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This contribution reports on a symposium that aimed to collectively discuss different approaches to deal with processes of automation and artificial intelligence (AI) in the field of education. Inspired by Asimov’s Laws of Robotics and Pasquale's recently published NewLawsofRobotics, the symposium’s purpose was to collectively advance laws that would be specifically tailored to the field of education. In that regard, the term edu-automation seeks to propose ways of conceptualizing and imagining automation as an educational endeavor; that is, not as a purely technical-factual matter that is subsequently translated into educational practice, but equally as a matter of educational concern. Through three narratives and propositions, this contribution discusses similarities and differences between the concepts of automation and AI, and shows some of the different features that tie education and automation together. The variety and substantial differences between the three accounts shows that automation and AI cannot be approached single-sidedly, and that in order to come to a profound understanding of this phenomenon, we need to deploy a variety of theoretical, educational, and normative standpoints and positions.

The topic of citizenship education and the promotion of democratic citizenship in schools has risen to the top of educational policy agendas in Europe over the past three decades. This rise in attention, however, appears to be accompanied by an apparent lack of attention to the specific manner in which citizenship, education and the assumed relationship between both are currently conceptualised and understood in this policy context. The currently dominant notions of citizenship education centre around a concept of citizenship-as-competence, illustrating a certain assumption of equivalence between citizenship and formal education in schools, without further elaborating on this assumption. By means of a critical re-reading of key European educational policy texts referring to citizenship education, and their use of the key concepts of citizenship and education, our analysis shows how the competence-based approach to citizenship education in European educational policymaking entails tensions with its own assumptions, therefore falling short of its own proclaimed purpose of emancipating young people in Europe to become autonomous, engaged and critical democratic citizens.

Background: Both mesh and suture repair are used for the treatment of umbilical hernias, but for smaller umbilical hernias (diameter 1–4 cm) there is little evidence whether mesh repair would be beneficial. In this study we aimed to investigate whether use of a mesh was better in reducing recurrence compared with suture repair for smaller umbilical hernias. Methods: We did a randomised, double-blind, controlled multicentre trial in 12 hospitals (nine in the Netherlands, two in Germany, and one in Italy). Eligible participants were adults aged at least 18 years with a primary umbilical hernia of diameter 1–4 cm, and were randomly assigned (1:1) intraoperatively to either suture repair or mesh repair. In the first 3 years of the inclusion period, blocked randomisation (of non-specified size) was achieved by an envelope randomisation system; after this time computer-generated randomisation was introduced. Patients, investigators, and analysts were masked to the allocated treatment, and participants were stratified by hernia size (1–2 cm and >2–4 cm). At study initiation, all surgeons were invited to training sessions to ensure they used the same standardised techniques for suture repair or mesh repair. Patients underwent physical examinations at 2 weeks, and 3, 12, and 24–30 months after the operation. The primary outcome was the rate of recurrences of the umbilical hernia after 24 months assessed in the modified intention-to-treat population by physical examination and, in case of any doubt, abdominal ultrasound. This trial is registered with ClinicalTrials.gov, number NCT00789230. Findings: Between June 21, 2006, and April 16, 2014, we randomly assigned 300 patients, 150 to mesh repair and 150 to suture repair. The median follow-up was 25·1 months (IQR 15·5–33·4). After a maximum follow-up of 30 months, there were fewer recurrences in the mesh group than in the suture group (six [4%] in 146 patients vs 17 [12%] in 138 patients; 2-year actuarial estimates of recurrence 3·6% [95% CI 1·4–9·4] vs 11·4% (6·8–18·9); p=0·01, hazard ratio 0·31, 95% CI 0·12–0·80, corresponding to a number needed to treat of 12·8). The most common postoperative complications were seroma (one [

There are no clear guidelines when an additional CT scan should be obtained for the treatment of displaced intra-articular distal radius fractures (DRF). This study aimed to investigate whether surgeons can predict the usefulness of CT scans to facilitate choice of treatment plan and/or pre-operative planning for DRF. Four surgeons evaluated 51 patients with displaced DRF. The choice of treatment (operative or nonoperative) was based on conventional radiographs. Subsequently, the surgeons were asked whether they would have requested an additional CT scan to determine this treatment choice, and also whether they required a CT scan for pre-operative planning. After 4 weeks, the additional CT scan was provided and the cases were assessed again. Based on these data, we calculated the number needed to scan (NNS) and number needed to harm (NNH) for two decision models. Model 1: Only provide a CT scan if the surgeon requested one based on their judgment of the X-rays. Model 2: CT scans for all displaced intra-articular DRF. For choice of treatment, the NNS was lower for model 1 than for model 2 (2.6 vs. 4.3) and the NNH is higher for model 1 (3.1 vs. 1.3). For pre-operative planning, the NNS (1.3 vs. 1.4) and NNH (3.7 vs. 3.4) were comparable for both models. Surgeons are able to predict the usefulness of an additional CT scan for intra-articular displaced DRF for OR indication. However, for pre-operative planning the usefulness of a CT scan is much harder to predict.

Background and purpose — The reliability of conventional radiography when classifying distal radius fractures (DRF) is fair to moderate. We investigated whether reliability increases when additional computed tomography scans (CT) are used. Patients and methods — In this prospective study, we performed pre- and postreduction posterior–anterior and lateral radiographs of 51 patients presenting with a displaced DRF. The case was included when there was a (questionable) indication for surgical treatment and an additional CT was conducted within 5 days. 4 observers assessed the cases using the Frykman, Fernández, Universal, and AO classification systems. The first 2 assessments were performed using conventional radiography alone; the following 2 assessments were performed with an additional CT. We used the intraclass correlation coefficient (ICC) to evaluate reliability. The CT was used as a reference standard to determine the accuracy. Results — The intraobserver ICC for conventional radiography alone versus radiography and an additional CT was: Frykman 0.57 vs. 0.51; Fernández 0.53 vs. 0.66; Universal 0.57 vs. 0.64; AO 0.59 vs. 0.71. The interobserver ICC was: Frykman: 0.45 vs. 0.28; Fernández: 0.38 vs. 0.44; Universal: 0.32 vs. 0.43; AO: 0.46 vs. 0.40. Interpretation — The intraobserver reliability of the classification systems was fair but improved when an additional CT was used, except for the Frykman classification. The interobserver reliability ranged from poor to fair and did not improve when using an additional CT. Additional CT scanning has implications for the accuracy of scoring the fracture types, especially for simple fracture types.

Introduction: Worldwide, more than 20 million patients undergo groin hernia repair annually. The many different approaches, treatment indications and a significant array of techniques for groin hernia repair warrant guidelines to standardize care, minimize complications, and improve results. The main goal of these guidelines is to improve patient outcomes, specifically to decrease recurrence rates and reduce chronic pain, the most frequent problems following groin hernia repair. They have been endorsed by all five continental hernia societies, the International Endo Hernia Society and the European Association for Endoscopic Surgery. Methods: An expert group of international surgeons (the HerniaSurge Group) and one anesthesiologist pain expert was formed. The group consisted of members from all continents with specific experience in hernia-related research. Care was taken to include surgeons who perform different types of repair and had preferably performed research on groin hernia surgery. During the Group’s first meeting, evidence-based medicine (EBM) training occurred and 166 key questions (KQ) were formulated. EBM rules were followed in complete literature searches (including a complete search by The Dutch Cochrane database) to January 1, 2015 and to July 1, 2015 for level 1 publications. The articles were scored by teams of two or three according to Oxford, SIGN and Grade methodologies. During five 2-day meetings, results were discussed with the working group members leading to 136 statements and 88 recommendations. Recommendations were graded as “strong” (recommendations) or “weak” (suggestions) and by consensus in some cases upgraded. In the Results and summary section below, the term “should” refers to a recommendation. The AGREE II instrument was used to validate the guidelines. An external review was performed by three international experts. They recommended the guidelines with high scores. Results and summary: The risk factors for inguinal hernia (IH) include: family history, previous contra-lateral hernia, male gender, age, abnormal collagen metabolism, prostatectomy, and low body mass index. Peri-operative risk factors for recurrence include poor surgical techniques, low surgical volumes, surgical inexperience and local anesthesia. These should be considered when treating IH patients. IH diagnosis can be confirmed by physical examination alone in the vast majority of patients with appropriate signs and symptoms. Rarely, ultrasound is necessary. Less commonly still, a dynamic MRI or CT scan or herniography may be needed. The EHS classification system is suggested to stratify IH patients for tailored treatment, research and audit. Symptomatic groin hernias should be treated surgically. Asymptomatic or minimally symptomatic male IH patients may be managed with “watchful waiting” since their risk of hernia-related emergencies is low. The majority of these individuals will eventually require surgery; therefore, surgical risks and the watchful waiting strategy should be discussed with patients. Surgical treatment should be tailored to the surgeon’s expertise, patient- and hernia-related characteristics and local/national resources. Furthermore, patient health-related, life style and social factors should all influence the shared decision-making process leading up to hernia management. Mesh repair is recommended as first choice, either by an open procedure or a laparo-endoscopic repair technique. One standard repair technique for all groin hernias does not exist. It is recommended that surgeons/surgical services provide both anterior and posterior approach options. Lichtenstein and laparo-endoscopic repair are best evaluated. Many other techniques need further evaluation. Provided that resources and expertise are available, laparo-endoscopic techniques have faster recovery times, lower chronic pain risk and are cost effective. There is discussion concerning laparo-endoscopic management of potential bilateral hernias (occult hernia issue). After patient consent, during TAPP, the contra-lateral side should be inspected. This is not suggested during unilateral TEP repair. After appropriate discussions with patients concerning results tissue repair (first choice is the Shouldice technique) can be offered. Day surgery is recommended for the majority of groin hernia repair provided aftercare is organized. Surgeons should be aware of the intrinsic characteristics of the meshes they use. Use of so-called low-weight mesh may have slight short-term benefits like reduced postoperative pain and shorter convalescence, but are not associated with better longer-term outcomes like recurrence and chronic pain. Mesh selection on weight alone is not recommended. The incidence of erosion seems higher with plug versus flat mesh. It is suggested not to use plug repair techniques. The use of other implants to replace the standard flat mesh in the Lichtenstein technique is currently not recommended. In almost all cases, mesh fixation in TEP is unnecessary. In both TEP and TAPP it is recommended to fix mesh in M3 hernias (large medial) to reduce recurrence risk. Antibiotic prophylaxis in average-risk patients in low-risk environments is not recommended in open surgery. In laparo-endoscopic repair it is never recommended. Local anesthesia in open repair has many advantages, and its use is recommended provided the surgeon is experienced in this technique. General anesthesia is suggested over regional in patients aged 65 and older as it might be associated with fewer complications like myocardial infarction, pneumonia and thromboembolism. Perioperative field blocks and/or subfascial/subcutaneous infiltrations are recommended in all cases of open repair. Patients are recommended to resume normal activities without restrictions as soon as they feel comfortable. Provided expertise is available, it is suggested that women with groin hernias undergo laparo-endoscopic repair in order to decrease the risk of chronic pain and avoid missing a femoral hernia. Watchful waiting is suggested in pregnant women as groin swelling most often consists of self-limited round ligament varicosities. Timely mesh repair by a laparo-endoscopic approach is suggested for femoral hernias provided expertise is available. All complications of groin hernia management are discussed in an extensive chapter on the topic. Overall, the incidence of clinically significant chronic pain is in the 10–12% range, decreasing over time. Debilitating chronic pain affecting normal daily activities or work ranges from 0.5 to 6%. Chronic postoperative inguinal pain (CPIP) is defined as bothersome moderate pain impacting daily activities lasting at least 3 months postoperatively and decreasing over time. CPIP risk factors include: young age, female gender, high preoperative pain, early high postoperative pain, recurrent hernia and open repair. For CPIP the focus should be on nerve recognition in open surgery and, in selected cases, prophylactic pragmatic nerve resection (planned resection is not suggested). It is suggested that CPIP management be performed by multi-disciplinary teams. It is also suggested that CPIP be managed by a combination of pharmacological and interventional measures and, if this is unsuccessful, followed by, in selected cases (triple) neurectomy and (in selected cases) mesh removal. For recurrent hernia after anterior repair, posterior repair is recommended. If recurrence occurs after a posterior repair, an anterior repair is recommended. After a failed anterior and posterior approach, management by a specialist hernia surgeon is recommended. Risk factors for hernia incarceration/strangulation include: female gender, femoral hernia and a history of hospitalization related to groin hernia. It is suggested that treatment of emergencies be tailored according to patient- and hernia-related factors, local expertise and resources. Learning curves vary between different techniques. Probably about 100 supervised laparo-endoscopic repairs are needed to achieve the same results as open mesh surgery like Lichtenstein. It is suggested that case load per surgeon is more important than center volume. It is recommended that minimum requirements be developed to certify individuals as expert hernia surgeon. The same is true for the designation “Hernia Center”. From a cost-effectiveness perspective, day-case laparoscopic IH repair with minimal use of disposables is recommended. The development and implementation of national groin hernia registries in every country (or region, in the case of small country populations) is suggested. They should include patient follow-up data and account for local healthcare structures. A dissemination and implementation plan of the guidelines will be developed by global (HerniaSurge), regional (international societies) and local (national chapters) initiatives through internet websites, social media and smartphone apps. An overarching plan to improve access to safe IH surgery in low-resource settings (LRSs) is needed. It is suggested that this plan contains simple guidelines and a sustainability strategy, independent of international aid. It is suggested that in LRSs the focus be on performing high-volume Lichtenstein repair under local anesthesia using low-cost mesh. Three chapters discuss future research, guidelines for general practitioners and guidelines for patients. Conclusions: The HerniaSurge Group has developed these extensive and inclusive guidelines for the management of adult groin hernia patients. It is hoped that they will lead to better outcomes for groin hernia patients wherever they live. More knowledge, better training, national audit and specialization in groin hernia management will standardize care for these patients, lead to more effective and efficient healthcare and provide direction for future research.

Objectives Current studies on the additional benefit of using computed tomography (CT) in order to evaluate the surgeons’ agreement on treatment plans for fracture are inconsistent. This inconsistency can be explained by a methodological phenomenon called ‘spectrum bias’, defined as the bias inherent when investigators choose a population lacking therapeutic uncertainty for evaluation. The aim of the study is to determine the influence of spectrum bias on the intra-observer agreement of treatment plans for fractures of the distal radius. Methods Four surgeons evaluated 51 patients with displaced fractures of the distal radius at four time points: T1 and T2: conventional radiographs; T3 and T4: radiographs and additional CT scan (radiograph and CT). Choice of treatment plan (operative or non-operative) and therapeutic certainty (five-point scale: very uncertain to very certain) were rated. To determine the influence of spectrum bias, the intra-observer agreement was analysed, using Kappa statistics, for each degree of therapeutic certainty. Results In cases with high therapeutic certainty, intra-observer agreement based on radiograph was almost perfect (0.86 to 0.90), but decreased to moderate based on a radiograph and CT (0.47 to 0.60). In cases with high therapeutic uncertainty, intra-observer agreement was slight at best (-0.12 to 0.19), but increased to moderate based on the radiograph and CT (0.56 to 0.57). Conclusion Spectrum bias influenced the outcome of this agreement study on treatment plans. An additional CT scan improves the intra-observer agreement on treatment plans for a fracture of the distal radius only when there is therapeutic uncertainty. Reporting and analysing intra-observer agreement based on the surgeon’s level of certainty is an appropriate method to minimise spectrum bias. Cite this article: Bone Joint Res 2015;4:190–194.

Over the last few years, different sociomaterial research orientations have emerged. In this article, we argue that most of these orientations are relying on a relational mode of thinking, that is, a way of conceiving of educational practices in terms of the relations between the different actors present in these particular practices. In doing so, these various sociomaterial studies share many of their theoretical assumptions with social topology, an approach inspired by the mathematical field of topology. In educational research, however, this connection between sociomaterial and sociotopological accounts is not commonly made. Therefore, this article calls for a more intricate interweaving of topological thinking with better-known sociomaterial approaches. Furthermore, we assert that using visualisations might play a crucial role in this respect. To that effect, we introduce the Foucauldian and Deleuzian notion of the diagram. This notion of the diagram, as the technique that brings the orders of...

Central to this article is a case study of one particular governmental instrument in Flanders, the educational magazine ‘Klasse voor Ouders’ (‘Klasse for Parents’). This popular magazine aims to provide information for and communication with parents as one of the target groups in the educational field. Despite the claimed formal and neutral character, in this study, we assume that ‘Klasse voor Ouders’ plays a larger role by contributing to the (re-)organisation of the public debate. We suggest that through the ‘order of discourse’ and thus, through what is said and written, an educational reality is created in which parents and the government are ‘positioned’ and are asked to reflect on themselves and to act in a well-defined way. By means of a critical discourse analysis in line with Fairclough, we illustrate how parents are understood as having a continuous ‘drive’ for improving the quality of their own parenting practice while the government is positioned as in charge of and in control for creating a kind of ‘parental learning community’. peerreview_statement: The publishing and review policy for this title is described in its Aims & Scope. aims_and_scope_url: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=tedp20 ispartof: Journal of Education Policy vol:29 issue:6 pages:785-803 status: published

In this article, the focus is on educational governing in the making. Drawing on conceptual underpinnings of socio-technical approaches, this implies an interest both on the way in which a sound knowledge base for policy measures is created, as on the distribution of that knowledge through publically available instruments. Governing by evidence only is possible when it relies on concrete instruments, such as feedback reports, publically consultable audits and examples of good practice. Since knowledge-related practices increasingly make use of online tools where knowledge is accessible for each and all, three websites are analysed in a particular way to describe the making of evidence. First, considered as active devices, the websites are analysed as essential components of the governing by evidence: by publishing specific data and information in a particular way, they come to constitute what comes to count as evidence and the way in which it comes to count. By addressing their visitors in a particular way, moreover, they constitute for whom it comes to count as evidence. As such, we argue, it becomes visible that digital spaces of evidence actually make schools real, and, at once, that there are different modes for schools to exist. peerreview_statement: The publishing and review policy for this title is described in its Aims & Scope. aims_and_scope_url: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=tedp20 ispartof: Journal of Education Policy vol:29 issue:5 pages:617-639 status: published

The ascendancy of neoliberal modes of governing has caused a shift in accountability practices in the public sector, including in the field of education. This shift can be observed in the accountability regimes introduced into education systems around the world. They reflect a strong focus on quality assurance/control and efficiency in order for countries to be able to survive in a global competitive environment. Increasingly operating in a global context, Ecuador also engaged in a series of policy initiatives to restructure accountability in its educational system. Based on a critical analysis of recent accountability policies in Ecuadorian education, this article determines the regime ofaccountability that is promoted in Ecuador today and discusses the emerging tensions ispartof: Policy Futures in Education vol:11 issue:1 pages:1-12 status: published

Nowadays, the cell phone is omnipresent in our society, certainly amongst youngsters. Its presence, and the possibility to be in constant touch, have some profound consequences on our experience (of our selves, of others and the world) and self-understanding. It is important for educators and scholars in the field of education to understand such consequences and develop an awareness of how students relate to the world they inhabit. Starting from the observation that people often want to know the position of the party they call, this explorative study reports on an analysis of text messages of 10 participants and tries to couple this and related questions heuristically to an environmental self-understanding, wherein a particular environmental kind of positioning becomes a major need and/or obsession. Results point to a particular potential dealing with the present and the future. ispartof: International Journal of Qualitative Studies in Education vol:25 issue:6 pages:705-722 status: published

During the last two decades, professional standards describing competencies for teaching staff have emerged in nation states all around the world. This article reports on a pilot-study that applies a sociotechnological ‘lens’ to examine this standardisation process in educational policy. In line with ethnographic analyses drawing on science and technology studies and actor-network theory, the authors present a case study of teacher education in Flanders to demonstrate empirically how professional standards for teachers are being translated in (material) reality. First, we show where the Flemish professional profile and the core competencies of the teacher are being inscribed in teacher education. Second, we register how they gather an assembly of people, documents, procedures, instruments, etc. into specific types of stable and self-evident practice, and, third, we describe who and what is therefore set in motion. By displaying where the core competencies of the teacher function as ‘obligatory points of p...

This book collects studies with a ‘critical education policy orientation’, and presents itself as a handbook of matters of public concern. The term ‘critical’ does not refer to the adoption of a particular theoretical framework or methodology, but rather it refers to a very specific ethos or way of relating to the present and the belief that the future should not be the repetition of the past. This implies a concern about what is happening in our societies today and what could or should be happening in the future. As a consequence, the contributors to the book rely on a general notion of public policy that takes on board processes, practices, and discourses at a variety of levels, in diverse governmental and non-governmental contexts, and considers the relation of policy to power, to politics and to social regulation. Following the detailed introduction that aims at picturing the landscape of studies with a ‘critical education policy orientation’, the book presents re-readings of six policy challenges; globalization, knowledge society, lifelong learning, equality/democracy/social inclusion, accountability/control/efficiency and teacher professionalism. It seeks to contextualise these in relation to issues of current global concern at the start of the 21st century. Despite the diversity of approaches, this collection of critical education policy studies shares a concern with what could be called ‘the public, and its education,’ and represents a snapshot of education policy research at a particular time.

A classification for primary and incisional abdominal wall hernias is needed to allow comparison of publications and future studies on these hernias. It is important to know whether the populations described in different studies are comparable., Comparative Study, Consensus Development Conference, Journal Article, Review, SCOPUS: ar.j, info:eu-repo/semantics/published

Although universities are asked to play a role in the European knowledge society, the precise scope and meaning of this role is still under discussion. A major issue in this debate is the trend to adapt universities to economic needs and demands of society. In view of taking a critical stance against a one-sided economic interpretation of activities and functions of universities, their so-called “public” role is increasingly stressed in the debate as a crucial responsibility of universities that should not be marginalized and therefore deserves our attention. In this paper, which is the introduction to a special issue on the public role of the university, we want to stress the importance of addressing the question of “the role of universities in the Europe of knowledge” in an open way and thus, without prejudices against or in favour of possible answers. It is our contention that a critical view of what is happening in universities today cannot simply rely on authoritative ideas or principles that are vaguely reminiscent of our university traditions. Consequently, this introductory paper pleas for a firmer argumentative and a richer empirical basis that takes account of the fact that our background (horizon) has thoroughly changed in comparison to traditions that still implicitly inform our judgement of what universities can do, should do or should not do. Finally, we will discuss the way in which the articles collected in this issue are intended stimulating and supporting the debate on the public role of the university in Europe.

Electronic media and the participation of researchers in public debate Table of contens: - The participation of researchers in public debate - Brussels Studies, free access to urban studies - Conclusion: electronic publications, limits and opportunities