Suchergebnisse

"Class prejudice and ignorance of elementary economics has a firmer grip upon the working class than ever before … Unfortunately, almost the only agency is the Labour Colleges, which are imparting instruction in false economics."[1]

The Pharmacy Education in Europe (PHARMINE) project studies pharmacy practice and education in the European Union (EU) member states. The work was carried out using an electronic survey sent to chosen pharmacy representatives. The surveys of the individual member states are now being published as reference documents for students and staff interested in research on pharmacy education in the EU, and in mobility. This paper presents the results of the PHARMINE survey on pharmacy practice and education in Finland. Pharmacies have a monopoly on the dispensation of medicines. They can also provide diagnostic services. Proviisori act as pharmacy owners and managers. They follow a five-year (M.Sc. Pharm.) degree course with a six-month traineeship. Farmaseutti, who follow a three-year (B.Sc. Pharm.) degree course (also with a six-month traineeship), can dispense medicines and counsel patients in Finland. The B.Sc. and the first three years of the M.Sc. involve the same course. The current pharmacy curriculum (revised in 2014) is based on five strands: (1) pharmacy as a multidisciplinary science with numerous opportunities in the working life, (2) basics of pharmaceutical sciences, (3) patient and medication, (4) optional studies and selected study paths, and (5) drug development and use. The learning outcomes of the pharmacy graduates include (1) basics of natural sciences: chemistry, physics, technology, biosciences required for all the students (B.Sc. and M.Sc.), (2) medicine and medication: compounding of medicines, holism of medication, pharmacology and biopharmaceutics (side-effects and interactions), patient counseling, efficacy and safety of medicines and medication, (3) comprehensive and supportive interactions of the various disciplines of pharmacy education and research: the role and significance of pharmacy as a discipline in society, the necessary skills and knowledge in scientific thinking and pharmaceutical research, and (4) basics of economics and management, multidisciplinarity, hospital pharmacy, scientific writing skills, management skills. In addition, teaching and learning of "general skills", such as the pharmacist's professional identity and the role in society as a part of the healthcare system, critical and creative thinking, problem-solving skills, personal learning skills and life-long learning, attitude and sense of responsibility, and communication skills are developed in direct association with subject-specific courses. Professional specialization studies in industrial pharmacy, and community and hospital pharmacy are given at the post-graduate level at the University of Helsinki. ; Peer reviewed

The United States experienced a period of rapid higher education expansion between the mid-1940s and mid-1970s. Although this expansion likely improved the health of people able to take advantage of new education opportunities, expansion may have also intensified health inequalities between college-educated and non-college-educated people (1) through the compositional change in the relative (dis)advantage of these groups, (2) through the displacement of non-college-educated people in a more competitive post-expansion labor market, and (3) by increasing health returns to a college degree. Our analyses, rooted in a counterfactual perspective, draw on data from the Health and Retirement Study that spans birth cohorts who came of age before and after the period of expansion, allowing us to differentiate people who earned a degree because of expansion but would not otherwise (conditional-earners) from people who would or would not have earned a degree regardless of expansion (always-earners and never-earners, respectively). Comparing changes in the health of these three groups before and after education expansion permits us to individually evaluate how compositional change, displacement, and increasing returns to education exacerbated health inequalities. Our findings suggest that education expansion improved the health of conditional-earners and magnified health inequalities through the mechanism of displacement.

This open access book offers a unique and refreshing view on working with social theory in higher education. Using engaging first-person accounts coupled with critical intellectual analysis, the authors demonstrate how theory is grappled with as part of an ongoing practice rather than a momentary disembodied encounter. In a structure that creates a space for relational dialogue, each chapter is followed by a response from another author, demonstrating the varied interpretive possibilities of social theory. Collectively the authors invite the reader to engage with them in questioning the usefulness of social theory in higher education teaching and research, in considering its possibilities and limits, and in experiencing the opportunity it offers to understand ourselves and our work differently. Written in a way that is scholarly yet accessible, the contributors explore how social theories can be used to think through issues that are emerging as key social and political concerns in higher education and beyond. The book will be of interest to advanced undergraduates, postgraduates, and early-career academics, as well as established scholars.