Search

This article I argue for the prioritisation of human rights when developing and implementing misconduct policies. Existing approaches may be perpetuate inequities, particularly for individuals from marginalised groups. A human-rights-by-design approach, which centres human rights in policy development, revision, and implementation, ensuring that every individual is treated with dignity and respect. Recommendations for implementing a human-rights approach to misconduct investigations and case management are offered, covering areas such as procedural fairness, privacy, equity, and the right to education. Additional topics covered are the need to limit surveillance technologies, and the need to recognize that not all use of artificial intelligence tools automatically constitutes misconduct. I disentangle the differences between equity and equality and explain how both are important when considering ethics and integrity. A central argument of this paper is that a human-rights-by-design approach to integrity does not diminish standards but rather strengthens educational systems by cultivating ethical awareness and respect for personhood. I conclude with a call to action with a seven-point plan for institutions to adopt a human-rights-based approach to ethics and integrity. In the age of artificial intelligence and neurotechnology, insisting on human rights and dignity when we investigate and address misconduct allegations is an ethical imperative that has never been more important. [ABSTRACT FROM AUTHOR]

Background: Geriatric Medicine (GM), concerned with well-being and health of older adults, can play a crucial role in the alignment of healthcare systems to the needs of the aged populations. However, countries have varying GM development backgrounds. The goal of PROGRAMMING- COST 21,122 Action is to propose the content of education and training activities in GM for healthcare professionals across various clinical settings, adapted to local context, needs, and assets. Defining relevant stakeholders and addressing them on both an international as well as a country-specific level is crucial for this purpose. In this paper we are describing the methods used in the PROGRAMMING Action 21,122 to map the different categories of stakeholders to be engaged in the Action. Methods: Through conceptualizing a model for stakeholders by literature research, and online discussion group meetings, a synthesis for the potential stakeholders was defined as a template, and pilot applications were requested from participant countries. Results: There were 24 members from 14 countries (6 males/18 females) of multidisciplinary professions involved in this study. A model for the list of stakeholders to be addressed was developed and, after seven online discussion meetings, a consensus framework was provided. Invited countries completed the templates to pilot such operationalization. Conclusion: Our framework of stakeholders will support the research coordination and capacity-building objectives of PROGRAMMING, including the participation into the assessment of educational needs of healthcare professionals. Identified stakeholders will also be mobilized for purposes of dissemination and maximization of the Action's impact. By defining and mapping multidisciplinary stakeholders involved in older people's care specific to countries, particularly where GM is still emerging, GM tailored educational activities will be facilitated and optimally targeted. [ABSTRACT FROM AUTHOR]

One of the most speedy and substantial social shifts in human history has been the evolution of gender relations since the turn of the 20th century. Even though female health, literacy and women participation in workforce have significantly improved, the status of women in Indian society is not very satisfactory leading to gender disparities. It is in this background that this paper attempts to analyse the role of education, labour market and health in reducing gender disparities across the states over the period of time. To analyse the impact of these variables, Gender Disparity Index (GDI) has been constructed utilising the data from Periodic Labour Force Survey (PLFS) and Sample Registration System (SRS) to measure gender disparities in 20 major states and union territories (UTs) of India. For the construction of GDI, we have used three dimensions, namely health, empowerment and labour market participation. The index is prepared to make a decadal comparative study for the years 2011–12 and 2020–21. The statistical results indicate that there is a significant difference in mean of the GDI scores for 2020–21 and 2011–12. The paper concludes with certain policy implications suggesting that there is a need to put more effort into creating infrastructure and cutting-edge policies to improve the health and education systems. The focus should also be to create more employment opportunities for females, helping them to raise their standard of living so as to enhance their contribution towards economic growth. [ABSTRACT FROM AUTHOR]

Pandemic and online learning have added to barriers to education. Lack of digital access, difficulty in communication with teachers and lack of peer support create major hurdles in learning for a large proportion of the student population. New entry barriers to better jobs, level and quality of higher education, will add to existing social barriers of gender, caste and nepotism. This will perpetuate a vicious cycle of low education and low incomes. In this paper, we investigate whether there is a threshold of level of education for better jobs in India? We find that higher secondary education is a threshold required for entry into good jobs. We observe increasing returns to private investments in higher levels of education and higher returns to education in the formal sector jobs compared to the informal sector. Will deficits in education during the pandemic reduce investments in education? We study these issues mainly using secondary data from the National Sample Office (NSO). The purpose of this short paper is to build research hypotheses regarding the relation between investment in education and employment, which we highlight in the conclusion. [ABSTRACT FROM AUTHOR]

Background: The wide use of the term Cognitive Reserve (CR) is in need of a clear and shared definition of its concept and of the development of new tools, quick and easy to use and updated for the people of today. This study describes the online short CRIq (s-CRIq), the new shorter version of the CRIq, following an item analysis revision, and compares the data distribution of different samples. Methods: The s-CRIq was administered online to 435 people while another 440 filled out the s-CRIq in self-administration. A further 588 participants had been administered the original paper-and-pencil long CRIq and 344 the online long CRIq. Results: The major difference in the databases of s-CRIq versus the long versions is an increased score in education and in leisure activity. However, the density distributions of the total score of CRI in the 4 databases share 64% of their areas, and at least two of them share 84%. Conclusion: The s-CRIq proved to be a simple and easy-to-administer tool. Similarly, to the original version, the s-CRIq is freely available on the web, and it is our hope that it will be of fruitful use for researchers and clinicians alike. [ABSTRACT FROM AUTHOR]

Abstract The impacts of climate change present numerous risks to the present and future state of teaching and learning. Natural disasters such as hurricanes, heat waves, flooding, blizzards, wildfires, sea level rise, and droughts threaten our ability to produce the learning outcomes promised to our pupils. Taking action to adapt to imminent climate-related challenges and mitigating measures that provoke and prolong ecological challenges is critical to the survival of these cultural institutions. Paradoxically, centers of teaching and learning can be seen as both victims of climate change as well as an instrumental part of the solution. Providing an efficient and effective education to the world's youth is a catalyst for the innovations that future generations of skilled professionals will use to combat climate change. Educational settings are also crucial venues for raising social awareness about anthropogenic climate change to undermine the complacency and denialism that have stagnated the global response to this crisis thus far. This paper incorporates suggestions from climate scientists and learning scientists about how to change how we teach, where we teach, and what we teach to ensure teaching enterprises survive and thrive in the face of a changing climate. [ABSTRACT FROM AUTHOR]

Aim: The aim of this paper is to highlight the need to consider oral health during the first 1000 days of a child's life with a view to developing appropriate educational programmes. Context: The first 1000 days of life represent a window of opportunity for prevention in children. This concept is built on a consideration of the overall health of mother and child, taking into account social inequalities in health. It is now established that the oral health of the mother determines the oral health of her child. Furthermore, parents' knowledge and behaviour have a direct influence on their child's health. Conclusion: The majority of the population does not have the necessary skills to adopt behaviours that promote oral health. The need for oral health education begins in the first 1000 days of life. Following the model of family health education, these programmes would involve providing pregnant women and, therefore, families with the skills they need to manage their own oral health and that of their future child as early as possible. [ABSTRACT FROM AUTHOR]

Critical Race Theory (CRT) and its potential contributions to K–12 public education is under scrutiny by lawmakers and parent groups across the United States. Banning the tenets of CRT will produce even less equitable outcomes for our most vulnerable student populations. Interdisciplinary collaboration is critical for behavior analysts working alongside educators in public schools. This paper will unite educators and behavior analysts in a scholarly discussion of the origins, definition, and opposition to CRT; highlight current inequities and disparities in educational systems; outline the effectiveness of culturally relevant pedagogical practices; and propose a call to action for behavior analysts to collaborate with educators to improve equitable student outcomes. [ABSTRACT FROM AUTHOR]

This paper is an attempt to understand the occupational segregation among socio-religious groups in India. Using Employment and Unemployment Survey 2011–2012, the paper builds index of dissimilarity and Hutchens square root index to measure the segregation. The paper has found that segregation in general is higher in urban areas than in rural areas and among females than males. The highest segregation is, however, recorded between Hindu STs/SCs and Muslim OBC in urban areas, followed by Hindu others and Muslim others. The value of segregation index is the least in the case of Muslim OBC and Muslim others, confirming the almost similar pattern of occupations between them. Regular employment seems to emerge as driver of occupational segregation for males, while both regular employment and self-employment drive segregation among females. On the other hand, rising education levels raise segregation among males of all socio-religious groups. We also found that Muslim-populous states have low segregation, while Muslim-sparse states have high segregation between Hindu and Muslim. The occupations in which Muslims and Hindu STs/SCs are concentrated, have poor indicators of work decency. [ABSTRACT FROM AUTHOR]

Human development is considered to be the ultimate objective of development, with economic growth as a means to achieve it (Ranis et al. in World Dev 28(2):197–219, 2001). Development stands to be justified when it is equipped with good employment opportunities. Employment provides the means for meeting the income and subsistence needs of the individuals and their families, which fulfils the goal of overall and equitable development (Mathew in Int Labour Rev 154:497–518, 2015). Employment levels would rise when there is sufficient and efficient human capital. Human capital establishes an interconnection between employment and development. The relationship between education and employment is better understood through the labour market, which has a mediating role in influencing educational choices and employment prospects. Against this background, this paper tries to examine the interlinkages between human development, economic growth and employment situation in India with special reference to females in Kerala. Using secondary data, this paper tries to address primarily two objectives: firstly, to examine the relationship between educational attainment, employment and economic growth in India and secondly, to explore the trends and pattern in female employment state-wise with the main focus on Kerala. There exists a huge mismatch between the demand and supply gap among labour force in all Indian states. Employment trends in India, and in particular, women's employment, have been an issue of considerable discussion in scholarly writings over the last few years. Extensive literature review and data suggest that though there has been a constant rise in the educational level of women in India, the employment rates have not raised at a similar pace. Kerala, the most literate state of the country, shows an identical picture among higher educated women where unemployment rate is as high as 20–30%. Women's individual job preferences, overall high unemployment in the economy, family constraints, lack of adequate skills and discouraged worker effect are some of the probable reasons for high unemployment among females. The study concludes that "Kerala model of development," on the basis of its impressive historical accomplishment in social and human development indicators, is definitely praiseworthy but not to be replicated. It is so because though the model has surpassed every state in terms of human development indicators, it showed a development trajectory by fostering unemployment rates, especially in terms of female participation. Therefore, the study suggests that in order to achieve holistic development, there is an urgent need to understand the basic requirement of a particular state. Considering female employment, the study evokes creation of an environment that promotes women to join workforce and thereby attain economic growth. States such as Kerala which have a large pool of educated women must develop policies which aim towards enhancing their employability skills so that the benefits of human capital can be obtained. [ABSTRACT FROM AUTHOR]

This paper examines dimensions of inequality including labour market inequalities and discusses public policies needed for reduction in inequalities. It discusses both inequality of outcomes and inequality of opportunities. In terms of income, India is the second most unequal country in the world after South Africa. Wealth inequalities are also high in India. Most of the inequalities will have a labour market dimension. Labour market inequalities can be found across sectors, wages and earnings, quality of work, labour market access and between organised and unorganised sectors. On public policies and inequalities, the paper discusses redistribution measures, macro-policies, sectoral policies and impact on employment, social policies such as education, health, hunger and malnutrition, social protection, corruption, gender disparities and climate change. The paper argues for fundamental changes to human capital and universal basic services. Investments in social infrastructure, health, education, affirmative action and provision of public services can lead to the creation of an egalitarian society. [ABSTRACT FROM AUTHOR]

In the highly competitive labour market of Bangladesh, workers are unable to find the right jobs and employers are also unable to find the right workers. Such skills mismatch is a manifestation that education alone cannot bridge the gaps in the labour market. Computer skills, which can complement education, are becoming increasingly important. Nevertheless, there is a dearth of research regarding the potential benefit of possessing computer skills in the labour market of Bangladesh. This paper intends to fill in this knowledge gap by estimating the returns to computer use using a national labour force survey dataset. By utilising Heckman's two-step selection model, it was found that workers who could use computers earned 17% more than workers who could not use computers. Additionally, the returns to education and experience were estimated to be 3% and 2%, respectively. This implies that computer skills were as valuable as 5 years of education or 8 years of experience, assuming that the returns to all three were constant over time. The results of this study provide empirical evidence in favor of allocating government resources for computer training, and also advocate for individual investment towards learning computer skills. [ABSTRACT FROM AUTHOR]

Based on the Periodic Labour Force Survey (2017–2018), this paper explores women's labour market participation and employment patterns mediated by education and caste, with a focus on highly educated women. We find that women's workforce participation follows a clear caste pattern, with the upper castes having the lowest work participation rates and this increases as we go down the caste hierarchy. These differences narrow down among highly educated women (graduate and above), particularly in urban areas. Considering the workforce participation rate (WPR) by education, female WPR by education class follows a U-shape and this holds across castes. Caste patterns persist in work status; in the female labour force in urban areas, general-caste women are more likely to be in regular employment characterised by employment stability than the other social groups. Among regular workers, Scheduled Caste (SC) and Scheduled Tribe (ST) women are more likely to work in the public sector—a likely result of affirmative action policies of the state. However, while the policy of reservations may have worked in favour of SC/ST communities in terms of accessing public employment, it has not translated to access to good-quality jobs as caste patterns permeate into industry and occupation. Regression results show that caste and education emerge as important variables that explain women's workforce participation, and the interaction effect of caste and education is critical in understanding women's work participation. That accessing education even at the highest levels does not level the gap between social groups in terms of WPR implying that policies aimed towards increasing female employment therefore need to be nuanced to take into account the hetegeneous nature of the women workers, even for the highly educated segment. [ABSTRACT FROM AUTHOR]

Key summary points: Aim: To summarize the main scientific results achieved during the 2-year Joint Action Malnutrition in the Elderly (MaNuEL) project and to outline the recommendations derived. Findings: Four systematic reviews, six secondary data analyses of existing cohort and intervention studies, two web-based surveys and one Delphi study were performed. In addition, a scoring system to rate malnutrition screening tools and a theoretical framework (DoMAP) on the aetiology of malnutrition in older persons were developed. Message: The MaNuEL Toolbox was made available to effectively distribute and disseminate the MaNuEL results and recommendations, which will support researchers, healthcare professionals, policy-makers as well as educational institutes to advance their efforts in tackling the increasing problem of protein–energy malnutrition in the older population. Purpose: The Joint Action Malnutrition in the Elderly (MaNuEL) Knowledge Hub was established to extend scientific knowledge, strengthen evidence-based practice, build a sustainable, transnational network of experts and harmonize research and clinical practice in the field of protein–energy malnutrition in older persons. This paper aims to summarize the main scientific results achieved during the 2-year project and to outline the recommendations derived. Methods: 22 research groups from seven countries (Austria, France, Germany, Ireland, Spain, The Netherlands and New Zealand) worked together on 6 relevant domains of malnutrition—i.e. prevalence, screening, determinants, treatment, policy measures and education for health care professionals—making use of existing datasets, evidence and expert knowledge. Results: Four systematic reviews, six secondary data analyses of existing cohort and intervention studies, two web-based surveys and one Delphi study were performed. In addition, a scoring system to rate malnutrition screening tools and a theoretical framework on the aetiology of malnutrition in older persons were developed. Based on these activities and taking existing evidence into consideration, 13 clinical practice, 9 research and 4 policy recommendations were developed. The MaNuEL Toolbox was created and made available to effectively distribute and disseminate the MaNuEL results and recommendations. Conclusions: The MaNuEL Knowledge Hub successfully achieved its aims. Results and recommendations will support researchers, healthcare professionals, policy-makers as well as educational institutes to advance their efforts in tackling the increasing problem of protein–energy malnutrition in the older population. [ABSTRACT FROM AUTHOR]

Key summary points: Aim: To systematically review the literature pertaining to the quality, impact and sustainability of education interventions that focus on improving delirium care by healthcare professionals working in inpatient settings. Findings: In general, though there was variability in the quality of the identified studies, many were of good quality. Overall, the majority of studies reported improved outcomes post-intervention. There was evidence of impact on patient and healthcare outcomes as well as learners' behaviour and knowledge. A smaller number of the included studies measured interventional sustainability, with varying results. Message: The current evidence base supports the use of education as an effective non-pharmacological approach to prevent and treat delirium. Purpose: Understanding the quality of evidence of delirium education studies will assist in designing future education interventions that seek to improve the well-known deficits in delirium prevention, detection and care. The aim of this study is to systematically review the methodological strengths and limitations, as well as the impact of delirium educational interventions for healthcare professionals working in inpatient settings. Methods: MEDLINE, EMBASE, The Cochrane Library, PsychINFO and CINAHL databases were searched according to PRISMA guidelines for delirium educational interventions in hospital inpatient settings from 2007 to 2017. Identified studies were rated using a standardised quality assessment criteria checklist (Kmet). Reported outcomes were organised by level on the Kirkpatrick model for educational outcomes. The search was repeated in March 2018. Results: 1354 papers were screened, of which 42 studies met the inclusion criteria. Interventions delivered included face-to-face education (n = 34), e-learning (n = 8) and interprofessional education (n = 8). Quality of studies varied in Kmet score (14–96%). There were 17 high-quality studies (Kmet > 80%) and 4 very high-quality studies (Kmet over > 90%). Thirty-eight studies (90%) reported improved outcomes post-intervention. In terms of Kirkpatrick level of educational outcomes, 6 studies were rated at level 1; 13 studies at level 2; 15 studies at level 3; and 8 studies at level 4. Thirteen studies measured intervention sustainability with variable impacts. Conclusions: Healthcare professional education has benefits for inpatient delirium care, as shown by the high number of good-quality studies and the majority demonstrating improved outcomes post-intervention. The sustainability of educational interventions warrants further exploration. [ABSTRACT FROM AUTHOR]

Key summary points: Aim: The aim of the paper is to give insight into MOOCs in general and to specifically describe a MOOC developed in the course of the SCOPE project "Screening for Chronic Kidney Disease (CKD) among older People across Europe". Findings: The major target of the MOOC was the improvement of knowledge for a broad audience. The SCOPE MOOCs are freely accessible, structured in three modules, offer additional learning material and guarantee knowledge dissemination about aging and chronic kidney diseases. Message: The MOOCs represent a contemporary example of how modern technology is supporting a transition to modern training in geriatrics. Purpose: To cover the increasing need for professional knowledge, skills and competences in the care of older people, new learning techniques have been developed. Using the Internet to provide educational material has come into focus of many academic institutions as the learning content can easily be transferred to a larger audience. Since the first launch of a "massive open online course" (MOOC) in 2008, this educational format has raised increasing interest among education experts. The current publication provides insight into the new format of MOOCs in general and specifically describes a MOOC developed by a Pan-European Consortium "Screening for Chronic Kidney Disease (CKD) among Older People across Europe" (SCOPE), a project funded by the European Commission under the umbrella of the Horizon 2020 program. Methods: Technical background, learning theories and content of the MOOC of the SCOPE project are presented in this overview. Results: The MOOC of the SCOPE project is provided on the MOOC ICT platform iMoox. The courses are built up of video clips, textual descriptions, graphics, animations and audio designed with a clear structure and learning goals. The concise video clips with a maximum length of 15–20 min are equipped with additional learning material such as documents, links and asynchronous communication opportunities. Conclusion: MOOCs are recognized as a contemporary approach to transfer required knowledge and skills not only in general but also in geriatric medicine, as the health and social care environment is ever-changing and becoming more complex. [ABSTRACT FROM AUTHOR]

Background: Effective plagiarism deterrence in the Republic of Cyprus, requires the identification of any gaps, best practices and case studies relating to plagiarism across the Higher Educational Institutions in the country. This paper discusses the findings of the first research conducted among university students and faculty in Cyprus and focuses on students' awareness of and perceptions towards academic plagiarism. Methodology: The research instrument for students was initially designed based on experts' feedback, as part of the IPPHEAE project. It was translated into the national language and pilot tested. The questionnaire included 33 questions of the following types: i) open-ended questions; ii) multiple choice questions in two variations: those requiring mutually exclusive options and single response and those permitting multiple selected answers and iii) Likert-type scale questions. The target population of the study included all students, undergraduate and graduate, pursuing an academic degree, in public and private universities in Cyprus. A total of 318 correctly completed questionnaires were collected. Results: It is clear from the findings of this study that there is a need for a clear and uniform definition and understating of the terms "plagiarism" and "academic dishonesty". There is also a need to develop mechanisms for communicating these definitions both to students and to faculty, in addition to ensuring that these terms have been understood. In the setting up of policies, procedures and penalties for plagiarism and academic dishonesty, it is necessary to have uniformity and consistency in both implementation and especially in the imposition of penalties. The results also indicate that the use of tools, such as software for the detection or discourage of plagiarism, would definitely contribute positively to reducing plagiarism. Conclusions: Findings and recommendations outlined in this paper have been included to a national report distributed to interested stakeholders and it may contribute towards improved perceptions of students regarding plagiarism and relevant policies in Cyprus. [ABSTRACT FROM AUTHOR]

Using the employment and unemployment panel data of the National Sample Survey Organisation (NSSO), this paper attempts to map the spatial and temporal dimension of skills and education profiles of India's workforce. After an assessment of India's employment challenge, this study analyses the changing pattern of skill distribution among Indian workers by their gender, location, type, regions and broad sectors of the economy. The paper draws on the emerging literature and presents its empirical data to outline the essential skill and educational characteristics of workers, and its variations across broad sectors of the economy at both the national and sub-national levels. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Ultrasound is the property of Springer Nature 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.)

This paper examines the impact of education on labour market discrimination against gender by using primary data collected from sample households in the KBK districts of Orissa. Using the Mincerian earnings function, the paper attempts to evaluate the effects of education on earnings. The findings clearly show that: (i) the labour market in the KBK district is distinctly discriminatory against women in both the organised and unorganised sectors; (ii) higher levels of education enable women to get higher earnings, thereby reducing the inequality in the earnings between men and women; (iii) the economic returns to education for women are higher than for men at each level of education and the gap in returns to education between gender declines with an increase in education. The paper concludes that education emerges as one of the influential factors for reducing the labour market discrimination against women in the KBK districts. In this backdrop, the findings in the paper suggest that the government needs to initiate special efforts to increase not only the level of education of women but also their participation in the labour market. [ABSTRACT FROM AUTHOR]

The Nigerian educational system is in crisis. This paper aims to describe that crisis and demonstrate how this situation is contributing to a downward spiral in academic standards, and in particular its effect on decreasing literacy among Nigerian students. While recognising that the educational system is part of a much broader societal predicament, this paper nevertheless makes a number of recommendations for improvements to the Nigerian educational system, including a call for increased government funding of the education system, the need for constructive solutions to end cultism, and a multifaceted approach to entrenched social problems. [ABSTRACT FROM AUTHOR]

The basic theory of Rasch measurement applies to situations where a person has a certain level of a trait being investigated, and this level of ability is what determines (to within a measurement error) how well the person does on each item in a test. This paper responds to frequent suggestions from colleagues that the use of Rasch measurement would be profitable in analysing a set of data on students' understanding of decimal notation. We demonstrate misfit to the Rasch model by showing that item difficulty estimates show important variation by year level, that there is significant deviation from expected score curves, and that success on certain splitter items does not imply a student is more likely to score well on other items. The explanation given is that conceptual learning may not always be able to be measured on a scale, which is an essential feature of the Rasch approach. Instead, students move between categories of interpretations, which do not necessarily provide more correct answers even when they are based on an improved understanding of fundamental principles. In this way, the paper serves to highlight the assumptions built into the Rasch model and to discuss its applicability to describing the progress of learning with various characteristics. [ABSTRACT FROM AUTHOR]

This paper reports the use of several quantitative analytic methods, including Rasch analysis, to re-examine teacher responses to questionnaire items probing opinions related to the compulsory numeracy tests conducted in Years 3, 5, and 7 in Queensland, Australia. Nisbet and Grimbeek (2004) previously reported an interpretable and statistically acceptable 6-factor exploratory factor solution. The present paper improved on this outcome by utilising Rasch analysis to identify items with orderly sequences of scores across response categories, and to subject these to fresh exploratory and confirmatory factor analysis. The resulting 3-factor scale proved acceptable in terms of exploratory and confirmatory factor analysis as well as in terms of Rasch item analysis. The paper briefly discusses the implications of these outcomes in relation to the refined instrument's capacity to gather information about how teachers view the Queensland numeracy reporting system. [ABSTRACT FROM AUTHOR]

Mathematics teacher education programs are designed with an intention, explicit or implicit, to produce graduates who are competent in both pedagogic knowledge and discipline knowledge. This paper explores students' experiences in coming to learn mathematics and mathematics education. Using an example from a quiz question, supplemented with follow-up interviews with students, the paper raises questions as to the effectiveness of programs that adopt traditional approaches to the teaching of mathematics. It is shown how a functionalist perspective was adopted by many of the preservice teachers, which engendered a reproductive approach to teaching The data raised concerns about preservice teachers' knowledge of volume, their pedagogic knowledge, and the role of the practicum on theft learning. [ABSTRACT FROM AUTHOR]

The ageing population ought to be celebrated as evidence for the efficacy of modern medicine, but the challenge that this demographic shift presents for 21st century healthcare systems, with increasing numbers of people living with multi-morbidity and frailty, cannot be ignored. There is therefore a need to ensure that all healthcare professionals grasp the basic principles of care of older people. In this paper, we make a case for the development of pan-European education and training standards for the field of geriatric medicine. Firstly, the challenges which face the implementation and delivery of geriatric medicine in a systematic way across Europe are described – these include, but are not limited to; variance in geriatric medicine practice across Europe, insecurity of the specialty in some countries and significant heterogeneity in geriatric medicine training programs across Europe. The opportunities for geriatric medicine are then presented and we consider how engendering core geriatric medicine competencies amongst nongeriatricians has potential to bridge existing gaps in service provision across Europe. Finally, we consider how work can proceed to teach sufficient numbers of doctors and health professionals in the core knowledge, skills and attitudes required to do this. To safeguard the future of the specialty across Europe, we contend that there is a need to strive towards harmonisation of post-graduate geriatric medicine training across Europe, through the establishment of pan-European education and training standards in the specialty. [ABSTRACT FROM AUTHOR]

Copyright of English Teaching & Learning is the property of Springer Nature 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.)