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Later ed. published under title: Your California governments in action. ; Bibliography at end of each chapter. ; Mode of access: Internet.

When mass fatality incidents (MFIs) occur, they can quickly overwhelm local, state, and government agencies, resources, and personnel. It is important to have a rapid and effective response with skilled, multidisciplinary victim identification teams since specific skill sets are necessary to participate in mass fatality preparedness and response. The aims of this study were to determine the extent of formal education related to mass fatality preparedness and response training in U.S. dental hygiene programs and to assess program directors' perceptions of the need for such training. A 23-item cross-sectional survey was emailed to 319 U.S. dental hygiene programs in 2015. Survey questions addressed if the program offered mass fatality preparedness and response training to its students and how much training was given, as well as collecting respondents' demographics and opinions regarding education and training. An overall response rate of 36% was obtained, with 111 program chairs completing the survey. The results showed that only a small percentage of responding programs incorporated coursework related to mass fatality and preparedness in their curricula. Of the responding programs, 84% had no formal instruction on the role of a dental hygienist in MFIs; however, 53 of 69 program directors agreed or strongly agreed that the role of dental hygienists in MFIs should be covered in dental hygiene curricula. The top three barriers to incorporating such training reported by respondents were time requirements, lack of faculty expertise, and lack of equipment. Future research is needed to establish standardized competencies for mass fatality preparedness and response in dental hygiene education.

The coronavirus disease 2019 (COVID-19) outbreak in the Hubei province of China has rapidly transformed into a global pandemic. In response to the first few reported cases of COVID-19, the government of Ghana implemented comprehensive social and public health interventions aimed at containing the disease, albeit its effect on medical education is less clear. Undoubtedly, the COVID-19 has brought changes that may impact the plan of career progression for both students and faculty. Hitherto, medical education had students getting into contact with patients and faculty in a facility setting. Their physical presence in both in-and outpatients' settings has been a tradition of early clinical immersion experiences and the clerkship curriculum. Rotating between departments makes the students potential vectors and victims for COVID-19. COVID-19 has the potential to affect students throughout the educational process. The pandemic has led to a complete paradigm shift in the mode of instruction in a clinical care setting. Inperson training has either been reduced or cancelled in favour of virtual forms of pedagogy. The clinics have also seen a reduction in a variety of surgical and medical cases. This situation may result in potential gaps in their training. Outpatient clinics have transitioned mainly to telemedicine, thus minimizing students' exposure to clinic encounters. Faced with this pandemic, medical educators are finding ways to best ensure rigorous training that will produce competent physicians. This article discusses the status of medical education and the effect of COVID-19 and explores potential future effects in a resource-limited country. FUNDING: None declared

Türkiye has had multidimensional migration experience not only in its past, but also in its present that has led to the formation of a dynamic migration policy to govern such a dynamic process. Türkiye's migration policy has been informed and shaped by its geopolitical location as a migrant receiving, labour migrant sending, and migrant transit country. Today, Türkiye hosts the largest number of migrants and refugees in the world with a far-reaching social, political, and economic impact on the country. This article aims to shed light on the multidimensional migration experience of Türkiye and analyse its migration policies to govern manifold challenges brought about by the presence of almost 6 million foreigners in the country. It is argued in this article that the integration of migrants in general and of Syrians in particular remains a major challenge for Türkiye. Therefore, this article recommends that Turkish decision makers should make short and long-term plans for the integration of Syrians as the current conditions indicate that it is unlikely that Syrians will return in any significant numbers any time soon even though the Turkish government has initiated a number of projects in parts of Northern Syria for the safe and voluntary return of its countrymen and women. One important area of integration in this context is higher education, which would enable Syrians to have access to employment and social mobility that would benefi t both themselves and Türkiye.

Türkiye has had multidimensional migration experience not only in its past, but also in its present that has led to the formation of a dynamic migration policy to govern such a dynamic process. Türkiye's migration policy has been informed and shaped by its geopolitical location as a migrant receiving, labour migrant sending, and migrant transit country. Today, Türkiye hosts the largest number of migrants and refugees in the world with a far-reaching social, political, and economic impact on the country. This article aims to shed light on the multidimensional migration experience of Türkiye and analyse its migration policies to govern manifold challenges brought about by the presence of almost 6 million foreigners in the country. It is argued in this article that the integration of migrants in general and of Syrians in particular remains a major challenge for Türkiye. Therefore, this article recommends that Turkish decision makers should make short and long-term plans for the integration of Syrians as the current conditions indicate that it is unlikely that Syrians will return in any signifi cant numbers any time soon even though the Turkish government has initiated a number of projects in parts of Northern Syria for the safe and voluntary return of its countrymen and women. One important area of integration in this context is higher education, which would enable Syrians to have access to employment and social mobility that would benefi t both themselves and Türkiye.

This article explores some of the challenges facing teacher education and how glocality as a concept can be used toward a Glocally sustaining pedagogical framework for teacher education. Higher education has long espoused particular commitments to the preparation of educations that appear, to us, to fall short in their ability to be followed. The areas of disconnect are amplified by snowballing tensions within higher education settings, a range of hyperbolic political discourses, and a resistance both in society generally and higher education to engaging difference in meaningful and authentic ways. A framework of Glocally sustaining pedagogy (GSP) takes as its skin a realist approach that sees no greater value to perspectives and contexts that are global over those that are local, recognizing that every local is connected in a global network of connectivity. In this piece we aim to outline the challenges, using culturally relevant pedagogy, as an example. We then provide an understanding of the meaning of glocality that will serve to pose a five-question frame that we might understand as a GSP.