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Book Summary: Setting out to design a nursing simulation program or to improve one already in place? Drawing on the personal experiences of experts and pioneers in the field, Simulation Champions: Fostering Courage, Caring, and Connection offers the practical information needed to deal with the real challenges of creating or improving a simulation program, along with detailed information on the change management and leadership skills needed for success. Whether you are building a nursing simulation program from the ground up or are seeking to improve an existing program, you will find the information and tools you need to develop strategies for adoption, maintenance, and evaluation, including coverage of important considerations, such as physical space, budget, curriculum and human resources. Key Features Extensive coverage of leadership and management concepts critical to implementing a simulation program prepares you for potential challenges and pitfalls.Coverage of change management helps you understand specific issues you might face at your institution, along with strategies for addressing them. Ready-to-use online templates and forms help you implement key concepts and skills. INACSL Standards of Best Practice: SimulationSM throughout the text help you ensure the program you develop meets current best practices. Simulation on a Shoestring feature offers creative ideas to save your program valuable dollars. Voice of Experience sections present personal narratives from Simulation Champion pioneers across the globe. Each describes a challenge encountered, how the challenge was met, and outcomes and lessons learned, as well as inspirational quotes or messages from them to you.

In this study l investigate the Singaporean characteristics of broadcast media internationalisation. I ask the question &quote Does Internationalisation lead to homogenisation and commercialisation of the television culture in Singapore or does it give way to more diversity, thus stimulating cultural differentiation?&quote . I articulate the constraints and/or tensions of supranational regulation, foreign policy, regional and intraregional alliances upon communication and the cultural and social effects as they impact on and respond to production, programming, scheduling and output in Singapore. I explain how Singaporean Television media culture takes part in the processes of globalisation, and how it challenges existing cultures and creates new and alternative symbolic and cultural communities, within the context of regional communication. In this thesis 1 conclude that whilst Singapore definitely does not have equity in information, wealth or resource flows it is attempting to liberalise. To do so, the government recognises that serious inadequacies and imbalances must be addressed and that the path to greater political and economic growth is through an actively informed public. Despite regulatory restrictions on data flow and technical and service ownership, Singapore is encouraging regional alliances, depoliticising cultural differences and concentrating on economic imperatives to build mutual knowledge and understanding, multilateral agreements, collective ownership, mutual exchange and cooperative dissemination.

The researcher found few studies that explore decisions of social studies teachers as they plan what and how to teach their classes. Over a century, social studies educators have adapted and responded to political, social, and economic changes. From educating immigrants a century earlier to addressing contemporary cross-border issues, social studies educators inherit unique challenges in today's increasingly globalized world. In addition to these external forces, constraints are placed on teachers which prescribe what content must be included in an already crowded curriculum. This qualitative approach using a case study provides a better understanding of the influence a globally oriented program has on participants' teaching social studies by investigating how participation in UNA-USA Global Classrooms program influenced how social studies teachers teach social studies. The goal was to provide a rich, compelling account of experiences of high school social studies teachers so that others can understand the issues reflected in their experiences better. The primary method of gathering data was the hour-long interview, in a case study approach. Analysis resulted in six themes: (1) teachers' perceived influence of Global Classrooms on student interest and engagement, (2) content expertise and confidence, (3) challenges to teaching global perspectives stemming from students, (4) challenges to teaching global perspectives stemming from school environment (5) innovative pedagogy and learning activities, and (6) projects and advocacy dimensions evolved from Global Classrooms experiences. Participants' unique experiences underscore the importance of studying the influence of globally oriented curriculum programs on social studies instruction. Implications include (1) teacher preparation and inservice training needs to be responsive to the need to develop an emerging cadre of teachers who are becoming increasingly aware of the need to infuse global perspectives into the social studies curriculum, (2) it is important that school districts realign professional development programs to help teachers gain content knowledge and expertise on global issues (3) participants in this study confirm that globally oriented programs such as the UNAUSA Global Classrooms Curriculum enable teachers to build pedagogical content expertise in teaching about global issues, and (4) as pedagogical knowledge improved, participants became more adept at reinventing the curriculum and infusing components to serve the courses they taught.

Abstract This comparative study examines the views of Finnish and Japanese student teachers on global perspectives (GP) in relation to their future profession. As global citizens, teachers should know, one, the cultural and historical backgrounds of pupils and their families, and two, how to teach interrelated themes and global issues. The research questions of this study are, "How do student teachers conceptualise global perspectives in relation to their future teaching, in Oulu and Hiroshima?"; "How do those students view the role and significance of GP in their future teaching?"; and, "How does teacher education support the development of GP?" My theoretical framework rests on Gaudelli’s heuristic model of global citizenship education (2009) and on Hanvey’s five aims of GP (1982), enriched by principles of critical pedagogy (Giroux 2004, Freire 1985). The main body of empirical data was acquired through interviews with and questionnaires completed by students in the two contexts. This study found differences and similarities in the Finnish and Japanese student teachers’ views of global perspectives. Those views, in many respects, reflect Hanvey’s model of five aims, "perspective consciousness" and "cross-cultural awareness" in particular. Views derived from critical pedagogy were less visible. Remarkable differences were evident in terms of Gaudelli’s "four orientations" model. The Japanese student teachers expressed nationalistic tendencies more often than their Finnish counterparts, who stressed humanistic principles. Neo-liberalist and transformational orientations were more difficult to detect in the Japanese data. In both cases, the student teachers saw GP as valuable for their future profession, referring to "cross-cultural awareness" within a humanistic orientation. However, the Japanese student teachers stressed "perspective consciousness" as part of a nationalistic orientation, while the Finns justified the teaching of GP in terms of "global dynamics" in a transformational orientation. Both groups saw teacher education programmes as significant to the development of GP, expressing similar views on the importance of curricula and of professors’ knowledge. Yet, while the Finnish student teachers saw peer support and varied assignments as helpful in developing GP, the Japanese considered those factors to be less relevant. / Tiivistelmä Tämä vertaileva tutkimus tarkastelee suomalaisten ja japanilaisten opettajaksi opiskelevien näkemyksiä globaaleista näkökulmista (global perspectives) suhteessa heidän tulevaan ammattiinsa. Maailmankansalaisina opettajien tulisi tuntea oppilaidensa ja heidän perheidensä kulttuurihistorialliset taustat sekä kuinka heidän tulisi huomioida globaalit kysymykset opetuksessa. Tutkimuskysymykset ovat: 1) Kuinka Oulussa ja Hiroshimassa opettajaksi opiskelevat käsitteellistävät globaalit näkökulmat suhteessa heidän tulevaan ammattiinsa? 2) Millaisena nämä opiskelijat näkevät globaalien näkökulmien merkityksen ja tehtävän tulevassa ammatissaan? 3) Kuinka opettajankoulutus opiskelijoiden mielestä tukee globaalien näkökulmien kehittymistä? Tutkimuksen teoreettinen viitekehys rakentuu seuraavista osa-alueista: 1) Gaudellin heuristinen maailmankansalaisuuden malli, 2) Hanveyn malli globaalin näkökulman viidestä tavoitteesta sekä 3) kriittisen pedagogiikan pääperiaatteet. Empiirinen aineisto koostuu pääasiallisesti kyselyistä ja opiskelijoiden haastatteluista näissä kahdessa kontekstissa. Tulokset osoittavat, että suomalaisten ja japanilaisten opettajaksi opiskelevien käsityksissä globaaleista näkökulmista on sekä yhtäläisyyksiä että eroavuuksia. Heidän käsityksensä heijastavat suurelta osin Hanveyn mallin viittä tavoitetta, joista vallitsevimpia olivat "näkökulmatietoisuus" ("perspective consciousness") ja kulttuurien välinen ymmärrys ("cross-cultural awareness"). Kriittiseen pedagogiikkaan pohjaavia näkemyksiä esiintyi aineistossa vähemmän. Gaudellin neljän orientaation malliin osalta tuloksissa oli havaittavissa huomattavia eroja. Japanilaiset opiskelijat ilmaisivat nationalistisia tendenssejä useammin kuin suomalaiset, jotka taas painottivat humanistisia periaatteita. Uusliberalistisia ja transformatiivisia orientaatioita oli vaikeampi havaita japanilaisten aineistossa. Sekä japanilaiset että suomalaiset opettajaksi opiskelevat pitivät globaaleja näkökulmia merkittävänä osana tulevaa ammattiaan ja viittasivat perusteluissaan kulttuurien väliseen ymmärrykseen. Japanilaiset opiskelijat kuitenkin painottivat näkökulmatietoisuutta osana nationalistista orientaatiota, kun taas suomalaiset perustelivat globaalien näkemysten opettamista "globaalilla dynamiikalla" osana transformatiivista orientaatiota. Mitä tulee opettajankoulutuksen rooliin, kumpikin ryhmä piti koulutusohjelmiaan merkittävinä globaalien näkökulmien kehittymiselle painottaen opetussuunnitelmien ja opettajankouluttajien tiedon tärkeyttä. Kuitenkin suomalaiset opiskelijat pitivät vertaistukea ja erilaisia tehtäviä oppimisprosessia edistävinä, mikä taas ei korostunut japanilaisten aineistossa.

The traditional health care system as it prevails in South Africa is part of African culture and intricately linked with the African world view. It embraces traditional norms and values that have survived to this day. In this sense it is more than a constituent part of medical pluralism which has become a global phenomenon. The role of the traditional healer is far more extensive than that of the modern medical doctor. He advises on all aspects of life, including physical, psychological, spiritual, moral and legal matters. He shares the client's world view. He understands the significance of ancestral spirits, the belief in supernatural forces and the reality of witches. It is in this context that modern scientific medicine has not been able to replace traditional medicine, and arguably never will. Traditional medicine is faced with enormous challenges at present. Firstly, the traditional social order is fast disappearing, making way for the state and the individual whose rights as contained in the Bill of Rights of the 1996 Constitution of the Republic of South Africa may seriously clash with traditional norms. Secondly, especially in an urban environment, the healer may encounter stiff competition from more progressive colleagues and modern physicians. Thirdly, scientific medicine basically regards traditional activities as unscientific, unregulated, often harmful and sometimes fatal. Fourthly, anti-witchcraft legislation hinders the traditional practitioner to deal with witches in the culturally appropriate manner. Traditional medicine will not go away. It is therefore necessary to find ways and means to see it practised in a safe and competent manner. As healers agitate for official recognition, it will be regarded as their corresponding duty to professionalise the traditional sector, create a traditional medical council and establish a register of bona fide healers who possess stipulated qualifications and are subject to rules of conduct and discipline. The modern and traditional sectors are essentially complementary and should be accommodated within a legal framework of official health care that protects healers and healed alike. The legal implications of this strategy are discussed in a global as well as regional African context. / Jurisprudence / LL.D.

The traditional health care system as it prevails in South Africa is part of African culture and intricately linked with the African world view. It embraces traditional norms and values that have survived to this day. In this sense it is more than a constituent part of medical pluralism which has become a global phenomenon. The role of the traditional healer is far more extensive than that of the modern medical doctor. He advises on all aspects of life, including physical, psychological, spiritual, moral and legal matters. He shares the client's world view. He understands the significance of ancestral spirits, the belief in supernatural forces and the reality of witches. It is in this context that modern scientific medicine has not been able to replace traditional medicine, and arguably never will. Traditional medicine is faced with enormous challenges at present. Firstly, the traditional social order is fast disappearing, making way for the state and the individual whose rights as contained in the Bill of Rights of the 1996 Constitution of the Republic of South Africa may seriously clash with traditional norms. Secondly, especially in an urban environment, the healer may encounter stiff competition from more progressive colleagues and modern physicians. Thirdly, scientific medicine basically regards traditional activities as unscientific, unregulated, often harmful and sometimes fatal. Fourthly, anti-witchcraft legislation hinders the traditional practitioner to deal with witches in the culturally appropriate manner. Traditional medicine will not go away. It is therefore necessary to find ways and means to see it practised in a safe and competent manner. As healers agitate for official recognition, it will be regarded as their corresponding duty to professionalise the traditional sector, create a traditional medical council and establish a register of bona fide healers who possess stipulated qualifications and are subject to rules of conduct and discipline. The modern and traditional sectors are essentially complementary and should be accommodated within a legal framework of official health care that protects healers and healed alike. The legal implications of this strategy are discussed in a global as well as regional African context. / Jurisprudence / LL.D.