Search

This article discusses the landscape of education. The challenge lies in harmoniously blending the directive PUSH strategies, which focus on structured guidance, with the exploratory PULL methods, centered around the learner's initiative. To illustrate this, the realms of science and art as examples are used, showcasing how these strategies can be interpreted and applied in different educational contexts. The educational systems of selected countries are considered from the viewpoint of the novel framework involving PUSH and PULL methodologies in the delivery of education. China's emphasis on a structured and orderly educational process, Finland's dedication to student autonomy and flexibility, and the UK's integrative, hybrid model. Nevertheless, there is still a need for a cohesive approach that effectively combines the structured science education methods with the more fluid and interpretative methods used in art education. This paper deals with a comparative analysis of how educational systems in China, Finland, and the UK navigate the PUSH-PULL dynamics. In this article, we propose and develop a new model for understanding the role of students in the educational system. This model, which we are introducing, views the student in a dual capacity: as both an integral part of the larger educational framework and as the primary consumer of state-provided knowledge. Our model aims to reframe the traditional perspective on students' roles in education. By introducing the "Dual Lex" concept, this study aims to merge (melt) two principal different educational models into a cohesive whole. The term "Dual" emphasizes the simultaneous use of these two methodologies, while "Lex" suggests a set of principles or rules governing this integration. Overall, this approach seeks to establish an educational framework that is as methodical and precise as it is creative and expressive, thereby equipping students with the skills and knowledge for a versatile and dynamic educational journey and more flexible and student-centered preparation for their future professional careers. [ABSTRACT FROM AUTHOR]

This paper explores endogeneity problems in multilevel estimation of education production functions. The focus is on level 2 endogeneity which arises from correlations between student characteristics and omitted school variables. Theses correlations are mainly the result of student stratification between schools. From an econometric point of view, the correlations between student and school characteristics imply that the omission of some variables may generate endogeneity bias. Therefore, an estimation approach based on the Mundlak [20] technique is developed in order to tackle bias and to generate consistent estimates. Note that our analysis can be extended to any multilevel-structured data (students nested within schools, employees within firms, firms within regions, etc). The entire analysis is undertaken in a comparative context between three countries: Germany, Finland and the UK. Each one of them represents a particular system. For instance, Finland is known for its extreme comprehensiveness, Germany for early selection and the UK for its liberalism. These countries are used to illustrate the theory and to prove that the level of bias arising from omitted variables varies according to the characteristics of education systems. [ABSTRACT FROM PUBLISHER]

Copyright of Gender, Place & Culture: A Journal of Feminist Geography is the property of Taylor & Francis Ltd 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 develops work carried out under the aegis of a European Commission-funded university continuing education (UCE) network. It compares the ways in which UCE has developed in three countries within Northern Europe. The authors firstly review the developments of university education in general in Finland, the UK and Sweden, paying particular attention to the factors that historically have influenced UCE. They then focus on developments and policy imperatives of the last decade. A number of convergences and divergences in policy and practice in the three countries are pointed to. In both Finland and the UK, UCE is well defined by state or quasi-state agencies and is an activity that has been located within well-defined structural units in most institutions. Universities in these two countries have a diverse mission based on a national lifelong learning agenda. By contrast, in Sweden, whilst there is a longstanding international tradition of adult education rooted within democratic movements and a recognition of the importance of equality of access, the provision is to a large extent embedded in universities and not manifest as UCE. What provision that does exist as UCE is patchily distributed across the university sector and nonuniform in character. UCE provision within Finland and UK to varying degrees in becoming more diverse in its make-up. The presence of new providers in a 'CE market', an emphasis on UCE as an economic instrument, moves towards the accreditation of provision and the loss of a particular identity for UCE are amongst factors creating increasing heterogeneity of provision in these countries. [ABSTRACT FROM AUTHOR]

Background: Low socio-economic position (SEP) is a risk factor for multiple health outcomes, but its molecular imprints in the body remain unclear.Methods: We examined SEP as a determinant of serum nuclear magnetic resonance metabolic profiles in ∼30 000 adults and 4000 children across 10 UK and Finnish cohort studies.Results: In risk-factor-adjusted analysis of 233 metabolic measures, low educational attainment was associated with 37 measures including higher levels of triglycerides in small high-density lipoproteins (HDL) and lower levels of docosahexaenoic acid (DHA), omega-3 fatty acids, apolipoprotein A1, large and very large HDL particles (including levels of their respective lipid constituents) and cholesterol measures across different density lipoproteins. Among adults whose father worked in manual occupations, associations with apolipoprotein A1, large and very large HDL particles and HDL-2 cholesterol remained after adjustment for SEP in later life. Among manual workers, levels of glutamine were higher compared with non-manual workers. All three indicators of low SEP were associated with lower DHA, omega-3 fatty acids and HDL diameter. At all ages, children of manual workers had lower levels of DHA as a proportion of total fatty acids.Conclusions: Our work indicates that social and economic factors have a measurable impact on human physiology. Lower SEP was independently associated with a generally unfavourable metabolic profile, consistent across ages and cohorts. The metabolites we found to be associated with SEP, including DHA, are known to predict cardiovascular disease and cognitive decline in later life and may contribute to health inequalities. [ABSTRACT FROM AUTHOR]

Background: The integration of patient safety into nursing curricula has been under the spotlight during recent years. Effective patient safety pedagogies and students’ sensitivity to their own role in healthcare have important roles in ensuring safe clinical performances. The patient safety content of pre-registration nursing education has previously been studied, but there is sparse evidence about how nursing students assess their own patient safety competence. Objective: To examine and compare the self-assessment of patient safety competence between British and Finnish nursing students. Methods: The Patient Safety in Nursing Education Questionnaire (PaSNEQ), in the 4-point Likert scale format, was used. We distributed 502 surveys to the final year nursing students, prior to registration in two universities of applied sciences in Finland (n = 299) and two universities in the UK (n = 203) during 2012. Of which, a total of 353 (70%) nursing students in Finland (n=195) and the UK (n=158) responded to the survey. The data were analyzed with descriptive statistics and binary logistic regression. Results: Majority of both British and Finnish participants reported that their curriculum did not include a separate module for patient safety. The overall patient safety competence of British and Finnish nursing students was high. However, the British nursing students evaluated their overall patient safety competence significantly higher than Finnish nursing students. Both groups of students ranked their competence to prevent patient safety incidents (attitude) the highest and their competence to act after errors (skill) relatively low. The predictors for having a high level of patient safety competence for nursing students were being British and detecting separate patient safety module in the curriculum. Conclusions: Nurse educators should provide students with more effective practice environment that will prepare them with the patient safety skills needed to respond to errors at work safely. [ABSTRACT FROM AUTHOR]

Introduction: The aim of this study was to determine whether years of schooling influences regional cortical thicknesses and volumes in Alzheimer's disease (AD), mild cognitive impairment (MCI), and healthy age-matched controls. Methods: Using an automated image analysis pipeline, 33 regional cortical thickness and 15 regional volumes measures from MRI images were determined in 121 subjects with MCI, 121 patients with AD, and 113 controls from AddNeuroMed study. Correlations with years of schooling were determined and more highly and less highly educated subjects compared, controlling for intracranial volume, age, gender, country of origin, cognitive status, and multiple testing. Results: After controlling for confounding factors and multiple testing, in the control group, subjects with more education had larger regional cortical thickness in transverse temporal cortex, insula, and isthmus of cingulate cortex than subjects with less education. However, in the AD group, the subjects with more education had smaller regional cortical thickness in temporal gyrus, inferior and superior parietal gyri, and lateral occipital cortex than the subjects with less education. No significant difference was found in the MCI group. Conclusion: Education may increase regional cortical thickness in healthy controls, leading to increased brain reserve, as well as helping AD patients to cope better with the effects of brain atrophy by increasing cognitive reserve. [ABSTRACT FROM AUTHOR]

Jokelainen M, Jamookeeah D, Tossavainen K, Turunen H. International Journal of Nursing Practice 2011; 17: 509-517 Building organizational capacity for effective mentorship of pre-registration nursing students during placement learning: Finnish and British mentors' conceptions Health-care organizations have a key role in improving the quality of student mentorship in placements. This study presents the findings of Finnish and British mentors' conceptions of how to build organizational capacity for the provision of effective mentorship for pre-registration nursing students during placement learning. The data obtained from nine semistructured focus group interviews were analyzed using a phenomenographic approach. Three categories of description are presented. Organizations were mainly perceived as optimizers of investments in developing clear strategies for the provision of sufficient resources and professional support for mentors. The creation of a positive mentorship culture within a development-oriented, student-centred and goal-directive atmosphere was seen as essential. Furthermore, providing well-prepared placements for clinical practice of students was emerged as crucial, which included adequate working conditions and stakeholders as well as arrangements of learning opportunities. It is concluded that effective student mentorship requires health-care organizations to invest in financial and human resources in order to promote the quality of the placement learning environments. Such provision will enhance students' recruitment, retention and effectiveness, leading to safe practice and cost-benefits for health-care organizations in the longer term. [ABSTRACT FROM AUTHOR]

In this article we are concerned with how young women's subjectivities are constructed within relations of power, particularly in the context of schooling and the transition to adulthood. We focus on the possibilities and limitations for agency to be exercised by women in the education system and more generally, the resources that they can draw on, and how citizenship is implicated in this process. The process is fraught with emotion, the desire for educational achievement and for agency, ambivalence about appropriate femininity, contradictions in the route from dependence to independence. We draw on empirical research comparing young women's experiences in Finland and the UK, placing those experiences in the broader social, cultural and political context. [ABSTRACT FROM AUTHOR]

The purpose of this research was to assess a Finnish and a British curriculum of rehabilitation by means of benchmarking. The following aspects were assessed: the basic purpose of education; the qualifications provided by the educational programme; the objectives of education; the curricular model; the study modules and their contents; the coursework practices; and the evaluation and development of the curriculum. According to a comparative assessment the Finnish and British curricula had the same underlying starting point: in both countries, rehabilitation is regarded a societally topical and multidisciplinary issue that is addressed in the educational programme. The studies are based on different systems of credit units and scores, but after a standardization of scoring, the programmes are mutually comparable and roughly correspond to each other. There is, however, a significant difference in the two curricula: the structure of the study modules. Finnish study modules are practical-based and focus on the experiences of different individuals, groups of patients and health professionals. The education focuses on rehabilitation issues and aims to enhance students' awareness of and competence in certain target areas of practice. The British study modules are more research-based; the focus is on the scientific approach and the ways to produce knowledge. The British curriculum risks ignoring practical issues surrounding individual patients and therapists, but its focus on research-based practice means that practice is logically and consistently structured. The Finnish curriculum focuses on issues surrounding therapists and patients but risks becoming fragmented, as rehabilitation can be studied from many different scientific perspectives. [ABSTRACT FROM AUTHOR]

The mathematics achievement scores of 28,274 students in 1443 Australian, Belgian, English, Finish, French, German, Israeli, Japanese, Dutch, Scotch, Swedish, and US. elementary schools were correlated with, and regressed on socioeconomic status, highest math course taken, weekly hours of homework, interest in mathematics, and several other variables with both individuals and schools within each country as units of analysis. The results corroborate recent syntheses of small- scale studies of productive factors in academic learning as well as regression analyses of large-scale surveys. Among directly alterable variables, the amount and the quality or vigour of instruction including homework most strongly influence achievement. [ABSTRACT FROM AUTHOR]