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Introduction. The emergence of social, political and economic processes in the modern world leads to the development of innovative educational technologies, among which the researchers’ attention is drawn to a professional brand-building foresight technology. The professional brand-building foresight technology is a system of principles, methods and techniques for expert analysis of current achievements of students, young professionals and anyone who seeks self-improvement. Moreover, this training technology includes the development of programmes to optimise the professional and personal self-development of an individual in terms of his/her possible career growth.The aim of the current research was to justify the professional brand-building foresight technology developed by the authors, and to check the effectiveness of its application in the formation of brand-building and foresight competencies in a future specialist in the educational process of higher education.Methodology and research methods. The theoretical and methodological strategy in the study is a competency-based approach, which contributes to the formation of brand-building and foresight competencies. The conceptual provisions of the foresight approach, implemented in a complex of brand-forming tools of a single foresight trajectory in order to model and design a professional brand in relation to the strategic goals of a future specialist, became a practice-oriented research tactic. The authors used the following general scientific and specific scientific methods: questionnaire survey based on random systematic (mechanical) sampling, in-depth interview, expert survey, document analysis, self-assessment of readiness for personal brand-building.Results. The authors presented the professional brand-building foresight technology, the essence of which lies in the design of a professional brand and future career path. Its structure includes four programmes: self-marketing, personal branding, brand-building case and a road map to success. As a result of training, brand-building and foresight competencies are developed. The approbation experiment demonstrated that without special brand-building and foresight training of students, these competencies are formed spontaneously. Based on the results of the conducted surveys, the authors analysed the level of formation of brand-building and foresight competencies and the interest in the technology of personal brand-building as a factor of career self-development. A survey of university graduates revealed the dependence of employment on special teaching methods and the professional brand-building foresight technology. The interviews held with Russian and Latvian teachers determined the effectiveness of this technology. The study of the employers’ opinions showed the reasons that hinder the successful employment of young specialists. In addition, the authors revealed a lack of knowledge and a non-systematic limited nature of teaching these competencies in universities.Scientific novelty lies in the replenishment of interdisciplinary (at the intersection of pedagogy, brand building, forecasting, professional studies) scientific knowledge about foresight methodology. The emphasis is on the innovativeness of the professional brand-building foresight technology, which contributes to the competitiveness of university graduates and increases their chances of professional success.Practical significance. The results of the research can be useful for developing ideas about brand-building and foresight competencies development, personal brand-building, professional brand-building foresighting. The research materials can be employed by students and teachers of higher education institutions, heads of educational systems in the organisation of the educational process, as well as by various specialists and practitioners.

Dilhara Karunaratne,1 Nisal Karunaratne,2 Jade Wilmot,3 Tim Vincent,2 Juliet Wright,2 Nadia Mahmood,4 Alice Tang,5 Amir H Sam,5 Malcolm Reed,2 David Howlett1 1Eastbourne District General Hospital, Eastbourne, BN21 2UD, UK; 2Brighton and Sussex Medical School, Brighton, BN1 9PX, UK; 3Warwick Medical School, Coventry, CV4 7HL, UK; 4Royal Sussex County Hospital, Brighton, BN2 5BE, UK; 5Imperial College London, Charing Cross Campus, London, W6 8RP, UKCorrespondence: Dilhara KarunaratneEastbourne District General Hospital, King’s Drive, Eastbourne, BN21 2UD, UKTel +44 300 151 4500Fax +44 1323 43579Email diliekaru@yahoo.co.ukAbstract: This paper describes the development and use of the bespoke digital learning resource CAPSULE (Clinical and Professional Studies Unique Learning Environment) which was launched UK wide in May 2020 to facilitate the delivery of core learning content for UK medical students during the COVID-19 pandemic. CAPSULE is a digital learning resource comprising case-based scenarios and multiple-choice questions, encompassing all undergraduate medical specialities and supported by a pan-speciality editorial board. Following the COVID-19 pandemic lockdown and loss of face-to-face learning opportunities, CAPSULE was made available to all UK medical schools in May 2020. Following a global content review and edit and UK wide rollout, over 41,000 medical students and 3200 faculty registered as users. Approximately 1.5 million cases were completed in the first 12 months of use by up to 4500 distinct monthly users. Feedback from both students and faculty has been highly positive. CAPSULE continues to be used within UK medical schools and has allowed an entire cohort of medical students to access core curriculum content and progress their studies during the COVID-19 pandemic. Future directions may include further integration into UK medical school curricula, enhancement of platform functionality and potential expansion on an international scale.Keywords: CAPSULE, COVID-19, digital learning platform, UK medical school

This paper investigates the relationship that exists in the linguistic gyration of the annual speeches delivered by Otumfo Osei Tutu and Osagyefo Amoatia Ofori Panyin, who are both paramount Ghanaian royal chiefs of the Ashanti Kingdom and the Akyem Abuakwa Kingdom respectively. Although these prominent chiefs have delivered several speeches on several times and occasions and at different places and settings, this study paid particular attention to and selected only speeches that they delivered in academic environments, specifically, in universities in Ghana. These annual speeches used for the study were therefore those that were delivered at the University of Professional Studies and University of Education, Winneba campuses respectively. The analysis of the data was done based on the Hallidayan's Systemic Functional Linguistic approach. The analysis reveals the incorporation of the ideology and power in the language of the royal speeches of the two paramount chiefs in Ghana and its influence on the university administrations and communities. Subsequently, the modality meta-function showed that the chiefs selected modal verbs to affirm and fulfill the tasks given them. From the data, it is evident that the traditional rulers can use language to communicate their strength, capabilities on the political administration and education spheres on the university communities.

Work-based learning (WBL) is a pedagogy focused on learning through work, and has been described as an emergent “transdisciplinary” mode of study. Professional Studies is a name given to practice-b...

The Galapagos National Park is one of the most famous tourist attractions in Ecuador and an icon of the country. In 2018, the Galapagos Islands received 275,817 tourists, representing a 14% growth ...

El siguiente artículo realiza un abordaje exploratorio del derecho a la educación inclusiva de las personas con discapacidad motora que se encuentran transitando la formación docente de educación física. Para eso se propuso como objetivo general: conocer los modos y procedimientos que llevan adelante las instituciones de educación superior -ubicadas geográficamente en la Ciudad Autónoma de Buenos Aires y la Provincia de Buenos Aires- que dictan carreras de profesorado en Educación Física- para incluir a las personas con discapacidad que eligen la carrera docente. Metodológicamente, se utilizó la entrevista semi-estructurada y como mecanismo de recolección de datos, se entrevistaron a directivos docentes y estudiantes de distintas instituciones de educación superior, como así también, se utilizaron distintos documentos que contenían referencias explicitas a educación inclusiva o a personas con discapacidad. En relación con los resultados encontrados puede decirse que, si bien lo hallado se encuentra en consonancia con la falta de cumplimiento del derecho a la educación inclusiva de las personas con discapacidad en términos generales, la docencia, la representación que tiene del ser docente y la certificación de los estudios profesionales se evidencian como un inconveniente a la hora de dar cumplimiento al derecho a la educación inclusiva, no solo en el campo específico de la educación física sino en la docencia en general.

Purpose Creating an extraordinary and memorable customer experience is the goal of every company seeking to be a market leader. This amplifies the need for customer experience management (CEM), particularly in customer-centric industries. Despite the indispensable importance of CEM, studies conducted within this area have been scattered and no agreement has been reached upon its stages. Therefore, this paper aims to identify the main stages and steps for effective and efficient CEM in the hotel industry. Design/methodology/approach Considering the variety of approaches in the literature and also the need to explain CEM stages in the hotel industry, a systematic literature review (SLR) has been picked as the first research methodology. It entailed a systematic review of 116 academic and professional studies. Then, the framework was completed by interviewing 19 experts. Findings With SLR and complementary interviews, this study obtains a four-stage framework for CEM in the hotel industry, each comprising necessary steps. These four stages are customer identification, customer experience design, customer experience implementation and customer experience measurement, which are all executed through organizational factors such as culture, structure, leadership, human resources and technology. Research limitations/implications This study identifies CEM stages in the hotel industry via SLR and interviews. Due to dispersion in customer experience studies, the need for research on CEM in another service- and customer-based industries is apparent. Practical implications The suggested framework can help hotel managers enhance the management of their customers’ experience and deliver a superior and memorable experience. Originality/value The current study aims to add value to the literature by presenting a framework of CEM in the hotel industry. Through a systematic literature review and interviewing experts, a framework of CEM stages and steps was identified. The proposed framework allows for improving future CEM studies.

This paper described the perceived level of research capability of secondary school Science teachers in the basic education whereas a descriptive-correlational design was employed to determine the extent of relationship between research capability and profile of the 76 Science teachers from the Schools Division of Pampanga. A Re-search Capability Self-Assessment Scale Abrazado & Coronel (2016) was adopted to identify the level of research capability of the respondents, also a checklist was developed to identify the problems encountered by on their research undertakings. Most of the Science teachers did not yet pursue higher professional studies. Majority did not have the opportunity to attend research trainings; regarded with low research productivity. Science teachers had moderate research capability. Science teachers’ research capability had low level relationship with their profile in terms of educational attainment, research trainings and seminars attended, and research output. Lack of time, research trainings and research skills were the problems encountered. A sustainable research development program will aid Science teachers to develop and enhance their research capability.

Introduction: This article addresses the provision of rehabilitation services for torture victims with a refugee background in Norway. It engages the topic from the outset of relevant rehabilitation rights and duties, presenting the organisation of rehabilitation services within the Norwegian health care system, and exploring the challenges and opportunities professionals see and experience as they seek to provide adequate treatment and rehabilitation for torture victims. Methods and material: The article is based on qualitative interviews with 46 experts and practitioners that contribute to or otherwise focus on treatment and rehabilitation for torture victims in Norway, conducted between March and August 2019. Findings and discussion: Rehabilitation services for torture victims in Norway are fragmented, and the resulting practice is highly person dependent. Public services are characterised by insufficient knowledge about torture injuries and rehabilitation and a generalised lack of familiarity with international protocols for identification and documentation of torture. Moreover, the quality of rehabilitation services suffers from a lack of coordination and inclusion of actors that can contribute to comprehensive rehabilitation processes. Conclusion: Individuals with a refugee background are far from guaranteed adequate rehabilitation for torture-related injuries in Norway. Rehabilitation services suffer from the absence of a systematic approach to identification and documentation, and an unclear division of responsibilities. Three recommendations are proposed in order to ensure minimum standards in rehabilitation services for this group: 1) developing and implementing a national plan of action on torture rehabilitation; 2) knowledge and capacity-building within relevant educational programmes, the national health services and other relevant public sector services; and 3) strengthening and institutionalising interdisciplinary communities of practice with specialised expertise on the topic at all relevant levels.

The hope of revitalizing school education is driven towards the professional and personal growth of the teacher. The professional preparation of teachers has been recognized to be crucial for the qualitative improvement of education (Kothari Commission, 1964-66). The emphasis in the teacher education programme should be on enabling the trainees to acquire the ability for self-learning and independent thinking. Teachers should have possession of professional knowledge and professional status. Teachers are expected to carry out their professional tasks in accordance with their judgment, without bias. Consistent with the objectives, content, pedagogy and assessment for different stages of the curriculum, the teachers must be oriented and should be constant learners. In this paper, three dimensions of learning are emphasised on the part of professional teachers 1) Cognitive Learning 2) Emotional Learning and 3) Situational Learning. It is understood that in order to strengthen professionalism, the teachers must be allowed for expertise to be shared with a wide range of teachers through conferences. The teacher must be resourceful and practitioner of teaching and learning. Thus, professional learning is practical in character.

Self-assessment of quality of students life gives a feedback information on perception of physical health, psychological state of being, social relations, environment as well as of general quality of life. Aim research is to assess quality of life of students of vocational college school, and then to cross-examine with social demography of students sample. Methodology: Sample consists of 50 students of higher medical school of vocational studies "Medika" in Belgrade, Loznica, Krusevac and Vrbas. Questionnaire of social and demographical characteristics and Questionnaire on quality of life of World Health Organization (WHOQOL-BREF) have been used. Statistical interpretation of results uses descriptive statistics, Kolmogorov-Smirnov test, interquartile range, Kruskal-Wallis H test and Mann-Whitney test. Results indicate a relatively high quality of students life. Significant difference has been established between students of the first and second year of studies, in domain of general life quality and psychological state (p

This paper gives a brief theoretical review of conceptual metaphors with special reference to the metaphors in scientific discourse because they are present in engineering and scientific texts. The author tried to use the theoretical framework of conceptual metaphors to detect and identify metaphors and mappings in the corpus consisting of engineering texts in English. The texts were selected according to the needs of students at the Academy of Professional Studies Šumadija, Department in Trstenik. A few bilingual and online dictionaries in the field of science and technology were also used. Although the corpus under consideration is rather small in comparison with other corpora containing millions of words, a considerable number of metaphorical expressions were discovered. All these expressions were grouped and analysed in order to establish conceptual mappings and metaphors. The results show that most of these conceptual metaphors have an anthropocentric quality in common (e.g. MACHINE PARTS ARE PARTS OF THE BODY, PARTS OF A MACHINE TOOL ARE PARTS OF THE BODY, A MATERIAL FEATURE IS A BODY FEATURE, A MACHINE FEATURE IS A HUMAN FEATURE). The paper also aims to apply these findings in the classroom activities. This can be achieved by raising metaphoric awareness of students learning engineering English. If students’ attention is explicitly drawn to the relations between the source and target domain, language learning can be facilitated. Thus, the study of metaphors can become a significant tool in the classroom in order to help students learn both technical and academic vocabulary and comprehend engineering texts written in English. Language acquisition may be higher if pedagogical potential of conceptual metaphors is used.

In the 21 st century, generic methods and synergetic learning have been widely embraced in the areas of pedagogical and professional studies. It is crucial, especially in school-activity environments that involve technology and digital knowledge. Those who are capable of studying in teams and who promote ‘collective intelligence’ are likely to become influential and inspiring students and teachers. By understanding aligned visions from different viewpoints, students and teachers can maximize their efforts and talents. The idea of collective teacher efficacy (CTE) positively affects student outcomes and therefore is an essential tool in teacher training and practices. We live in the ongoing dynamics of integrated diverse thoughts, methods, disciplines, and activities. To create a better ecology for qualitative existence, numerous scholars and teachers, seek to devise necessary changes in education and social initiatives. In a world split by regimes and values, dealing with conflictual dilemmas is inevitable: preserving classical methods on the one hand, and encouraging innovative attitudes on the other. These contradictory approaches raise critical didactical questions about training future teachers and educators without prejudicing their fundamental essence. This article presents a three-years research of a group of students, at the Kibbutzim College of Education, Tel Aviv, who were trained to become professional teachers in the humanities, and their pedagogical eco-systems. It discusses some dilemmas about progressive school methods and focuses on some of the advantages and disadvantages of the generical attitudes in their practical work, regarding the gap between their first year of studying and the first year of teaching. https://doi.org/10.26803/ijlter.19.8.1

Transformative sustainability education (TSE) is an uncommon pedagogical practice in higher education, even though it has a positive impact on student learning and behavioral change. This qualitative case study explored 20 Israeli graduate students' understanding of the social-ecological systems through the analysis of reflections, interviews, and observations. The findings reported that these graduate students displayed a deep understanding of the social-ecological systems when TSE was applied in a higher education course. As such, TSE contributed to these graduate students' knowledge construction along with encouraging their pro-environmental action. We concluded that teacher professional training, especially in higher education, should emphasize knowledge construction as a key for action, as part of TSE, in creating relational change at ontological and epistemological levels

Through the life experience of two women who studied the career in normal education and, afterwards, the technical career in social work, we expose the appropriation process of knowledge and its application that the women made during their profesional career - throughout the decade of the 1970s. This study is located in Guadalajara, between the decades of the 60s and the 70s, a time in which the two women carried out their professional studies and undertook work experiences where they applied the knowledge they learned. Here, we examine both the appropriation process that the women lived in the educational space, and the application of knowledge they made through their professional activities carried out at the Mexican Social Security Institute. This essay is elaborated with information from two life histories of graduates of the social work career, as well as from information of the Historical Archive of the University of Guadalajara.

Ontario Premier Doug Ford and US President Donald Trump have something in common: both recently issued directives to colleges and universities intended to promote free speech on campus. Premier Ford’s came first. In August 2018, shortly after winning the provincial election, Ford required all colleges and universities in the province to devise policies upholding free speech on their campuses in line with a minimum standard prescribed by his government. The policies were to be in place no later than January 1, 2019. Failure to comply would result in a reduction of operating grant funding from the province. President Trump’s executive order concerning “free inquiry” on American campuses was issued in March 2019. The order states that it is the policy of the federal government to encourage institutions of higher learning “to foster environments that promote open, intellectually engaging, and diverse debate, including through compliance with the First Amendment for public institutions and compliance with stated institutional policies regarding freedom of speech for private institutions.”1 Colleges and universities that fail to do so are threatened with the loss of federal research and education grants. * Associate Professor, Department of Politics, Faculty of Liberal Arts and Professional Studies, York University where he teaches political theory.1 Andy Thomason, “Here’s What Trump’s Executive Order on Free Speech Says”, The Chronicle of Higher Education (21 March 2019), online: . An executive order is a directive issued by the President of the United States in his capacity as head of the executive branch and has the force of law. Trump’s executive order on campus free speech is reproduced in its entirety online.

The analysis of theoretical and experimental labours allowed to define professional consciousness of psychologist-beginner as intersystem cooperation of three fine-tuning: cognitive, highly emotional and behavioral. Every fine-tuning of professional consciousness has specific descriptions that stipulate self-development and self-actualization personalities in professional activity. Becoming of professional consciousness of psychologist-beginner in the period of his adaptation to professional activity is a process in basis of that there is a removal of contradiction in the system «a man is a profession». The table of contents of this process is a decision of situation of difficulties with the high level of vagueness in professional activity due to the processes of reflection, that provide: actualization of structures of «I» at included in the situation of difficulty; exhausting of actualizated stereotypes of experience and templates of actions is in the situation of difficulty; discredit of stereotypes, templates in the context of the contradictions educed by a subject; opening of new principles of the structural overcoming of these contradictions with further by their practical realization. The result of this process is new formation: in the field of cognitive professional consciousness is realization of the valued orientations within the limits of profession, reasons and aims, objects, methods, facilities, knowledge, abilities, skills from the achievement of aims of professional activity, including to the role-play structure of professional group, acceptance of itself as a representative of this professional group, becoming of method of professional self-realization self-perfection, self-regulations; in a highly emotional sphere is a change of self-attitude to itself as to the representative of this professional group; in behavioral is satisfaction by a soba and by own professional activity.Becoming of professional consciousness is examined from the moment of establishment of relation a «man is a certain profession» at emotionally-valued level at forming of professional intentions and correlation of them with ideas about own possibilities. In the period of professional studies an operating-room, motivational, semantic components of professional activity, is formed. In contradiction with them enter the emotionally saturated character of profession and requirement to the profession, that normatively limit personality. After completion studies professional consciousness is the ideal model of relation of man to the profession. In an adaptation period leading contradiction is a collision of ideal and real models of professional activity. Basic psychological terms, that provide becoming of professional consciousness of psychologist-beginner, are: situations of difficulty in professional activity, in basis of that is a vagueness in an operating-room (incompetence, absence of experience), motivational (unwillingness to operate) and semantic (loss or absence of prospect) spheres; a choice of methods of removal of internal conflict is in the situations of difficulty; an estimation of own achievements is in professional activity; measure of rigidity of I-conception; readiness is to caмoзмiн, professional self-perfection and sekf-development.

En este trabajo de corte histórico, se revisa y analiza la vida y obra de Belén Salvatierra, una de las psicólogas más destacadas del país. Su vida familiar, su formación profesional y su activa producción académica son nuestro objeto de estudio, dado que no existen trabajos previos que aborden las contribuciones que ha hecho a la psicología peruana. Se revisan sus libros, ponencias y artículos de investigación; así como su gestión como Decana de la Facultad de Psicología y Relaciones Industriales y Públicas que fortaleció la profesionalización de la carrera en Arequipa. También se revisan sus líneas de investigación en familia, neuropsicología y salud ocupacional.

In the article an author exposes basic principles of professional self-determination of students in the process of their professional training: grounds actuality of the outlined problem and basic tasks of this process; determines major descriptions (activity, capacity for an independent choice, proper level of responsibility); distinguishes the row of constituents : process, subject, limits in relation to that there is self-determination; outlines the different aspects of activity, through that self-determination (normative, real, psychological) comes true; distinguishes the stages of professional self-determination of specialist (forming of professional intentions, professional studies, professional adaptation, partial or complete self-realization of personality in the profession), each of that is characterized by own tasks to development. Professional self-determination is a leading form of professional activity at a certain level of professionalism, becoming a characteristic of his personality. The guiding values of the subject of pedagogical activity begin to fulfill the function of the ultimate foundation of the choice of those subjects, means and methods that form the holistic activity. The self-development of a specialist stimulates the transformation of professional activity, which is one of the driving forces of the future teacher's personality development, his further self-determination in the professional plan. An author asserts that professional self-determination is a becoming aspect as a specialist and his socialization, in the process of that a future specialist acquires readiness to independent, creative professional activity on the basis of realization and subjective correlation of public requirements with own potential and present capabilities, the complex of internal terms, as a result he acquires ability to the independent acceptance of decisions in relation to important professional aims, that make sense both for to the subject, and for society. An author proves that the marked description of personality is specific characteristics, and its forming is fundamental principle and mortgage of the productivity of the further professional development of future specialist.

All over the world, accounting students have the burden of scholarship and professional studies in order to become future accountants. A way to cope with this demand is to use the ubiquitous social media. This study examined the demographic differentials in the students' awareness and usage of social media as online pedagogical tools. Purposely selected for the study were accounting students of Covenant University, ranked number one in West Africa by the 2019 Times Higher Education. The university enrols its accounting undergraduates for external professional examinations additionally to four years of a degree course. A quantitative methodology using a survey technique afforded the application of a questionnaire instrument in the study. The Scientific Package of Social Sciences was used to analyse the data gathered from 294 students of accounting across gender, age and levels of studentship. Results point out that accounting students are aware of the educational value of social media outlets. However, in practice, online platforms are lowly used for learning purposes. While students mostly subscribe to Instagram, YouTube is the most valuable media for learning. More than gender and level of studentship, influence both awareness and usage of social media for undergraduates' online learning. The study concludes that socio-pragmatic considerations rather than epistemic consciousness determine students' social media affiliations and usage. Resulting recommendations are: that international researches should study the applicability of social media as online learning apparatuses. Also; educational administrators should rethink social media as online pedagogical tools.

Purpose The purpose of this paper is to explore the scientific nature of work-based learning (WBL) and research as operationalized in Professional Studies by examining first principles of scientific inquiry. Design/methodology/approach This paper introduces a Professional Studies program as it has been implemented at University of Southern Queensland in Australia and examines it from the perspective of five first principles of scientific inquiry: systematic exploration and reporting, use of models, objectivity, testability and applicability. The authors do so not to privilege the meritorious qualities of science or to legitimise WBL or its example in Professional Studies by conferring on them the status of science, but to highlight their systematised approach to learning and research. Findings If the authors define Professional Studies to mean the systematic inquiry of work-based people, processes and phenomena, evidence affirmatively suggests that it is scientific “in nature”. Originality/value WBL has been well documented, but its orientation to research, particularly mixed methods (MM) research through Professional Studies, and its adherence to first principles of science have never been explored; this paper begins to uncover the value of work-based pedagogical approaches to learning and research.

This article describes a qualitative study designed to explore both how community practice social workers identify professionally and to examine their view towards professional regulation. Thirty-five MSW-level social workers in a large metropolitan region who self-identified as community practice social worker participated in in-depth interviews. The respondents shared their views regarding professional identification as social workers and the impact of professional identity on their work as community practitioners. Approximately half of the respondents indicated that they only sometimes or never identify as a social worker. The respondents were generally critical of the licensing burden placed upon them as community practice social workers.

This study explored students’ motivations in seeking admission to qualify as professional psychologists. Utilising a multiple-case study approach, we interviewed seven participants with a record of...

Purpose The purpose of this paper is to explore the work-based learning (WBL) ethos of a professional studies doctoral program, a higher degree by research program implemented in Australia. Design/methodology/approach This is a preliminary case study of one higher degree by research program and two doctoral candidates participating in the program to explore the ethos and outcomes of the program. Findings The program has sought to develop a different type of higher education ethos, one characterized by an open-door communications policy, a critical friend philosophy, an emphasis on teamwork, pro tem supervision and a new model for doctoral supervision, self-designed work-based projects, self-directed research programs and the development of professional identity. Originality/value The characteristics and contributions of WBL programs at the doctoral level have been well documented in the academic literature, but the unique ethos, if there is one, of such programs has yet to be fully examined. This study goes some of the way to answering the question of whether such programs have a unique ethos and if so what are its features and how might it contribute to student development.

A student's mindset influences their achievement and response to challenge, with a ‘fixed mindset’ encouraging disengagement from challenging tasks and avoidance of learning and feedback opportunities. These behaviours resemble those reported for professional and non‐clinical curriculum areas, which are important for employability and resilience in veterinary practice. Students with a ‘growth mindset’ to learning are more persistent when faced with challenges and actively seek more demanding tasks. They also demonstrate higher levels of psychological well‐being. The objectives of this study were to explore whether variation in veterinary students’ mindset to learning exists across different curriculum areas, and to identify whether students’ backgrounds influence their learning mindset. The mindsets of veterinary students at a UK veterinary school were measured using an adapted version of the Implicit Theories of Intelligence Scale. The survey was constructed to compare mindset in clinical reasoning, professional reasoning (incorporating ethics and critical thinking), communication skills and reflection. More students demonstrated a growth mindset to communication skills (59%), reflection (84%) and clinical reasoning (83%) than to professional reasoning (34%). There were more students with a fixed mindset to professional reasoning (10%) than in other areas (0–5%). Students’ background (international or non‐traditional university access) did not appear to influence mindset to learning. Disengagement from professional studies curricula may be a consequence of students lacking a growth mindset in professional reasoning. Curriculum interventions that encourage engagement and the development of a growth mindset to learning non‐clinical competences may be beneficial., Mindset to learning is important for an individual's persistence when challenged, their learning and their psychological well‐being. Domain‐specific mindset variation may contribute to students disengaging from certain curriculum areas, notably professional and non‐clinical studies which are important for employability and resilience. The study explored mindset variation in students across different areas of the veterinary curriculum. Growth mindset was lower, and fixed mindset higher, in professional studies compared to other areas, which may contribute to students’ disengagement in this area.

In the small, idyllic German Evangelical Cemeteryin Prague-Strašnice, a simple tombstone stands in the back row of graves, dedicated to the memory of “Dr. Heinrich Rauchberg, Professor at the German University in Prague, 1860–1938” and his wife Freia (1874–1939) (see Figures 1 and 2). When the Viennese-born demographer passed away, he left behind him an impressive professional career in the Habsburg monarchy and later in Czechoslovakia: he published a massive body of professional studies in population statistics and was an important figure at the German University in Prague, where he founded the Institute of Political Science in 1898 and served as dean of the Faculty of Law (1902–3, 1916–17, and 1926–27) and as university rector (1911–12). Outside the academic realm, Rauchberg was also involved in a broad range of activities. In 1890, for instance, he headed the Austrian census, in which the Hollerith electric counting machine was employed for the first time in Europe; Franz Kafka, his student in 1905, would later craft a literary monument to Rauchberg, the machine expert, in the short story “In the Penal Colony.” Especially after the establishment of the Czechoslovak Republic in 1918, Rauchberg became a familiar figure among the local German minority, particularly because of his radio broadcasts on legal questions; his frequent articles in the German-speaking press on current issues; his numerous public lectures on social topics; his tireless engagement with housing assistance, tenant protection, and social insurance; and his involvement in the German League of Nations Union in the Czechoslovak Republic, which he cofounded in 1922. In short, he was a scholar very much in the public eye.

The role and importance of reflective practice have been thoroughly documented and its benefits are well established. When coupled with research in a higher education context, a similar importance ...

Background/Aim. Since the beginning of competitive sports, athletes have been trying to improve their abilities by taking various substances. The problem of using prohibited substances is not strictly tied to elite athletes; it is also present in the general population. The aim of this study was to test the knowledge and attitudes of the students regarding the use of stimulative substances and dietary supplements in sports. Methods. A cross-sectional study was performed among students at the College of Health and Professional Studies in Belgrade, Serbia. The data was collected by filling in an especially designed questionnaire. Results. Knowledge of prohibited substances and methods was characterized as 'good' with 24.2% of respondents, namely 8.09% of males and 16.1% of females; knowledge of the adverse effects of prohibited substances and methods on health was demonstrated by 17.7% (9.03% of male respondents and 8.72% of female respondents). Conclusion. Student population is not knowledgeable enough about the problems of prohibited substances use and their negative effects on one's health. The comparative analysis of our and European researches on knowledge, attitudes and uses of prohibited substances show a rather uniform prevalence rate. Not being aware of the adverse effects shows the need to further educate students. Uvod/Cilj. Sportisti oduvek u takmičarskom sportu pokušavaju da poprave svoje sposobnosti uzimanjem različitih supstanci. Problem korišćenja nedozvoljenih supstanci nije vezan isključivo za elitne sportiste, već je prisutan i u opštoj populaciji. Cilj rada bio je ispitivanje znanja i stavova studenata u vezi sa upotrebom stimulativnih supstanci i dijetetskih suplemenata u sportu. Metode. Istraživanje je srovedeno kao studija preseka kod studentske populacije u Visokoj zdravstvenoj školi strukovnih studija u Beogradu. Podaci su prikupljani popunjavanjem posebno dizajniranog upitnika. Rezultati. Dobro znanje o nedozvoljenim supstancama i metodama, pokazalo je 24,2% ispitanika (8,09% muškog pola i 16,1% ženskog pola), a o neželjenim efektima zabranjenih supstanci i metoda na zdravlje, znanje je pokazalo 17,7% ispitanika (9,03% muškog pola i 8,72% ženskog pola). Zaključak. Populacija studenata nema dovoljno znanja o problemu upotrebe nedozvoljenih supstanci i njihovim negativnim posledicama po zdravlje. Komparativna analiza našeg i evropskih istraživanja znanja, stavova i upotrebe nedozvoljenih supstanci ukazuje na približno ujednačene stope prevalencije. Nepoznavanje neželjenih efekata ukazuje na potrebu za dodatnom edukacijom studenata.

A psychological portrait of orphans and children left without parental care reveals in conditions of professionally technical studies. Individual psychological characteristics of children-orphans and children deprived of parental care determined in the emotional, cognitive, mastering field of personality. Various socio-psychological patterns of the personality of orphans and children left without parental care are actualized.