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Objectives: Pharmacy practice in Jordan is still developing. Modernization and advancement in pharmacy practice are being slowly adapted by pharmacy professionals and faculties of pharmacy. This study aim was to look into current status of pharmaceutical care in pharmacy education and practice in Jordan. Possible problems that would face Pharmaceutical Care application were explored. Methods: This study consisted of a quantitative part in which the pharmacy curricula from the two governmental universities and four private universities were compared as to how many credit hours are allocated for Pharmaceutical Care education. In the qualitative part, a structured interview was conducted with leaders in the Pharmacy profession. The main theme in the interview was the development and implementation of Pharmaceutical Care education and practice in Jordan. The selected fourteen recognized leaders of pharmacy profession in Jordan were asked to express their views on issues related to status of education, practice, and pharmacy curricula. Results: Current B.Sc. pharmacy curricula in Jordan have a weak emphasis on Pharmaceutical Care education and training. One governmental university (Jordan university of Science and Technology) and two private universities (Philadelphia University and Al-Isra'a Private University) had the highest percentage of their curricular hours allocated to Pharmaceutical- care- related courses. But this was only 20% of total hours required in the pharmacy curriculum. None of the six universities included had a structured patient - oriented training for pharmacy students. In the qualitative part, leaders of pharmacy believe that both the practice and education should be directed towards Pharmaceutical Care. Recognized problems facing this new direction could be: the influence that comes from pharmacy professionals as well as other professions, lack of a proper job description for pharmacists, and the slow change in educational programs. Conclusions: The leadership of pharmacy is in support of changes towards Pharmaceutical Care education and practice, coming from within the profession.

Draft of a statement from the Chattanooga, Tennessee Board of Education regarding the Mapp v. Board of Education civil court case and the board's plans for integration.

Draft of a statement from the Chattanooga, Tennessee Board of Education regarding the Mapp v. Board of Education civil court case and the board's plans for integration.

This paper has touched one of the most critical area affected due to pandemic situation created by the COVID-19 and its powerful spillover effect on education sector by customizing education pedagogy. Earlier researchers have studied online education separately, whereas this paper discussed the natural transition and systematic review of upsurge of e-learning. The objective of this paper is to make the systematic review of COVID spillover and transition towards e-learning education pedagogy through theoretical framework. The study makes systematic review of switchover towards e-learning and spillover effect of COVID-19 and customization of the education pedagogy. In this study, past literature has been utilized to make critical analysis of spillover effect of COVID-19 and impact on education pedagogy by creation of prepositions. The findings of the study reveal that in the exceptional circumstances of COVID-19, e-learning transition has taken place from conventional to e-learning modules. All over the world, countries have shifted towards online education by schooling out but classes in campaign ignited by Chinese government. The same has also been replicated in other countries of the world during COVID-19.

This book features 35 of the best papers from the 9th European Science Education Research Association Conference, ESERA 2011, held in Lyon, France, September 5th-9th 2011. The ESERA international conference featured some 1,200 participants from Africa, Asia, Australia, and Europe as well as North and South America offering insight into the field at the end of the first decade of the 21st century. This book presents studies that represent the current orientations of research in science education and includes studies in different educational traditions from around the world. It is organized into six parts around the three poles of science education (content, students, teachers) and their interrelations: after a general presentation of the volume (first part), the second part concerns SSI (Socio- Scientific Issues) dealing with new types of content, the third the teachers, the fourth the students, the fifth the relationships between teaching and learning, and the sixth the teaching resources and the curricula.

Arguing that examining the social benefits of education beyond its economic impact would provide a more comprehensive informational basis for developing national educational policies, results are presented of a review of the literature investigating the impact of educational attainment on four areas of potential intervention: health; family structure, fertility, & child care; the environment; & crime. Although these studies report some statistics on education, virtually none uses measures of learning or inputs related to the learning process to estimate the effect of education. It is concluded that a more systematic analysis is needed to enhance understanding of the full effect of education on society &, thus, determine appropriate public policy. 35 References. Adapted from the source document.

This paper examines the changing relationship between origins, education and destinations in mobility processes. The meritocracy thesis suggests the relationships between origins and education and between origins and destination will weaken while the relationship between education and destinations will strengthen. Comparing data from the 1991 British Household Panel Survey and the 2005 General Household Survey, we test these associations for men and women. We find that the relationship between origins and education and origins and destinations has weakened for both sexes. While these findings are supportive of the meritocracy thesis, they are not, however, evidence of a secular trend towards merit-based selection. Contrary to the thesis, we also find the association between education and destinations has weakened for men and women. The relationship between education and destinations is more complicated than is often assumed and the role of meritocratic and non-meritocratic factors in occupational success needs to be better understood. © 2013 © 2013 Taylor & Francis.

"This volume offers a critical examination of the growing pressure to apply scientific principles as a means to improve education. The authors trace the ideology of scientism to the early faith Auguste Comte placed in science and the scientific method as a panacea to all human problem solving. By revealing many of the epistemological problems confronted by the social sciences, including education, the authors undermine the prevailing view that a science of education is possible or desirable. Besides revealing the epistemological problems associated with education research, they suggest that the instrumentalism and micro level responsibility related to scientism in education constitute a manipulative ideological smokescreen to distract public attention away from the structural inequities that generate disparate academic outcomes among students in industrialized democracies. The book deals a severe blow to the belief that science is a suitable lens through which to view or strengthen educational practice. ""One begins this book with the skeptical belief that it can t be right. The task of reading, then, is to locate where Hyslop-Margison goes wrong to reach his radical and disturbing conclusions. At the very least, even the most skeptical will have to recognize that the unsayable that current educational research has proven largely fruitless for discernable reasons is certainly plausible. He brilliantly brings an issue that has been considered too eccentric to contemplate into the heart of current educational discourse. Everyone concerned with educational research researchers and those policy-makers, administrators, and other educational workers who draw on the products of educational research should read this important book carefully."" Kieran Egan, Faculty of Education, Simon Fraser University"

The role of the state in promoting development is well established in the institutional economics literature. Yet, in recent decades the attention has been turned to the opposite side of the spectrum. Facing high levels of poverty and showing a slower progress in achieving development outcomes, fragile states raised concerns among the development community, which felt urged to assist them. However, the quantitative empirical literature examining the link between state fragility and development is still relatively scanty. This paper sheds light on this issue by proposing an approach that comprises indicators for state ineffectiveness and political violence as two dimensions of state fragility, and by using data for the period 1993–2012 in order to understand their impact on growth. The results from standard econometric methods suggest that there is a significant negative effect of state ineffectiveness on economic growth, whereas they fail to find any significant impact of political violence.