Exploration of Estimated Emigration Trends of Polish Health Professionals

Background: Due to the significant staff shortages, emigration of health professionals is one of the key challenges for many healthcare systems. Objective: The aim of this article is to explore the estimated trends and directions of emigration among Polish health professionals. Methods: The emigration phenomenon of Polish health professionals is still under-researched and the number of studies in this field is limited. Thus, the authors have triangulated data using two methods: a data analysis of five national registers maintained by chambers of professionals (doctors, nurses, midwives, physiotherapists, pharmacists, and laboratory diagnosticians), and data analysis from the Regulated Profession Database in The EU Single Market. Results: According to the data from national registers, between 7–9% of practicing doctors and nurses have applied for certificates, which confirm their right to practice their profession in other European countries (most often the United Kingdom, Germany, Sweden, Spain, and Ireland). The relatively high number of such certificates applied for by physiotherapists is also worrying. Emigration among pharmacists and laboratory diagnosticians is rather marginal. Conclusions: Urgent implementation of an effective mechanism for monitoring emigration trends is necessary. Furthermore, it is not possible to retain qualified professionals without systemic improvement of working conditions within the Polish healthcare system.

Integrating Service Learning With Systemic Change

This chapter examines the redesign of the Petey Greene Program (the PGP), which prepares undergraduate and graduate student volunteers at 30 higher education institutions to tutor people in prison. Through a redesign process, the PGP shifted from a service learning organization that only supplements existing prison education programs with volunteer tutors to one that also pursues systemic improvement in educational access for justice-impacted people and facilitates volunteer activism. The chapter explores how service learning programs may perpetuate unjust systems if they are not integrated into systemic change initiatives and offers a guide for using service learning programs as a platform for pursuing systemic change. The case study illustrates how higher education institutions can partner with external organizations to educate justice-oriented citizens who understand and address the structural root causes of injustice.

Codification of the legislation of Ukraine on intellectual property: material and procedural aspects

Key words: intellectual property law, legislation, material norms, proceduralnorms, codification The article is devoted to the study oflegislative problems that determine the appropriateness of the codification of Ukrainianlegislation on intellectual property. The current state of legislation in this area,the results of the reforms of procedural legislation of 20218 and special legislation of2020 are analysed. It is concluded that the special legislation of Ukraine on intellectualproperty requires further systemic improvement, unification, taking into accountthe development of the enforcement of European legislation in this area. The currentstructure of special laws is complex, dubbed norms and legal and technical shortcomings.Considering the number of tasks, the solution of which is advisable when improvinglegislation, it is obvious that the introduction of individual point changes isineffective. Another significant factor requiring recourse to the legislative procedureis the creation in Ukraine of the High Court for Intellectual Property Issues, and ascientific discussion regarding the procedural rules by which this court should administerjustice. The current legislative field contains certain rules governing the activitiesof this court, however, the presence of special procedural provisions in the legislationof the European Union, along with non-compliance with certain provisions of theAgreement on Trade-Related Aspects of Intellectual Property Rights and the AssociationAgreement between Ukraine, on the one hand, and the European Union, thecommunity on nuclear energy and their member states, on the other hand, makes itnecessary to supplement national procedural legislation with appropriate norms.Based on the characteristics of the structure of the legislative landscape, it is proposedto consider the possibility of incorporating material, procedural and proceduralnorms in a single legislative act. Approaches to defining the goals and principles ofsystematization of legislation are proposed.

From Academic to Practitioner: Tips for Increasing Engagement With Your Research (Essay on Best Practices)

Academics and practitioners all too often have little or no contact with each other; the practitioner does not know what research exists that can inform their practices, and the academic does not know enough about the institutions they primarily study to make recommendations that are specific enough to inform a concrete practice or policy. I leverage my experiences both as an academic and as a data analyst and domestic violence coordinator at Family Court to outline lessons learned in the field. I detail how my academic training hindered my work as a practitioner, and how practitioners differ in terms of conducting internal research and presenting data and findings. I use my lessons learned and subsequently list several concrete practices that academics can begin to work into their work to increase communication with important stakeholders, and tailor their work to practical systemic improvement. Bridging the gap between academics and practitioners will lead to better research projects, and findings that will be able to actively enact changes within systems that academics focus on.

Sustainable development of economic systems on the basis of innovative processes

The social and economic processes resulting from the COVID-19 pandemic are a new global factor that highlights setting out conditions for sustainable development of economic systems. The authors propose a hypothesis that a stable growth rate of national economy is ensured by qualitative and systemic improvement of leading innovative indicators. Thus, the purpose of the paper is to study the dynamics of and correlation between indicators of innovative development of territorial and sectoral economies. The paper presents economic and statistical study of the volume of innovative products and performed services, funding of technological innovations; the creation and application of new technologies. To ensure representativity of the sample, the authors analyzed the leading performance indicators in Russian R&D organizations from January to June 2020. The parameters of the analysis were the location in a federal district and a form of ownership. A direct correlation between R&D costs and the average number of researchers has been revealed. Sustainable development of economic systems in a new economic reality is possible only with the application of effective methods of analyzing innovation costs, studying laws and factors of innovation development, forms of endogenous and exogenous technological exchange for all economic entities.

Using an Ecological and Systems Approach to Support Early Learning Readiness

This case is to help district leaders and community partners understand the complexity of pursuing a principles-based approach to improving early school readiness. Wyckoff Public Schools adopted the Boston Basics to support young children’s early learning and readiness for school. It required district leaders and partners to work across organizational and institutional sectors through trial-and-error efforts. The case describes the complexity, learning challenges, and early inquiry cycles that the district pursued to turn this model into a community-embedded educational change and student-readiness strategy. It reflects how systemic improvement theories—particularly the ecological perspective and improvement science—guided their approach and identified areas for improvement.

State Systemic Improvement Planning: Impact on System and Student Outcomes

In the wake of reports of continued gaps between youth with and without disabilities in regard to graduation rates and postschool outcomes, the U.S. Department of Education (USDOE), Office of Special Education Programs (OSEP) began examining their process for monitoring state implementation of the Individuals with Disabilities Education Improvement Act (IDEA). OSEP’s revised accountability system, known as Results-Driven Accountability, better aligns accountability systems to support states in improving results for infants, toddlers, and youth with disabilities and their families. Currently required from states, is a comprehensive multiyear State Systemic Improvement Plan (SSIP) focused on improving results for students with disabilities. The purpose of this article is to describe the phases of the SSIP and provide an example of how this new accountability system is working in the Republic of the Marshall Islands (RMI). As with all other states, territories, and freely associated states, RMI is required to develop and implement an SSIP.

Knowledge, Evidence, and the Configuration of Educational Practice

This paper examines the context of evidence-informed practice (EIP) by inquiring into how educational practice is defined and organised, and how predominant understandings of educational practice are concomitant with preferences for particular forms of evidence. This leads to discussion of how certain educational research traditions speak (or are unable to speak) to these evidence requirements, and how this shapes the nature of EIP. While the rise of EIP can be understood as part of the increasing attention paid by governments to systemic ‘improvement’ in education systems, it can be argued that the lack of a coherent body of educational knowledge in many national traditions enables governments to exercise control not only of definitions of ‘what works’ in education but also over conceptualisations of educational practice. For some policy makers and practitioners, the much-remarked dislocation between ‘evidence’ and teaching practice in many national contexts can only be solved by a narrowing of what counts as knowledge alongside a more prescriptive control over what counts as acceptable educational judgement. However, such an alignment serves to exclude wider educational purposes and arguably instrumentalises pedagogical relations. Meanwhile, some continental European countries maintain traditions that may serve to mitigate such developments, although these traditions are not without challenge.