total papers and first-authored papers were 50.3 ± 63.8 (range: 1–382) and 18.3 ± 23.4 (range: 0–147) according to universities, and 1.39 ± 5.84 (range: 0–140) and 0.33 ± 1.28 (range: 0–21) according to teachers, respectively. When journals with the highest number of papers were analyzed, 12 of the top 20 (total papers) and 12 of the top 16 (first-authored papers) were in journals whose editorial offices are in Japan. Conclusion The number of papers published in English has increased over the past ten years, varied markedly depending on the universities and teachers, and many papers were published in Japanese journals. To our knowledge, this is the first report anywhere to determine the average number of nursing papers “per teacher” in a specific population. [ABSTRACT FROM AUTHOR]

Dyslexia is a type of Specific Learning Disability (SLD) that affects the educational development of a student, as it is the reason of difficulties not only in writing or reading but also in other disciplines like Mathematics. Research has proven that Information and Communication Technologies (ICT) can have a positive effect to the educational development of a dyslexic student. In this paper, twenty 6 th -grade primary-school students were observed while using computers during exams - ten with Dyslexia and ten with no SLDs. All students were called to solve a digital test and a paper test that were including some basic mathematic operations. The researcher recorded and examined the differences between the results from the two tests. Descriptive and deductive statistical analysis showed that students had better results when examined via a computer compared to a traditional written examination. [ABSTRACT FROM AUTHOR]

Empathy development is an integral aspect of nurse education in several countries. Empathy supports person-centred care provision by aiding effective communication and promoting feelings of wellbeing by helping people feel understood. The development of empathy in nursing students is best facilitated through experiential learning and reflective practice, although to date, there are no reflective models specifically designed for this purpose. It is the aim of this paper to present a model designed to promote reflection on the development of empathy. The authors have developed an approach to empathic reflection based on the philosophy of Edith Stein. In this paper we outline the Empathic Reflection model which emphasises the need for educator support and an appreciative approach. We then present a narrative example of the model in action in an acute care setting. We have developed a three-stage model to support experiential learning about the development of empathy for nursing students. This discussion paper explores an interesting area for future nursing research about empathy development through experiential learning and reflective practice. Educators can contribute to the promotion of empathy by working in partnership with students to explore previously held beliefs which might act as barriers to empathic care provision. [ABSTRACT FROM AUTHOR]

In this article we argue that in South Africa the current format of legitimised participation and practice in the examination papers for Mathematical Literacy restricts successful apprenticeship in the discipline of scientific mathematics and limits empowered preparation for real-world functioning. The currency of the subject, then, is brought into question. We further argue that the positioning of the subject as a compulsory alternative to Mathematics and the differential distribution of these two subjects to differing groups of learners facilitates the (re)production and sustainment of educational disadvantage. We draw on Dowling's theoretical constructs of differing domains of mathematical practice and positions and focus analysis on a collection of nationally set exemplar Grade 12 examination papers to identify legitimised forms of participation in the subject. We conclude by arguing for a reconceptualised structure of knowledge and participation in Mathematical Literacy and make preliminary recommendations in this regard. [ABSTRACT FROM AUTHOR]

The article presents selected papers from the Elsa Leo-Rhynie (ELR) Symposium which was held on November 9-11, 2008 at the Mona Visitors' Lodge and Conference Centre in Mona, Jamaica, in celebration of the Centre for Gender and Development Studies' (CGDS) 15th anniversary.

The article offers the author's experience in a kindergarten classroom at Mills Elementary School in the U.S. southern states which shared stories of teacher-to-teacher and peer-to-peer mentoring. Topics mentioned include the witness of social mentoring, the observing of academic mentoring during journal time with the struggle of the teacher on No Child Left Behind (NCLB) law, and the reflect of the game "Rock, Paper, Scissors" where students are the active members in the classroom.

• In Italy, recent regulation has updated the post-mortem body disposition. • Body donation is admitted for study, training and scientific research purposes. • Unsolved issues concern the grantees of teaching and training activities. • The Italian College of Anatomists has made constructive criticisms to the law. • Suggestions are provided to manage the donation process and use of the body. In Italy, recent legislation (Law No. 10/2020) has tuned regulations concerning the donation of one's postmortem body and tissues for study, training, and scientific research purposes. This study discusses several specific issues to optimise the applicability and effectiveness of such an important, novel regulatory setting. Critical issues arise concerning the learners, the type of training and teaching activities that can be planned, the position of academic anatomy institutes, the role of family members in the donation process, the time frame of the donation process, the eligibility of partial donation, or the simultaneous donation of organs and tissues to patients awaiting transplantation. In particular, a universal time limit for donations (i.e., one year) makes it impossible to plan the long-term use of specific body parts, which could be effectively preserved for the advanced teaching and training of medical students and surgeons. The abovementioned conditions lead to the limited use of corpses, thus resulting in the inefficiency of the whole system of body donation. Overall, the donors' scope for the donation of their body could be best honoured by a more flexible and tuneable approach that can be used on a case-by-case basis. Furthermore, it is deemed necessary to closely monitor the events scheduled for corpses in public nonacademic institutions or private enterprises. This paper presents useful insights from Italian anatomists with the hope of providing inspiration for drafting the regulations. In conclusion, this paper focuses on the critical issues derived from the recently introduced Italian law on the donation and use of the body after death and provides suggestions to lawmakers for future implementations. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Synchronous and Asynchronous communication is entirely the soothing and sustainable tool of communication in a field of education. The significance of both sorts of communication becomes acknowledgeable in the duration of pandemic. The pandemic times have pushed us to think twice about the life and life expectancy. The surging rate of bacterial and viral infection of COVID-19 thrashed the world into the deep indelible darkness of despondency where the survival of corporate and academic come to the stake and growth of the entire world gets stagnant. It also tried to curb the life. Synchronous and Asynchronous communication are acknowledged as the excellent source of communication that headed and guided the corporate and academic world activities excellently. Both of these have their own negative and positives aspects, which we have discussed further in the research paper. We need to find out new methods for circulation of the knowledge smoothly. There are many e-learning and online platforms such as zoom, Meet, Microsoft Meet, E-mail, etc. which can be used to utilize the knowledge in the remote area where physical appearance is not possible. After the COVID period was ended, it gave us new tools for conferencing i.e. Google classrooms, online conferencing rooms. These are very helpful for the circulation of knowledge in the various forms through Synchronous and asynchronous communication. This paper provides new insights in the direction of education for better knowledge and quality education without any hiccups. It makes us ready for future problems which can be more alarming and suitable for further policies in the field of education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de LEEME is the property of Institut de Creativitat i Innovacions Educatives and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Barefoot College (India) is an NGO working in the fields of education, skills development, health, drinking water, and solar power mainly to train older, rural women who are determined to challenge restrictive gender roles in their respective communities. Since its inception, the NGO has trained over 2,000 rural women as solar engineers across 93 countries worldwide and has brought electricity to over 18,000 homes. Barefoot trainers employ nonnormative methods of sharing knowledge such as color coding, sign language, and practical experience. This paper conducts a critical assessment of the Barefoot College Solar Electrification Programme to explore how it empowers illiterate and semi-literate women from remote rural areas around the world to become solar engineers (or "Solar Mamas"). It utilizes qualitative research methods to analyze this women's empowerment project as a landmark practical application of decolonial feminist theory. The paper contends that the Barefoot approach both challenges and conforms to the Women in Development and Gender and Development approaches of the past. The research is grounded methodologically in feminist praxis and also borrows from the conceptual frameworks of Feminist Political Ecology and Women and the Politics of Place. Stories and personal experiences from Solar Mamas have been highlighted to understand the real world impact of the program. The main findings indicate that the Barefoot College's innovative approach to empower marginalized communities and educate older women is achieved through decentralizing control and demystifying technology. [ABSTRACT FROM AUTHOR]

The paper focuses on causes for drop-out from business study programs at case university over seven years. Causes of drop-outs were collected and the database consists of 1,154 drop-out. Students indicated their reasons and preferences of their causes leading to leave studies. The aim of this paper is to identify factors affecting of drop-outs in business higher education and its evolvement in past years to define main areas of negative causes. The article presents students perception on study conditions and identifies the most important personal reasons to quit. The outputs of this paper are based on survey data from the whole sample of dropping students in the case business school. Statistical analysis, including correlation and factor analysis were employed to analyse students' perception of the educational processes impacting retention. The analyses revealed clusters of variables with proven co-appearance and defining students' main causes to drop-out. Orientation of students is primarily on expectations and personal reasons. The results lead to improvements in institutional processes to address students' requirements and expectations to improve retention at universities. [ABSTRACT FROM AUTHOR]

• Crime scene investigation training and education has to address specific problem solving and psychomotor skills. • AR technology could improve current training and education approaches when used as a supplementary tool. • Potential challenges and considerations are highlighted that are to be explored before implementing AR technology. The role of the crime scene investigator is complex, and investigators need to be able to conduct multiple frequently performed tasks. Appropriate training and education are critical to impart the crime scene investigator with the necessary capabilities. For a range of reasons, including the COVID-19 pandemic and the need for multi-disciplinary capabilities, training and education requirements have evolved in recent times to be more flexible and accessible. The skills of a crime scene investigator can be broadly categorised into two types of fundamental skills: decision-making and psychomotor skills. Both these skills need to be taught and assessed within training and education programs. The most common approach to impart these skills is by incorporating a crime scene simulation facility; however, not everyone has access to these facilities. Furthermore, crime scene staff often undertake refresher courses and are required to complete proficiency assessments. Conducting these activities in a dedicated crime scene simulation facility is time consuming and costly. Virtual tools have been developed in recent years to address this, but these tools only assess decision-making skills and not psychomotor skills. This paper argues that the implementation of augmented reality (AR) technology should be considered in crime scene investigator training and university education, because it can provide significant advantages when paired with conventional methods of training and education. When appropriately managed, AR can provide an avenue of training where both decision-making and psychomotor skills can be addressed simultaneously, while providing a more flexible and accessible approach. The implementation of AR has the potential to significantly improve the standards of teaching, resulting in better equipped crime scene investigators. The paper will explore how AR has the potential to improve accessibility of training, increase safety, enhance the student experience, enhance collaboration and feedback through connectivity and potentially reduce cost. This paper will also provide an insight into what would need to be considered before implementing AR technology into crime scene investigation training and education alongside current approaches. It is argued that the inclusion of AR into the current training and education arsenal provides significant benefits that are worthy of exploration. [ABSTRACT FROM AUTHOR]

This paper explores the emerging field of prompt engineering within generative AI, emphasizing its role as a critical intersection between art and science. Prompt engineering is identified as the key to unlocking the full potential of generative AI technologies by optimizing human-AI communication. Through a comprehensive analysis of the related literature, this study illustrates how prompt engineering transcends mere technical manipulation, requiring a blend of creativity, strategic thinking, and a deep understanding of generative AI capabilities. This paper provides various strategies for crafting effective prompts, from simple to sophisticated techniques, highlighting the importance of ethical considerations and the potential risks associated with prompt manipulation. By establishing a set of principles and guidelines, this paper aims to advance prompt engineering as a discipline essential for enhancing AI's functionality and reliability and, with this justification, introduces the 'Prompt Engineering for Gen[i]erative AI Framework'. After all, this paper calls for a multidisciplinary approach to prompt engineering, advocating for its recognition and development as a pivotal component of AI literacy and application. Through this exploration, this paper intends to contribute to the evolving dialogue on the integration of human creativity with generative AI capabilities, offering insights into the future of effective and ethical AI interaction. [ABSTRACT FROM AUTHOR]

This paper investigates the complex interplay between generative artificial intelligence (AI) and human intellect in academic writing and publishing. It examines the 'organic versus synthetic' paradox, emphasizing the implications of using generative AI tools in educational and academic integrity contexts. The paper critiques the prevalent 'publish or perish' culture in academia, highlighting the need for systemic reevaluation due to generative AI's emerging role in academic writing and reporting. It delves into the legal and ethical challenges of authorship and ownership, especially in relation to copyright laws and AI-generated content. The paper discusses generative AI's diverse roles and advocates for transparent reporting to uphold academic integrity. Additionally, it calls for a broader examination of generative AI tools and stresses the need for new mechanisms to identify generative AI use and ensure adherence to academic integrity and ethics. The implications of generative AI are also explored, suggesting the need for innovative AI-inclusive strategies in academia. The paper concludes by emphasizing the significance of generative AI in various information-processing domains, highlighting the urgency to adapt and transform academic practices in an era of rapid generative AI-driven change. [ABSTRACT FROM AUTHOR]

This paper discusses the current medical sonographer status in the United Arab Emirates (UAE). The paper explores the current education, skills, job description, and challenges towards developing sonography professions and a sonographer framework. The study employed a quantitative descriptive research approach using a cross-sectional study design to collect and analyse data from sonographers in the UAE. Data was collected through a structured survey that included sections addressing demographic information, education, skills, current practices, and challenges. The data showed a relatively even distribution across different age groups, with a higher proportion falling in the 31–40 age range. Females constitute a slightly higher percentage (55.9 %) than males (44.1 %). The study found that sonographers have the necessary skills and knowledge to interpret the scan results and provide a formal report. A significant percentage of participants taught ultrasound to others and participated in research activities. The survey responses indicate difficulty in reporting sonograms. The study found that sonographers possess the necessary expertise and skills to pass on their knowledge to trainees and colleagues. The participants expressing a desire to increase their knowledge and skills indicate that sonographers recognised that continuous professional development is crucial for staying updated with advancements in the field. The participant's "Advanced Practitioners" title recommendation suggests a desire for professional recognition, career progression, and specialisations in sonography. Effective interdisciplinary collaboration is important for providing quality patient care. The paper emphasises the importance of recognising sonography as a vital healthcare profession. It aims to raise awareness about the crucial role of sonographers in patient care. The study also stresses the need for a well-defined career progression framework to guide professional growth and acknowledgement. [ABSTRACT FROM AUTHOR]

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The European Union employs soft power instruments to defend European values and norms and promote national interests. The European Union (EU), based on its diverse but at the same time united cultural, historical and educational soft power resources, attracts an international audience. Relations between the countries of Central Asia (CA) and the European Union have gone through several stages. Since 2007 the EU has implemented a strategy in Central Asia, and in June 2019, the EU adopted a new strategy, highlighting several priority points. Based on an interdisciplinary approach of system and comparative study, this paper analyses the status and perspectives of the EU's soft and smart approaches in Central Asia, and the dynamics and shortcomings of EU-CA relations, The European Union's soft and smart power policy, resources, and anticipated results are defined in its Strategy. The EU achieved some positive results in developing its soft and start power approach to Central Asia, but there are also some limitations. There are general challenges for EU-CA relations, including external factors. Deepening political, economic, cultural, educational and humanitarian the EU-CA partnership will contribute the sustainable development of Central Asia and strengthen stability in Eurasia. This paper was prepared in the framework of EU's grant Tashkent Jean Monnet Center of Excellence for European Studies / TashCoEUWED. [ABSTRACT FROM AUTHOR]

Post-conflict reconstruction conventionally consists of four pillars--security, political, economic, and social. Ideally, all these pillars are interconnected and develop simultaneously to accelerate the reconstruction and make it stable. Rwanda undoubtedly succeeded in many aspects of its post-conflict reconstruction and it is no wonder that it is frequently presented as a model for other African countries recovering from an intrastate conflict. But is this portrayal real? Aren't there hidden pitfalls which could, in a long-term perspective, reverse the reconstruction into destruction? This paper will address these questions from the very important but usually neglected perspective of the education system, which is an integral part of the social pillar of the reconstruction, and which is perceived as a prerequisite for the development of the country and the reconciliation of different social groups. Through field research conducted in primary schools in Rwanda, the paper suggests that the reform of education after the 1994 Rwandan genocide (and the curriculum in particular) has been politicized and serves as a tool of the current RPF regime, legitimizing its authoritarian practices to establish a uniform and obedient society. [ABSTRACT FROM AUTHOR]

The article presents a commentary on six month experiential training program with coaching is effective in reducing fatigue and promoting physical activity among children with cancer. Topics discussed include higher levels of physical activity self-efficacy; reducing fatigue and increasing physical activity among children with cancer; and usual medical treatment and an education talk on the importance of regular exercise for cancer recovery.

The article presents a synopsis on six-month experiential training program with coaching is effective in reducing fatigue and promoting physical activity among children with cancer. Topics discussed include higher levels of physical activity self-efficacy; reducing fatigue and increasing physical activity among children with cancer; and usual medical treatment and an education talk on the importance of regular exercise for cancer recovery.