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THE SUBJECT OF THE PAPER IS THE EUORPEAN PARLIAMENT IN THE 1990S AND THE PICTURE IS COMPLETED BY DESCRIBING THE DEVELOPMENT OF THE PARLIAMENT IN THE 1980S. WHERE THE PARLIAMENT SHOULD GO FROM WHERE IT IS NOW IS DISCUSSED. A LIST OF DEMANDS FOR INSTITUTIONAL CHANGE IN THE IGC IN TWO MAJOR RESOLUTIONS IS GIVEN.

INTRODUCTIONCHAPTER 1Integrating Systems: A Practical GuideBond, Sockman, Tamim, & BlevinsVISIONARY CHANGECHAPTER 2 System Thinking the Vision for Change in the Reading Intervention System (K-12)ClarkCHAPTER 3 System Collide and Cooperate (Education/International)McDonaldCHAPTER 4 Rethinking Classroom and Instructional Support Management in Adult Higher Education (Higher Education)ScrenciCHAPTER 5 Supporting Student Voice to Protest and the Impetus for Change (K-12)Starnes & SockmanSTRATEGIC PLANNINGCHAPTER 6 Improving School Culture Through Systematic Changes (K-12) Askins & BreinerCHAPTER 7 Community Health Assessment: Best Practices through a Systems Thinking Approach (Health care/International)Gunther & ColeCHAPTER 8 A Systems Approach to Designing Instructional Credentialing Protocols: Addressing Chaos, Transparency, and Performance (Health care)StefaniakIMPLEMENTING CHANGECHAPTER 9 Applying Systems Thinking to Consider the Interdependencies Among Subsystems (Higher Education)Adrian & HilaireCHAPTER 10Implementing a Personalized Learning Initiative in a Large Urban School District (K-12)AzukasCHAPTER 11 Systems Thinking in Undergraduate Health care Education and Simulation-Enhanced Interprofessional Education (Higher Education)BakerCHAPTER 12 Applying Instructional Design Principles to a Common Challenge in Health care Research (Health care)Brishke et al.CHAPTER 13 Inclusive Histories: Using Systems Thinking and a Team-based Approach to Develop and Implement a U.S. History Curriculum Rooted in Social Justice (K-12) FletcherCHAPTER 14 A Journey to Quantified Blood Loss in a Tertiary Perinatal Setting (Health care)Homsi, Horne, TamimCHAPTER 15 Structuring and Supporting an Online Doctoral Program: Administrative and Academic Challenges (Higher Education)Jeffries, Tamim, Becton, and BogiagesCHAPTER 16 Let's Idea Relay: Strategy for Harnessing Collective Intelligence (Higher Education) LinCHAPTER 17 The Case of Situated Learning Experiences for Secondary School Adult Certification (Education/International) Sulecio de AlvarezMANAGING CHANGECHAPTER 18 A Case Study of Social-Technical Systems Approaches and Educational Video Animations (Health care/International)Bravo-Lutomia-Reeves-Medendorp-Bohonos-Gardner-PittendrighCHAPTER 19 Systems in k-12 education and their impact on providing excellence in supervision (K-12) ConnorsCHAPTER 20 COVID-19 Forces More Engaged Online Learning Strategies: A Systems Thinking Approach for Successful Course Delivery (Higher Education)Gunther & SamdperilCHAPTER 21 Innovativeness: The Capacity for Building and Sustaining Change (K-12) LieuxCHAPTER 22 Community Based Adult ESOL Instruction: Challenges and Successes of Moving to Online Teaching (Education/International)SalemCHAPTER 23 Creating a Sustainable After-School Elementary School Literacy Program in Partnership with University Pre-Service Teacher Technology Course (K-12)SockmanEVALUATING CHANGECHAPTER 24 Registration Strengthening Program in 16 Districts (Health care/international)Kusumaningrum, Handayani, Sari, UsmanCHAPTER 25 Scaling down and changing up: Leveraging microlearning for professional development in the pharmaceutical industry (Healthcare)LockeeCHAPTER 26Fortifying Systems Thinking and Change through Needs Assessment (Industry)Regenold & Murphy

Preface -- Summary -- Introduction -- Contextual background for the Space Force -- Planning for the Force : analytic approach for determining which activities should transfer to the Space Force -- Planning for the Force : activities and organizations that should transfer to the Space Force -- Career field sustainment within the Space Force -- Lessons from the creation of other military organizations -- Charting an adaptive approach to implementation -- Conclusion.

This article addresses the educational issues associated with rare diseases (RD) and in particular the Neuronal Ceroid Lipofuscinoses (NCLs, or CLN diseases) in the curricula of Health Sciences and Professional's Training Programs. Our aim is to develop guidelines for improving scientific knowledge and practice in higher education and continuous learning programs. Rare diseases (RD) are collectively common in the general populationwith 1 in 17 people affected by a RDin their lifetime. Inherited defects in genes involved in metabolism are the commonest group of RD with over 8000 known inborn errors of metabolism. The majority of these diseases are neurodegenerative including the NCLs. Any professional training program on NCL must take into account the medical, social and economic burdens related to RDs. To address these challenges and find solutions to themit is necessary that individuals in the government and administrative authorities, academia, teaching hospitals and medical schools, the pharmaceutical industry, investment community and patient advocacy groups all work together to achieve these goals. The logistical issues of including RD lectures in university curricula and in continuing medical education should reflect its complex nature. To evaluate the state of education in the RD field, a summary should be periodically up dated in order to assess the progress achieved in each country that signed up to the international conventions addressing RD issues in society. It is anticipated that auditing current practice will lead to higher standards and provide a framework for those educators involved in establishing RD teaching programs world-wide. ; publishedVersion

Smiling individuals are usually perceived more favorably than non-smiling ones—they are judged as happier, more attractive, competent, and friendly. These seemingly clear and obvious consequences of smiling are assumed to be culturally universal, however most of the psychological research is carried out in WEIRD societies (Western, Educated, Industrialized, Rich, and Democratic) and the influence of culture on social perception of nonverbal behavior is still understudied. Here we show that a smiling individual may be judged as less intelligent than the same non-smiling individual in cultures low on the GLOBE's uncertainty avoidance dimension. Furthermore, we show that corruption at the societal level may undermine the prosocial perception of smiling—in societies with high corruption indicators, trust toward smiling individuals is reduced. This research fosters understanding of the cultural framework surrounding nonverbal communication processes and reveals that in some cultures smiling may lead to negative attributions. ; info:eu-repo/semantics/publishedVersion