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The article offers information on the Digital Health course using design thinking approach being offered at Tufts University School of Medicine in Boston, Massachusetts in collaboration with nonprofit AARP.

This book review symposium aims to open a space for discussions and questions responded to the book Education between Speech and Writing: Crossing the Boundaries of Dao and Deconstruction, which is published in 2018. The symposium is composed of four articles by four authors. They are "Introduction" by the author of the book; Morimichi Kato's "Writing, History, and Playfulness: A dialogical review of Ruyu Hung's Education Between Speech and Writing: Crossing the Boundaries of Dao and Deconstruction"; Xu Di's "Think Beyond Dichotomy: Discussant paper on Education Between Speech & Writing by Dr. Ruyu Hung"; and Chia-Ling Wang's "Buddhist unconsciousness: A language beyond phonocentrism and graphocentrism in postgraphocentric education". This symposium creates new possibilities of understanding and exploring Eastern Asian philosophy of education. [ABSTRACT FROM AUTHOR]

In the mid-1920s the poet W. B. Yeats was pleased to discover contemporary philosophers, Giovanni Gentile and A. N. Whitehead, whose metaphysical and educational philosophies seemed to coincide with his own commitments. Whitehead shares with Gentile a sense of reality as activity and an understanding of knowledge as constructed from abstractions that are open to evaluation and imaginative reconfiguration. Yeats was a Senator of the Irish Free State and took an interest in schooling. Soon after visiting a Montessori-inspired girls' school in Waterford, he began his poem 'Among School Children". (The text of the poem is printed at the end of this paper.) I argue that an awareness of the philosophical ideas Yeats had recently encountered should encourage restless rather than fixed interpretations of the poem and that this sense of restlessness and imaginative reconfiguration reflects the approach to education the three writers, at that time, shared: that at best our modes of apprehension provide only glimpses of reality and therefore each child's understanding and learning must be kept moving. [ABSTRACT FROM AUTHOR]

Reviews several books on education. "Equal Opportunities in the New Era," by Ann Marie Davies, Janet Holland and Rehana Minhas; "Something Old, Something New, Something Borrowed. Something Blue: Schooling, Teacher Education and the Radical Right in Britain and the USA," by Dave Hill; "Training Turns to Enterprise: Vocational Education in the Market Place," by Pat Ainley.

Alba and Foner’s volume is an important contribution to the transatlantic dialog. In the paper I especially focus on the presented labour market outcomes in the first generation and the accomplishments of the second generation in education. What do these outcomes tell us about integration and assimilation patterns across countries? Alba and Foner’s overall conclusion is that neither the theory of national integration models nor the theory of settler versus non-settler societies can explain the differences or similarities in outcomes across the six assessed countries. These theories, according to Alba and Foner, are debunked when empirically tested. I try to formulate what alternative explanations can be formulated based on the empirical data. Differences in historical institutional arrangements in education and the labour market can more accurately predict outcomes. Also differences in the dynamics between the mainstream population and immigrant groups in North America versus Western Europe are important. [ABSTRACT FROM PUBLISHER]

Reviews the book 'Race, Class, and Education,' edited by Len Barton and Stephen Walker.

Reviews the book "Aspects of Education and Technology: Proceedings of the Loughborough Programmed Learning Conference of April 1966," edited by D. Unwin and J. Leedham.

Reviews the book 'Global Perspectives on Teacher Education,' edited by C. Brock.

Reviews the book "Phenomenology and Education: Self-Consciousness and its Development," by Bernard Curtis and Wolfe Mays.

The article reviews the book "The Crisis of Elementary Education in India," edited by Ravi Kumar.

Reviews the book "Special Education and Social Interests," edited by Len Barton and Sally Tomlison.

The article reviews the book "Changing Education: Leadership, Innovation and Development in a Globalizing Asia Pacific," edited by Peter D. Hershock, Mark Mason and John N. Hawkins.

Reviews the book "Moray House and Professional Education, 1835-1985; Papers to Mark the College's 150's Anniversary," edited by Gordon Kirk.

Reviews the book "Post-School Education and the Transition from State Socialism," by James Muckle and W. John Morgan.

The article reviews the book "Liberalism, Education and Schooling: Essays by T. H. McLaughlin," edited by David Carr, Mark Halstead and Richard Pring.

The article reviews the book "Technology-Mediated Narrative Environments for Learning," edited by G. Dettori, T. Gianetti, A. Paiva and A. Vaz.

The article reviews two books on education including "Inclusive Education: A Practical Guide to Supporting Diversity in the Classroom," edited by T. Loreman, J. Deppeler and D. Harvey and "Best Practices in Occupational Therapy Education," edited by P. Crist and M. Scaffa.

Reviews several books on education. "Collective Identities in Action," by K. Eder, G. Giesen, O. Schmidtke, and D. Tambini; "Cultural Identity and the Nation-State," edited by C. Gould and P. Pasquino; "Ethnonational Identities," edited by S. Fenton and S. May.

Reviews the book 'The Papers of the Dublin Philosophical Society 1683–1708,' by Karl Theodore Hoppen.

The article reviews the book "Beyond the Lecture Hall: Universities and Community Engagement From the Middle Ages to the Present Day," edited by P. Cunningham, S. Oosthuizen, and R. Taylor.

The article reviews the book "Education, Globalization and New Times," edited by S. J. Ball, I. F. Goodson and M. Maguire.

Reviews the book "Theory and Practice in Education," by R. F. Dearden.

This paper assesses the relation impact of direct determinants of marital fertility in Pakistan, where the vast majority of women do not use any method of fertility regulation. Data came from the 1990/91 Pakistan Demographic and Health Survey, and models were estimated for women aged 15-40, 15-34 and 35-49. The younger cohort may be the vanguard of change; change which may be masked by investigating only the conventional 15-49 age group. Findings indicate that unlike the older cohorts, the younger cohort does not have negative and significant relationships between education, employment and fertility; and, that the current age of family planning is positive and significant with fertility for the 35-49 cohort only. These findings suggest that there is a threshold or minimum number of children that a woman must produce before determinants such as current use of family planning, education and employment impact fertility. [ABSTRACT FROM AUTHOR]

Reviews the book "Education, Values and Mind: Essays for R. S. Peters," edited by David E. Cooper.

Reviews the book 'Education for Equality: Women's Rights Periodicals and Women's Higher Education, 1849-1920,' by Patricia Smith Butcher.