scholarly journals Art and psychiatry in the 21st century: here's to more messy – and magical – entanglements

2021 ◽  
pp. 1-4
Author(s):  
Kai Syng Tan
Keyword(s):  
21St Century ◽  
Critical Time ◽  
Mental Healthcare ◽  
Education And Training ◽  
The State ◽  
Mental Illnesses ◽  
Psychiatric Services ◽  
And Training

Summary In a volatile world, during a time of multiple crises and amid a projected upsurge in mental illnesses as an aftermath of the COVID-19 pandemic, now is a critical time to consider how art and psychiatry can entangle with each other. Submissions like that of Lily Aston can create new spaces for conversation, reflection and constructive collisions. This can help disrupt and extend the state of psychiatry, management of psychiatric services, and education and training in mental healthcare, and advance how we understand other bodies and minds around us, and how knowledge can be created.

scholarly journals Seven Well Known Fundamental Flaws against Innovations in Construction Chemistry

2011 ◽  
Vol 466 ◽  
pp. 15-19 ◽  
Author(s):  
Peter Seidler
Keyword(s):  
State Of The Art ◽  
New Products ◽  
Education And Training ◽  
The State ◽  
Actual Knowledge ◽  
Efficient Organization ◽  
Improve Efficiency ◽  
And Training

Construction chemistry is underdeveloped compared to other chemical branches. Innovation is realized by new products, improved pro¬cesses or / and more efficient organization. Innovation becomes evident when a noticeable progress is achieved by implementing changes. There are seven fundamental hindrances or flaws possible which are briefly considered. The state-of-the-art must be known. Innovation is measured in comparison to this state-of-the-art. If this level is not yet attained, progress is easily realized by introducing the actual knowledge. The realization is measured according to qualitative or preferably quantitative bench¬marks. Unfortunately, this is not currently done in the field of construction chemistry. Before benchmarking starts, communication based on truth and trust must be effective. The available scientific me¬tho¬dology must be known. Benchmarking will possibly show deficiencies in education and training. This will stress the need for adequate trans¬parency to improve efficiency. Hope¬ful¬ly, a self-regulating process improving pro-ducts and processes will be created in this way.

Who Pays for Skills?

2017 ◽  
Author(s):  
Terence Hogarth ◽  
Lynn Gambin
Keyword(s):  
Economic Performance ◽  
Education And Training ◽  
The State ◽  
National Economic ◽  
The Individual ◽  
The Cost ◽  
Investments In Education ◽  
And Training

Debates about the need to increase investments in education and training in order to improve overall national economic performance quickly result in deliberations about who should pay for those investments. If it is the individual or the employer who are the principal beneficiaries, then there is an expectation that they should share the cost of the investment proportionate to the benefit they obtain. There are, however, a number of barriers which prevent employers and individuals making optimum levels of investment which inevitably means that the State needs to step into the breach. This chapter addresses what economics has to say about who should make the investment in training and how various barriers to those investments being made can be overcome.

A call to action: next steps to advance diagnosis education in the health professions

Diagnosis ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Mark L. Graber ◽  
Eric Holmboe ◽  
Joan Stanley ◽  
Jennifer Danielson ◽  
Stephen Schoenbaum ◽  
...  
Keyword(s):  
Literature Review ◽  
Faculty Development ◽  
Health Professions ◽  
Education And Training ◽  
The State ◽  
Assessment Tools ◽  
Common Language ◽  
Quality And Safety ◽  
Call To Action ◽  
And Training

Abstract Objectives Improving diagnosis-related education in the health professions has great potential to improve the quality and safety of diagnosis in practice. Twelve key diagnostic competencies have been delineated through a previous initiative. The objective of this project was to identify the next steps necessary for these to be incorporated broadly in education and training across the health professions. Methods We focused on medicine, nursing, and pharmacy as examples. A literature review was conducted to survey the state of diagnosis education in these fields, and a consensus group was convened to specify next steps, using formal approaches to rank suggestions. Results The literature review confirmed initial but insufficient progress towards addressing diagnosis-related education. By consensus, we identified the next steps necessary to advance diagnosis education, and five required elements relevant to every profession: 1) Developing a shared, common language for diagnosis, 2) developing the necessary content, 3) developing assessment tools, 4) promoting faculty development, and 5) spreading awareness of the need to improve education in regard to diagnosis. Conclusions The primary stakeholders, representing education, certification, accreditation, and licensure, in each profession must now take action in their own areas to encourage, promote, and enable improved diagnosis, and move these recommendations forward.

The dynamics of regulating low-fee private schools in Kenya

2018 ◽  
pp. 25-44
Author(s):  
Gilbert Mitullah Omware
Keyword(s):  
Private Schools ◽  
Growth And Development ◽  
Basic Education ◽  
Education And Training ◽  
Current Approach ◽  
The State ◽  
For Profit ◽  
Uniform Approach ◽  
Law And Policy ◽  
And Training

This chapter examines Kenya's current approach to the regulation of low-fee private schools amid the tension between conceiving of education as a commodity provided for profit — where rules of the market determine growth and development — and conceiving of education as a fundamental right that the state must fulfil for every person in its jurisdiction. In Kenya, the contextual term for ‘low-fee’ private schools is ‘APBET’ schools (Alternative Provision of Basic Education and Training), after the 2009 APBET Policy. The Kenyan government still does not know exactly how many APBET schools operate in the country and therefore cannot adequately regulate them. As demonstrated by the fragmentation in the regulation of these schools, it reveals that there is a need to consolidate the incorporation, registration, licensing, and taxation regimes to ensure a uniform approach to law and policy on low-fee private schools. As such, a comprehensive overhaul of the regulation of APBET schools is required.

Legal education and training of minors as a moral and legal aspect of personality development

2020 ◽  
pp. 59-67
Author(s):  
Laura Turkaeva
Keyword(s):  
Personality Development ◽  
Legal Aspect ◽  
Legal Education ◽  
Integrated Approach ◽  
Legal Culture ◽  
Education And Training ◽  
The State ◽  
Constitutional Rights ◽  
Legal Structure ◽  
And Training

The relevance of this work consists in the fact that at the present stage of society's development, full legal education and training of minors can be achieved through the aspiration of a person to learn the basics of legislation and to show respect for them. Considering the state and legal structure of the Russian Federation, this issue is given special attention. At the same time, knowledge and respect for laws do not yet cover the entire spectrum of the legal culture of the younger generation, since they must also understand and comply with them. Whereas by virtue of their harmonious combination, the coefficient of legal awareness and legal culture of modern children is taking shape. The need to strengthen preventive measures of educational impact is increasing every day. Every child should be aware of and feel the protection and priority of constitutional rights and freedoms. Scientific studies show the need for legal education of children using the state mechanism of influence, taking into account educational institutions, age qualifications and home conditions in which the child is brought up. In addition, positive dynamics in this problem will be observed only through the integrated approach of all state bodies represented by the three branches of government (legislative, executive and judicial), and using the experience of the European powers with the subsequent unification of international law.

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