Rheumatology Education Needs a Splash of Color

Health disparities in the delivery and outcomes of clinical care exist across the spectrum of patients with rheumatic diseases. In a retrospective analysis of the Corrona registry, patients with rheumatoid arthritis identifying as racial or ethnic minorities achieved lower rates of remission or low disease activity scores and reported poorer functional status compared to White patients.1

Threat Assessment in Community Colleges

Threat assessment and management in higher education is still in the early stages of development. Little is noted in the research literature about the practices of threat assessment teams in this environment, particularly in community colleges. To fill this knowledge gap, a random national sample of 15% (n = 148) of public community colleges were surveyed as to: (a) threat assessment practices, (b) continuing education needs, and (c) training delivery preferences. Lead threat assessment practitioners were surveyed from those institutions. A total of 113 participants returned a completed survey. This number represented a return rate of 76%. A post hoc power analysis reported an actual power (i.e., 1-β error probability) of 0.84. The professional breakdown of respondents was law enforcement/security (n = 52), college administration (n = 55) and other (n = 6). The vast majority (73%) of the community colleges operated with a formalized threat assessment team, yet 67% of respondents reported fewer than 40 hours of threat assessment training. The leading types of team composition were: (a) employees only (57%), and (b) mix of employees and outside personnel (32%). Most college threat assessment teams addressed more than just students as threat sources (69%). The top continuing education needs reported ranged from legal implications to advanced training of threat assessment and management. Inferential statistical analyses revealed that, in reference to their professional background, threat assessment practitioners similarly rank their: (a) continuing education needs, and (b) training delivery preferences (i.e., in person vs. online). Implications for both research and practice were discussed.

Is This Time of Global Crisis the Opportunity That Higher Education Needs?

The pandemic has badly affected the world without exception. All the domains of human existence have been impacted. Poor countries have suffered in specific and general ways for many reasons to do with a systemic lack of infrastructure, endemic poverty, and lack of appropriate resources. Action is required to find new and innovative ways to adapt education to the needs of developing societies in addressing crises such as this. The connection between conflict transformation theories and post-pandemic higher education challenges is explored with specific reference to indigenous paradigms in shaping alternative structures. This reflection is threefold: The authors reflect on how the concept of conflict transformation is relevant to the post-pandemic higher education and how the pandemic impacts Madagascar. Then, they focus on how Madagascar dealt with the pandemic through adoption of a more traditional approach. Finally, they discuss the concept of Teny ierana as a solution to the global crisis, not only in Madagascar but globally.

Experience and Knowledge in the Learning Process Management Perspective in the Time of the Covid-19 Pandemic

Technological progress is something that cannot be avoided in this life, because technological progress will run in accordance with scientific advances. This cannot be separated from the role of education. Thus, as a very important component for humans in living life and social interaction, of course education needs to be carried out consciously and planned, both by stakeholders and education providers, especially teachers and lecturers. Education must continue in any form and condition, as long as the activities of human life in social interaction continue. This condition will certainly also occur during the Covid-19 pandemic. All education providers are required to act more quickly in responding to the existing conditions. Perceptions about the length of interaction with the implementation of education (experience), especially for teachers and lecturers are not the main benchmark for ensuring the success of managing the learning process during the Covid-19 pandemic. A wise effort is to make peace with any conditions and respond wisely to the existing conditions so that wisdom and humility will emerge. In the end, education providers, especially teachers and lecturers, will try to collaborate between experience and knowledge.

Do educators’ responsibilities stop at the classroom door?

Schools are crucial sites in the politics of social and cultural transformation. However, we should not limit our work to the internal structures, processes, and content of schooling. The struggles in schools should be organically connected to community-based struggles outside of schools. Therefore, critically democratic action in education needs to transform not only schools, but also the communities and societies in which these schools are situated. Actions in and around schools are even more powerful and long lasting when they are closely connected to real people and real movements and mobilizations outside as well as inside the places where so many of us work.

SCHOOL-BASED MANAGEMENT IN SOUTHEAST ASIA (MBS-SA): DEMANDS OR EDUCATION NEEDS?

This article discusses conceptual School-Based Management (SBM) which includes the contribution and implementation of the education process in managing the structure and organizing autonomous education (decentralized from the government to school). This article is made by reviewing and collecting information from various references both books, articles, and journals that are used as material in studying and conceptually adding insight to SBM. The idea of holding SBM is a good step to support the improvement and acceleration of the improvement of the quality of human resources in the field of education that is in accordance with the field conditions to solve problems more quickly and effectively, but it is also very risky for failure because all responsibilities and implementation are left to executor, where each region has different human resources (HR) and funding capabilities.

Rethinking General Education Program for Integrating Local Contexts and English Contents

The local and global dimensions are now in balance within the COVID-19 pandemic in all sectors, education needs to be adapted and disrupted for tomorrow. Local contexts in the stream of global movement concerns curriculum and instruction. The local contexts are significant content to promote English by various kinds of contents. This research purposes to study general education program for integrating local contexts and English contents. Target group consisted of teachers who have been taught basic English courses, general education program. The research tools used questionnaire and interviewing form to study the problems and needs for understanding the general education category by integrating content according to local context. As it finding, the local context is the authentic learning experiences that students can learn, they can make a link between local and global dimensions. Conceptual framework is proposed for rethinking genera; education program for integrating local and global English courses, the study needs more discussion how to help students develop learning abilities through the suitable curriculum and instructional practices.