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BACKGROUND: In high income countries, guidelines exist recommending gestational age thresholds for offering and obligating neonatal resuscitation for extremely preterm infants. In low- and middle- income countries, this approach may be impractical due to limited/inconsistent resource availability and challenges in gestational dating. Scant literature exists on how clinicians in these settings conceptualize viability or make resuscitation decisions for premature infants. METHODS: Qualitative interviews of interprofessional neonatal clinicians were conducted in Kumasi, Ghana, at Komfo Anokye Teaching Hospital and Suntreso Government Hospital, and in Addis Ababa, Ethiopia, at St. Paul's Hospital Millennium Medical College. Transcribed interviews were coded through the constant comparative method. RESULTS: Three discrete major themes were identified. The principal theme was a respect for all life, regardless of the likelihood for survival. This sense of duty arose from a duty to God, a duty to the patient, and a duty intrinsic to one's role as a medical provider. The duty to resuscitate was balanced by the second major theme, an acceptance of futility for many premature infants. Lack of resources, inappropriate staffing, and historically high local neonatal mortality rates were often described. The third theme was a desire to meet global standards of newborn care, including having resources to adopt the 22–25-week thresholds used in high income countries and being able to consistently provide life-saving measures to premature infants. CONCLUSIONS: Neonatal clinicians in Ghana and Ethiopia described respect for all life and desire to meet global standards of newborn care, balanced with an awareness of futility based on local resource limitations. In both countries, clinicians highlighted how wide variations in regional survival outcomes limited their ability to rely on structured resuscitation guidelines based on gestational age and/or birthweight.

At the lead author's home institution – Copenhagen Business School (CBS) – the combination of theory and practice is seen as very important in teaching. Research-based teaching is the slogan. In this respect, CBS has the same ambition as other universities. But it seems as if CBS has an advantage at the master's level, because students come with a lot of experience. The average age of the MPA students is generally over 40. Consequently, they are able to bring practice into the classroom and to confront it with theories and also the experiences of their fellow students. There are, however other ways of bringing practice and theory together. In this note, the author reviews a three-year consultancy/research project in a merging hospital department. The aim of the note is twofold. One is to detail the more exploratory methods used to develop the organization. The second is to evaluate whether these methods can be transferred to a potential MPA module at CBS. It is concluded that for some of the methods such as diary-keeping and agenda-setting, transfer is easy. Other methods, such as using a cross-sectional group or manager role-analysis, may not transfer easily but could be applied in the home organizations of participants. The design of the module and the non-traditional roles of the teachers are very important for successful implementation.

This policy means that all activities must change their orientation, that is, they may not go through face-to-face, including teaching and learning activities at various levels of education, both formal and informal. Teaching and learning activities continue, but must take advantage of-based media online or whatever form it takes as long as it is not face-to-face with the intention of avoiding the transmission of Covid-19 in Indonesia. This research is a type of qualitative research. The data analysis technique used in this study is a qualitative descriptive technique with critical theory studies supported by the stages of child development in the rationalization of technology as a scalpel. This research was conducted at SMAS Nusantara Bungah, which has implemented-based learning methods online during the pandemic. Therefore, macro and micro solutions are absolutely necessary to avoid the possibility of something worse happening. At the macro level, the government must immediately issue a new policy regarding a more humane learning model by providing supporting facilities and infrastructure. Then at the micro level, an intense dialogical relationship is needed to make the best use of technology between teacher-parents and teacher-students to solve grassroots problems.

AbstractIn this paper we examine the mobility of early‐career teachers of varying quality, measured using value‐added estimates of teacher performance. Unlike previous studies that have examined these issues, we focus on the variation in these effects across the effectiveness distribution. We find that, on average, more effective teachers tend to stay in their initial schools and in the teaching profession. But there also appears to be heterogeneity in mobility behavior across the performance distribution and evidence that teacher mobility is affected by student demographics and achievement levels. © 2010 by the Association for Public Policy Analysis and Management.

Improving the survival of patients suffering from cardiac arrest is a public health issue. Among the many factors that could contribute to improving the survival rate, training the general public in first aid techniques is essential. The low proportion of the French population trained and up to date with the training reflects the low effectiveness of current policies to achieve widespread training. As a consequence of this situation, only 30% of witnesses of a cardiac arrest start a cardiac massage.Based on the results of our research during the exploratory phase of this work, we hypothesize that, given the difficulty of making a decision in a stressful situation, the long first aid training courses currently provided to the general public are no more effective than a targeted initiation provided that the witness benefits, in accordance with the recommendations, from assistance by the emergency call center operator.In order to validate our hypothesis, we conducted an experimental study, using a simulation manikin, comparing the effectiveness of four educational modalities, each applied to a cohort of health students (PSC1 diploma training/two-hour initiation/two-hour initiation/non-trained cohort).The primary endpoint was the proportion of volunteers performing effective chest compressions. No statistical difference was found between the graduated and untrained groups or with the groups that received the initiation. Of the students who did not receive assistance (forgot to call for help), none performed effective chest compressions. However, training of at least two consecutive hours shows an advantage in the rapidity of implementation of the gestures compared to no training.First aid training does not seem to be designed to provide competence, at most a "know-how". The current strategy, by not encouraging the updating of knowledge, does not allow the acquisition of a lasting knowledge. Even if learners benefit from experimentation on a manikin and interaction with the trainer, it is difficult for them to access the conceptualization through inferences that would allow knowledge to be anchored in the long term.Our work, which is based on an analysis of human factors, particularly in stressful situations, and on a pedagogical analysis, highlights the interest in developing short training courses for the general public, which are more easily generalized and repeatable. These short training courses, with a streamlined content, should be delivered by a wider panel of trainers. On the scale of the French population, the acquisition and maintenance of a basic knowledge of first aid concepts will only be possible through a modernization of the teaching strategy, taking into account human factors and learning strategies in relation to public health and prevention policy. ; L'amélioration de la survie des patients victimes d'un arrêt cardiaque est un enjeu de santé publique. Parmi les nombreux leviers qui pourraient contribuer à améliorer le taux de survie, celui de la formation du grand public aux gestes de secourisme est essentiel. La faible proportion de la population française formée et à jour de la formation traduit la faible efficacité des politiques actuelles pour parvenir à généraliser ces formations. Conséquence de cette situation, seulement 30% des témoins d'un arrêt cardiaque débutent un massage cardiaque.A partir des résultats de nos recherches au cours de la phase exploratoire de ce travail, nous émettons l'hypothèse que, compte tenu de la difficulté à prendre une décision en situation de stress, les formations longues de secourisme actuellement dispensées auprès du grand public ne sont pas plus efficaces qu'une initiation, ciblée à condition que le témoin bénéficie, conformément aux recommandations, d'une assistance par un professionnel du centre d'appels d'urgence.Afin de valider notre hypothèse, nous nous sommes appuyé sur la réalisation d'une étude expérimentale, sur mannequin de simulation, comparant l'efficacité de quatre modalités pédagogiques chacune appliquée à une cohorte d'étudiants en santé (formation diplômante PSC1/initiation de deux heures/initiation de deux fois une heure/cohorte non formée).Le critère d'évaluation principal était la proportion de volontaires effectuant un massage cardiaque efficace. Aucune différence statistique n'a été mise en évidence entre le groupe diplômé et le groupe non formé ni avec les groupes ayant bénéficié de l'initiation. Parmi les étudiants qui n'ont pas pu bénéficier d'une assistance (oubli d'appeler les secours), aucun n'a réalisé un massage cardiaque efficace. Une formation d'au moins deux heures consécutives confère cependant un avantage sur la rapidité de mise en œuvre des gestes par rapport à l'absence de formation.Les formations de secourisme ne semblent pas dimensionnées pour apporter une compétence, tout au plus un « savoir-faire ». La stratégie actuelle, en ne favorisant pas les réactualisations des connaissances, ne permet pas l'acquisition d'un savoir durable. Même si les apprenants bénéficient d'une expérimentation sur mannequin et d'une interaction avec le formateur, ils leur est difficile d'accéder à la conceptualisation par inférences qui permettrait d'ancrer durablement les savoirs.Nos travaux, qui s'appuient sur une analyse des facteurs humains notamment en situation de stress et sur une progression pédagogique, mettent en évidence l'intérêt de développer, auprès du grand public, des formations courtes, plus facilement généralisables et répétables. Ces formations courtes, au contenu épuré, doivent pouvoir être délivrées par un panel élargi de formateurs. A l'échelle de la population française, l'acquisition et le maintien d'un socle de connaissances sur les notions de secourisme ne passera que par une modernisation de la stratégie d'enseignement prenant en compte les facteurs humains et les stratégies d'apprentissage en lien avec la politique de santé publique et de prévention.

Military training has always consisted of endless repetitions of drills aimed at teaching young soldiers self-discipline and an instinctive reaction to orders regardless of the circumstance. This methodology still holds true in our modern day battlefields, however, external pressures such as budgets and operational necessity are weighing heavily upon the time and resources available to achieve this. Therefore, military forces across the world are looking more and more to simulation to provide cost effective training solutions. During this thesis a series of surveys and experiments were conducted to investigate the use of current state AI to support the delivery of junior leadership training. The AI within a current in-service military simulator was adapted via scripting to act in a pre-designated doctrinal fashion. Also a novel voice interface was developed to investigate the benefits of more commonly recognisable control mechanisms commanding computer generated forces. The results of a series of section attacks by a combination of modalities were analysed in order to provide a qualitative and quantitative analysis of their performance. After action reviews from these experiments were also presented to a team of judges in a modified 'Turing Test' to evaluate the judges perception of how 'soldier like' the actions of the modalities were. The results of this investigation indicate that the use of AI in this role is limited for some very basic reasons. It also indicates that these factors may be overcome to some extent by the use of more reasonable interfaces and adaption of the AI in order to make AI based avatars act and react in a more 'soldier like' or doctrinal manner. It is hoped that the outcomes of this thesis will assist in the future development and research into the use of more realistic AI within military simulations.

This paper examines the tradition of interdisciplinary research developed in the 40-year history of the Workshop in Political Theory and Policy Analysis. In the late 1960s, Vincent and Elinor Ostrom began to plant the seeds for a teaching and research environment that would promote deliberation, contestation, and collaboration among their colleagues and students at Indiana University, Bloomington. Based on their experiences of working with a master woodworker in Bloomington, they envisioned a 'workshop' setting. From a simple tradition of voluntarily organized weekly colloquia with their colleagues across campus, they crafted an academic environment in which students, visiting scholars, and colleagues from diverse disciplines interacted daily, studying issues of institutional analysis and collective action. This paper examines the historical foundations of the research center created by the Ostroms. Particular focus is placed on the evolution of inquiry that led to the path-breaking research on collective action in the 'commons.'. Adapted from the source document.

En Brasil, las políticas curriculares, o sea, la determinación de lo que debe ser enseñado en cada disciplina escolar es definida por las Secretarías de Gobierno de cada uno de los Estados. Abordaremos aquí aspectos históricos de la construcción y alteraciones de la Propuesta Curricular del Estado de Santa Catarina para la Educación Básica. Esta propuesta es el resultado de un proceso colectivo y aparentemente democrático iniciado en 1988 con la realización de grupos de estudio sistematizados y coordinados por la Secretaria de Estado de Educación. A primera versión fue presentada en 1991 y la segunda en 1998. En 2012, fueron revisados los documentos anteriores y publicados nuevos documentos, los Cuadernos Pedagógicos. Este artículo, expresa el estudio que realizamos con el objetivo de analizar y problematizar los documentos oficiales definidores de las políticas curriculares para la enseñanza de la Historia en la Red Pública Estadual de Enseñanza del Estado de Santa Catarina. Metodológicamente trabajamos con análisis documental de las diferentes versiones de los documentos norteadores para la enseñanza de la Historia en Santa Catarina, Brasil ; In Brazil, the curricular policy, or, the determination of what must be taught in each school discipline is decided by the Government Secretaries of each state. We will approach here historical aspects of the building and alteration of the Curricular Proposal of Santa Catarina's State to Basic Education. This proposal is the result of a collective process and apparently democratic, which began im 1988 with the execution of systematized study groups coordinated by the State Secretary of Education. The first version was presented in 1991 and the second one in 1998. In 2012, the previous documents were revised and new documents were printed, the Pedagogical Notebooks. This article express a study we realized with the purpose of analise and problematize the official documents that defines the curriculum policies to the History teaching in the state public schools in Santa Catarina. Methodologically we worked with documental analysis of the different versions of the guiding documents to History teaching resulting in this problematization of the current policy to the History teaching in Santa Catarina, Brazil

En Brasil, las políticas curriculares, o sea, la determinación de lo que debe ser enseñado en cada disciplina escolar es definida por las Secretarías de Gobierno de cada uno de los Estados. Abordaremos aquí aspectos históricos de la construcción y alteraciones de la Propuesta Curricular del Estado de Santa Catarina para la Educación Básica. Esta propuesta es el resultado de un proceso colectivo y aparentemente democrático iniciado en 1988 con la realización de grupos de estudio sistematizados y coordinados por la Secretaria de Estado de Educación. A primera versión fue presentada en 1991 y la segunda en 1998. En 2012, fueron revisados los documentos anteriores y publicados nuevos documentos, los Cuadernos Pedagógicos. Este artículo, expresa el estudio que realizamos con el objetivo de analizar y problematizar los documentos oficiales definidores de las políticas curriculares para la enseñanza de la Historia en la Red Pública Estadual de Enseñanza del Estado de Santa Catarina. Metodológicamente trabajamos con análisis documental de las diferentes versiones de los documentos norteadores para la enseñanza de la Historia en Santa Catarina, Brasil ; In Brazil, the curricular policy, or, the determination of what must be taught in each school discipline is decided by the Government Secretaries of each state. We will approach here historical aspects of the building and alteration of the Curricular Proposal of Santa Catarina's State to Basic Education. This proposal is the result of a collective process and apparently democratic, which began im 1988 with the execution of systematized study groups coordinated by the State Secretary of Education. The first version was presented in 1991 and the second one in 1998. In 2012, the previous documents were revised and new documents were printed, the Pedagogical Notebooks. This article express a study we realized with the purpose of analise and problematize the official documents that defines the curriculum policies to the History teaching in the state public schools in Santa Catarina. Methodologically we worked with documental analysis of the different versions of the guiding documents to History teaching resulting in this problematization of the current policy to the History teaching in Santa Catarina, Brazil

En Brasil, las políticas curriculares, o sea, la determinación de lo que debe ser enseñado en cada disciplina escolar es definida por las Secretarías de Gobierno de cada uno de los Estados. Abordaremos aquí aspectos históricos de la construcción y alteraciones de la Propuesta Curricular del Estado de Santa Catarina para la Educación Básica. Esta propuesta es el resultado de un proceso colectivo y aparentemente democrático iniciado en 1988 con la realización de grupos de estudio sistematizados y coordinados por la Secretaria de Estado de Educación. A primera versión fue presentada en 1991 y la segunda en 1998. En 2012, fueron revisados los documentos anteriores y publicados nuevos documentos, los Cuadernos Pedagógicos. Este artículo, expresa el estudio que realizamos con el objetivo de analizar y problematizar los documentos oficiales definidores de las políticas curriculares para la enseñanza de la Historia en la Red Pública Estadual de Enseñanza del Estado de Santa Catarina. Metodológicamente trabajamos con análisis documental de las diferentes versiones de los documentos norteadores para la enseñanza de la Historia en Santa Catarina, Brasil ; In Brazil, the curricular policy, or, the determination of what must be taught in each school discipline is decided by the Government Secretaries of each state. We will approach here historical aspects of the building and alteration of the Curricular Proposal of Santa Catarina's State to Basic Education. This proposal is the result of a collective process and apparently democratic, which began im 1988 with the execution of systematized study groups coordinated by the State Secretary of Education. The first version was presented in 1991 and the second one in 1998. In 2012, the previous documents were revised and new documents were printed, the Pedagogical Notebooks. This article express a study we realized with the purpose of analise and problematize the official documents that defines the curriculum policies to the History teaching in the state public schools in Santa Catarina. Methodologically we worked with documental analysis of the different versions of the guiding documents to History teaching resulting in this problematization of the current policy to the History teaching in Santa Catarina, Brazil

The main research question considered in this article is the relative prominence of social equity among public administration curricula via an examination of program mission. It has long been asserted that social equity is a key component of public administration education so much so that the National Academy of Public Administration (NAPA) made social equity a fourth pillar of public administration. The article points to a serious dilemma faced within the discipline, namely the unequal geographic distribution of social equity mission statements at the program level, while at the same time promoting it as essential to the discipline nationally. Based on an analysis of 184 public administration programs, this article advocates for a continued commitment and dedicated resources to promote social equity across smaller Masters of Public Administration programs.

A ZJER journal article. ; The study investigated the perception of academic and non-academic staff, heads of tertiary institutions, students, student union executives, and parents about the participation of student unions in the administration of institutions of higher learning in Nigeria. Specifically, the study investigated the areas in which the respondents perceived that the student union should or should not be involved. A Student Union Involvement Questionnaire (SUIQ) was administered to the respondents. A total of 45 academic staff, 61 nonacademic staff, 140 students, nine heads of institutions, and 52 parents returned their questionnaires. The data were analyzed with the aid of the t-test statistics. The study found that there was no significant difference between the perception of academic and nonacademic staff and the perception of students and their parents about the involvement of students in the administration of tertiary institutions. However, there was a significant difference in the perception of student union executives and heads of institutions. The study recommends that tertiary institutions should initiate democratic reforms in the administration of the institutions. Indeed, every member of the academic community; academic and nonacademic staff and studentsshould be actively involved in every aspect of the institution's administration. This, it is hoped, will go a long way in reducing the crisis that has almost crippled teaching and research in Nigerian tertiary institutions.

Abstract
The Netherlands is a country of diverse, often contradictory and dynamically changing views and policies with regard to civic integration of immigrants. In this context, studying how young Dutch immigrants express their citizenship may provide valuable insight. This research analyses how Dutch youth of immigrant and local origin differ in forms of expression of their citizenship, with a special distinction between immigrants of western and non-western origin. Results of an analysis of a convenience sample of 376 Dutch students aged 10–19 years revealed that immigrant status was related to significant differences between students on several dimensions of citizenship, in particular in its passive forms: national identity and patriotism. National identity was significantly higher among youth who were not from an immigrant origin, while with respect to patriotism both youth without an immigrant origin and those of western immigrant origin scored higher compared with children of immigrants with non-western roots. Children of immigrants from western countries scored higher than youth of non-western descent and native Dutch children on three dimensions of (semi-)active citizenship: intention to vote; action for change; and civic virtues. Study results confirmed the concern that young immigrants of non-western origin in particular struggle with identification with the host country. It did not confirm popular concerns about limited loyalty to the host country or lack of civic engagement among young (second-generation) immigrants. The results of the study should be generalized with caution due to the nature of the utilized sample.

The article examines the reflection of the philosophical ideas of the "St. Petersburg's Evenings" by Joseph de Maistre in "Three Conversations" by Vladimir Solovyov. Both of these works, created in the genre of philosophical dialogue, are the final works of their author. Solovyov and Maistre reflect on the same problems of evil and violence, war and peace, the end of world history. Solovyov's ideas are largely polemical in relation to those of Maistre. Maistre is interested in the question of the origin of evil and the responsibility of God for it. For Solovyov, the problem of resistance to evil is more important. In this respect, he takes an intermediate position between L. Tolstoy with his idea of non-resistance and Maistre with his idea of resistance to violence by forse. Solovyov considers good to be the only means of resisting evil, which in some cases does not exclude violence. In matters of war and peace, Solovyov also takes an intermediate position between Tolstoy's pacifism and Maistre's view of the divine origin of war as a punishment for people. Solovyov does not consider war an absolute evil, just as he does not consider peace an absolute good. War, from his point of view, is the creation of people, but it is justified and necessary when it is waged in defense of Christianity. In questions of the end of world history, Solovyov polemics with the idea of the third Testament, which goes back to the teachings of Joachim of Flores, which is expressed by Maistre. In the ideological structure of "Three Conversations", Maistre takes the place of Tolstoy's antipode. Their ideas are presented to Solovyov as two abysses that distort the truth in opposite directions.

The article analyses the notion and ideology of language formed at the state level in Lithuania and Denmark. The aim is to examine the notion of language and the understanding of language functionality conveyed in the documents of language education policy and ideology emerging in them, also the purposes raised for language education. The official language education policy formed by the state exerts direct influence on language teaching at school and on the students' formation of the notion of language. Therefore, the questions raised in this research are aimed at identifying what is implemented with the official language education policy, how much attention is devoted to developing the students' communicative, argumentative skills and skills of independent critical thinking, and how much the policy focuses on the advocacy of national ideology and identity. The data of the research includes national language education policy documents which determine the implementation of language policy in the system of education of Lithuania and Denmark. The following aspects have been analysed: language functions as presented in the education policy documents: the communicative function and the function of national identity; the formation of ideology of nationality through language education; the formation of standard language ideology in language education policy; also the students' linguistic competences to be developed at school. The results have shown that the notion of language emerging in the Lithuanian language education policy documents encompasses ideologies of standard language, language correctness and linguistic nationalism. The main goal of the Lithuanian language teaching is the implementation and strengthening of a single standard language norm and the formation of the notion of language as a protector and disseminator of national identity. However, the aim to develop language as a communicative tool as well as to develop the students' critical thinking is also identifiable. The main goal of the Danish education policy is the development of the students' communicative language function, critical-analytical thinking, and the formation of the notion of language as a means of communication, as well as of the notion of linguistic variation. ; Šiame straipsnyje analizuojama kalbos samprata, formuojama švietimo politikos dokumentuose Lietuvoje ir Danijoje. Tyrimo objektas yra ideologija, išreiškiama kalbinio švietimo politikoje. Tyrimo tikslas – išnagrinėti bei palyginti, kaip apie kalbą kalbama švietimo politikos dokumentuose, ir kokie tikslai bei siekiai formuluojami ir keliami kalbos mokymui dviejose kalbinėse bendruomenėse – Lietuvoje ir Danijoje. Atlikta kokybinė lyginamoji dokumentų diskurso analizė leidžia įžvelgti, jog Lietuvos švietimo sistemoje akcentuojamas kalbos norminimas, taisyklingumo reikalavimai ir bendrinės kalbos normų diegimas, taip pat kalbos kaip tautinės tapatybės saugotojos ir skleidėjos samprata. Tuo tarpu Danijos švietimo sistemoje vyrauja komunikacinė kalbos samprata ir atvirumas kalbiniam variantiškumui.