Global health education for the post-pandemic years: parity, people, planet, priorities, and practices

Global health degree programs are now offered by institutions of higher education in most world regions. Based on our review of the curricula for many of these programs, we identified five domains that are central to current global health education. “Parity” emphasizes health equity as the ultimate goal of global health. “People” comprises the social, economic, cultural, and political contributors to health and access to medical care for individuals and communities. “Planet” encompasses various aspects of globalization and environmental health that affect population health. “Priorities” and “practices” include the values, data, and tools used to design, implement, and evaluate partnerships, policies, programs, and other global health interventions in countries of all income levels. The pandemic is likely to increase student demand for global health education from the undergraduate through the graduate and professional levels. Our “5 Ps model of global health education” provides a comprehensive framework for the core student learning objectives for global health today. Knowledge of each of these domains is essential for preparing students for meaningful experiential learning and skilled professional practice in global health.

A Study of Faculty Retention Factors in Educational Institutes in Context With ABET

A typical higher education institute classically has all the five major constituents, i.e. current students, alumni, faculty members, employers and industrial advisory board. Expectations of the rest of the constituents are fully dependent on the faculty members, as they play a pivotal and backbone role in building up an educational institute, to a high repute. Faculty members provide the knowledge and skills necessary to students, to address market needs. Letting go of skilled, professional and enthusiastic faculty members can have a huge impact on any higher education institution’s reputation and in fulfilling the market needs. In this research, we explore the different influencing factors and criteria for retaining teaching staff at schools and higher education institutes. These criteria are then evaluated against Accreditation Board of Engineering and Technology (ABET) accredited institutes criteria data of “faculty” and “Institutional support,” to see the impact. Study shows that only very few faculty members leave the institution because of higher student-to-faculty ratio or denial of tenure. Also, most of institutions concentrate on providing reduced number of lecture hours per week to keep their faculty members happy and perform research at the institution. Out of 737 faculty members of 27 institutes included in this study, only 0.54% faculty members left ABET accredited institutions.

Hair Transplant: Challenges, Solutions and Guideline for Beginners

The aim of this article is to summarize the challenges which might have to be faced by the beginners while setting up a hair transplantation practice. Hair transplantation is one of the most rapidly evolving procedures in aesthetic surgery that is steadily gaining attention in dermatology practice in the recent times. It is a very time‑consuming and tedious procedure to be performed even by the trained practitioner.Hair transplantation is a procedure which needs highly skilled professional and helping labor. Hand and eye co‑ordination are also utmost important to perform such delicate surgeries.Alcohol is a diuretic, meaning it will dehydrate you. This can prolong your recovery time and increase your risk of discomfort. Moreover, it can elevate your blood pressure to an unsafe level and reduce the supply of blood and crucial nutrients to your head. Avoid alcohol for the first five days after your procedure.

Dental Foundation Training (DFT): does it meet the Francis Report Recommendations?

This study evaluates Dental Foundation Training (DFT) in the context of the Francis Report recommendations. Results of questionnaires sent to trainees and educational supervisors involved in DFT highlighted the importance of an educational supervisor as a positive role model, the value of the informal curriculum in developing an organisational culture of professionalism, leadership and ethics, and the developmental benefits of experiential learning. DFT needs to create an optimal learning environment which should promote the benefits of reflection, positive role modelling and active participation by foundation trainees in their professional community and organisational culture. The findings of this study confirm the crucial role DFT plays in the development of safe, ethical and effective practitioners. It also underlines the need for clear and consistent UK wide standards of DFT supported by strong leadership and management, underpinned by skilled, professional educational supervisors, and effectively quality assured.

Professional glamour and feminine mystique: Barbara Moon's Style in words and wardrobe

‘Glamour’ is a term usually reserved to describe celebrities and fashion personalities. This research project proposes that glamour can also be performed by highly skilled professional women to assert themselves in the workplace and challenge gender expectations. Years before the publication of the Dress for Success books in the 1970s, women were already entering typically masculine environments and negotiating their professional identities through fashion and personal appearance. This paper provides a case study of one woman’s wardrobe, donated to the Ryerson University Fashion Research Collection in 1997. Its owner, Barbara Moon, was a highly respected journalist and magazine editor who worked in Toronto from the 1950s to 1990s. Through material culture approaches, as well as textual and discursive analyses, Moon’s wardrobe was examined and situated within the social and professional contexts in which it was worn. Connections were drawn between the themes she explored in her writing, and her elegant self-presentation.

Professional glamour and feminine mystique: Barbara Moon's Style in words and wardrobe

‘Glamour’ is a term usually reserved to describe celebrities and fashion personalities. This research project proposes that glamour can also be performed by highly skilled professional women to assert themselves in the workplace and challenge gender expectations. Years before the publication of the Dress for Success books in the 1970s, women were already entering typically masculine environments and negotiating their professional identities through fashion and personal appearance. This paper provides a case study of one woman’s wardrobe, donated to the Ryerson University Fashion Research Collection in 1997. Its owner, Barbara Moon, was a highly respected journalist and magazine editor who worked in Toronto from the 1950s to 1990s. Through material culture approaches, as well as textual and discursive analyses, Moon’s wardrobe was examined and situated within the social and professional contexts in which it was worn. Connections were drawn between the themes she explored in her writing, and her elegant self-presentation.

Perceptions of Baccalaureate Graduates on their Clinical Nursing Education and its Effectiveness in their Service Delivery

Good clinical education underscores good nursing practice and is the avenue through which students develop clinical skills. Baccalaureate graduates have been perceived as less skilled professional nurses when compared with graduates from the diploma-based nursing programme. However, this assumption is based on a perceived deficiency of clinical education in the baccalaureate programme. The purpose of this study was to explore the perceptions of baccalaureate graduates on their clinical education and the effectiveness of clinical education in their service delivery. This was a qualitative, exploratory, descriptive, contextual study. Twenty-nine graduates from four different universities, who had worked for a minimum of two years post-graduation, were interviewed for a period of 45–90 minutes each. The graduates of the baccalaureate nursing programme indicated that their clinical education was adequate, despite limited time allocated for clinical education and challenges at the clinical placement site. From the study, the researchers recommended that the nursing curriculum be evaluated to balance the time allocated for the theoretical and clinical components of the programme, and to ensure that in future there is better theory-praxis articulation.

Translation Competence and Translator Training: A Review

Translator training is an area that has received much interest among the research community of Translation Studies’ scholars. This is driven by the need for highly qualified and skilled professional translators around the world. This need has motivated research into the skills and competences professional translators need to perform their tasks effectively. This review addresses translator training and translation competence, underscoring the need for further research in this area in the Saudi context. It also presents some translation competence models that have been proposed. The review indicated that translation competence is an under-researched area in the Saudi context. Further research is needed in this area to contribute to improving the quality of translator training, which will enhance the quality of translation services by improving the outcomes of these programs.

The Implementation of Local Wisdom-Based Vocational Hospitality Curriculum Development Model

Vocational higher education has a strategic role and is at the forefront in handling the age of the workforce and educating them into skilled, professional, and highly competitive persons who will enhance the nation's competitiveness. This study aims to formulate a design model for the development of a vocational hospitality curriculum based on local wisdom for students of the Tourism Department. The vocational curriculum development model will be highly useful for determining measures or policies to improve the quality of human resources hospitality industry fields. The research method used is research and development, which includes a descriptive method, action research, and experimentation. This curriculum development model emphasizes the development of broader methods of not only how to teach but also how to build students’ character.