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In recent years, rapid changes taking place in the system of medical emergency services, as well as in emergency nursing, have contributed to changes of binding legislation. Amendment of the regulation of the Minister of Health and Social Welfare on postgraduate education of nurses and midwives concerned the extension of domains' list by emergency nursing, which has resulted in the organisation of specialist and training in the field of emergency nursing since 2004. The objective of the following paper is to present new regulations normalising education of nurses, with a detailed specialist curriculum "Performing tracheotomy: the decompression of tension pneumothorax and intraosseous access" as well as the nurse's rights in the field of diagnostics and therapeutic services

In recent years, rapid changes taking place in the system of medical emergency services, as well as in emergency nursing, have contributed to changes of binding legislation. Amendment of the regulation of the Minister of Health and Social Welfare on postgraduate education of nurses and midwives concerned the extension of domains' list by emergency nursing, which has resulted in the organisation of specialist and training in the field of emergency nursing since 2004. The objective of the following paper is to present new regulations normalising education of nurses, with a detailed specialist curriculum "Performing tracheotomy: the decompression of tension pneumothorax and intraosseous access" as well as the nurse's rights in the field of diagnostics and therapeutic services

The important roles of environmental education (EE) as a tool for advancing the United Nations Sustainable Development Goals (SDGs) have been clearly identified in national policy visions and guidelines in Nigeria. Despite this increasing recognition however, the implementation and delivery of EE programs remain adversely impacted by a wide range of practical implementation challenges. While a number of existing studies have compiled the importance of EE for advancing the SDGs, a detailed examination of the law and governance challenges that limit the implementation of EE programs in Nigeria has remained absent. This article fills a gap in this regard. Various legal and institutional challenges that arise with the design and implementation of EE programs in Nigeria are examined in order to identify the ways in which an integrative governance framework on EE can help close these gaps. The study suggests that an elaboration of coherent national strategy on EE ; a dedicated budgetary allocation for EE programs ; reform of the existing laws to ensure coherent implementation of EE programs ; and the designation of focal EE units at higher education institution are significant steps towards improving the development and implementation of EE programs in Nigeria.

Viewed in the context of the United Nations Decade for Human Rights Education (1995-2004), it is clear that Paulo Freire's "Education for Liberation" and Human Rights Education (as it develops), have two core concepts of participation and empowerment in common. Participation is seen as the active involvement of individuals and groups in social, economic or political activities, while empowerment is viewed as the strengthening of individuals and groups and their liberation from oppressive conditions which crush human dignity. This article examines the development of Human Rights Education (HRE) which grew from UN International Human Rights Conventions, and which resulted in a common understanding of and basis for HRE. Not many authors (e.g. in Europe or the United States of America) currently involved in the development of human rights education rely on Paulo Freire's work as their main source of inspiration. In Latin America, however, the work of Paulo Freire is well-established and is referred to in current education discourse and practice. This article endeavours to link some of the core concepts of Freire's work to human rights education with a view to understanding education as a process of liberation involving dignity, dialogue and dissent. To this end, Paulo Freire's work is examined from the perspective of the German educational theorist and philosopher Gottfried Mergner who developed a theory on the social limits to learning and critically discussed Freire's work.

The purpose of this nonexperimental quantitative correlational study was to examine the relationships between state appropriation decreases and the deregulated tuition cost increases in Texas public four-year higher education institutions. State appropriation decreases are those decreases in the state's financial investment in higher education. Deregulated tuition is the tuition rate set by higher education institutions that is not regulated by the Texas Legislature. By studying the decreases in state appropriations and the increases in institution tuition rates, an understanding can take shape of what impact, if any, the disinvestment by state legislatures has caused to the operations of higher education institutions. Findings from this study showed no evidence of a correlation existing between the decrease in state appropriations and the increase of Texas public higher education institution tuition costs, when the analysis reviewed the timeframe from fiscal years 2003 to 2016.