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As illustrated by coronavirus disease 2019 (COVID-19), epidemic models are powerful health policy tools critical for disease prevention and control, i.e. if they are fit for purpose. How do people ensure this is the case and where does health education fit in?

This research takes a multidisciplinary approach combining qualitative secondary and primary data from a literature review, interviews and surveys. The former spans academic literature, grey literature and course curriculum, while the latter two involve discussions with various modeling stakeholders (educators, academics, students, modeling experts and policymakers) both within and outside the field of epidemiology.

More established approaches (compartmental models) appear to be favored over emerging techniques, like agent-based models. This study delves into how formal and informal education opportunities may be driving this preference. Drawing from other fields, the authors consider how this can be addressed.

This study offers concrete recommendations (course design routed in active learning pedagogies) as to how health education and, by extension, policy can be reimagined post-COVID to make better use of the full range of epidemic modeling methods available.

There is a lack of research exploring how these methods are taught and how this instruction influences which methods are employed. To fill this gap, this research uniquely engages with modeling stakeholders and bridges disciplinary silos to build complimentary knowledge.

The purpose of this paper is to review some of the learning technologies associated with teaching and learning in higher education (HE). It looks at e‐learning and information technology (IT) as tools for replacing the traditional learning experience in HE, i.e. the “chalk and talk” lecture and seminar. HE is on the threshold of being transformed through the application of learning technologies. Are we on the brink of a new way of learning in HE after a tried and tested formula over 800 years?

Adopting a case based approach, the fieldwork for this research took place at two UK Higher Education Institutes (HEIs). A number of units that included IT‐based learning were identified. All units included a web site that was aimed at supporting students' learning. The data were collected through unstructured discussion with the lecturer and a questionnaire to students.

This paper considers and highlights the key findings from the sample linking them to the literature with the purpose of testing the aim/title of this paper. Evidence suggested the implications for HEIs are they cannot assume that presenting new technologies automatically makes their institutions “youth friendly”; this new generation would like to see some concrete benefits of technology.

From this small‐scale investigation this paper attempts to investigate in which direction HE might go. Is this generation wanting a step change? Evidence from this research suggests not – new technologies will only play a bit part. They can help free up time in order to engage and support students in new and interesting ways.

This February meeting began in somewhat dramatic fashion—not with the actor's usual injunction to ’break a leg‘ but with the Chairman's announcement that Stuart Briggs, the fourth of the seven presenters, had broken an ankle. It subsequently transpired that he had evidently ’only‘ torn the ligaments, but his presence at the seminar was sorely missed and I know all will wish him a speedy recovery.

This chapter focuses on the school placement element of Initial Teacher Education provision. It opens with an examination of a range of issues characterising research and writing about placement at global level before considering the vernacular nuances of the Scottish context. The chapter then turns to the problematic matter of quality in teaching practice and argues against reifying school placement as something that exists separate or apart from the student teachers who participate in it. It challenges simplistic analyses of the quality of the placement in terms of external provision through supportive mentoring relationships within a welcoming organisational culture. Drawing on data from the author's recent research, the relational nature of the school placement is emphasised and an argument promoted that individual student teachers make significant contributions to the nature of the support they experience on placement. Implications for further research are considered in the conclusion.

The day of standards is over, one hard‐headed public librarian has said. It may be true that in Britain the emphasis among both public and academic libraries has shifted to inter‐library comparisons and, less clearly, to self‐assessment kits. But published guidelines too, however tentative in appearance, can have tactical importance and may come into the hands of student unions, staff associations and other bodies. How useful does the latest British document look? A College Principal and a Tutor‐Librarian from Staffordshire each make their own assessment.

This register was completed by circularising universities and other organisations thought to be conducting research in this field, and by referring to ‘Scientific Research in British Universities and Colleges’, 1966–67, Volume III Social Sciences. The information was collected in the second half of 1967, and it is planned to bring this up to date periodically. It is hoped that the publication of this register will help to encourage new projects in this important and developing field by showing where the gaps are, and making it possible to avoid duplication of effort. All projects in the export field have been included except for market research. Recently completed as well as current projects have been included. In future issues of the Journal this Register will be combined with the General Register of Research.

On November 18, 1987 we broke ground for the new main library building in Tucson, Arizona. A creative financing strategy involving the sale and leaseback of city‐owned buildings to the Tucson Local Development Corporation (a quasi‐public/nonprofit corporation) forms part of the complex financing plan developed to fund the library's construction. Other components of the plan include $15 million in general obligation bonds authorized by Tucson's voters in May 1984, economic development funds available to the City, and interest earnings.

Discusses the situation of Catholic aided schools following the 1988 Education Reform Act with emphasis on school governing bodies. Governors need training, information and guidance on school management plans and devolved budgets, new flexibilities in staff salaries, teacher appraisal and morale, buying in inspection. Further classification of new grant maintained status may be needed. A proper balance must be found between education authorities, governors, Church, parents and teachers that best suits individual community needs.

That ice‐creams prepared with dirty materials and under dirty conditions will themselves be dirty is a proposition which, to the merely ordinary mind, appears to be sufficiently obvious without the institution of a series of elaborate and highly “scientific” experiments to attempt to prove it. But, to the mind of the bacteriological medicine‐man, it is by microbic culture alone that anything that is dirty can be scientifically proved to be so. Not long ago, it having been observed that the itinerant vendor of ice‐creams was in the habit of rinsing his glasses, and, some say, of washing himself—although this is doubtful—in a pail of water attached to his barrow, samples of the liquor contained by such pails were duly obtained, and were solemnly submitted to a well‐known bacteriologist for bacteriological examination. After the interval necessary for the carrying out of the bacterial rites required, the eminent expert's report was published, and it may be admitted that after a cautious study of the same the conclusion seems justifiable that the pail waters were dirty, although it may well be doubted that an allegation to this effect, based on the report, would have stood the test of cross‐examination. It is true that our old and valued friend the Bacillus coli communis was reported as present, but his reputation as an awful example and as a producer of evil has been so much damaged that no one but a dangerous bacteriologist would think of hanging a dog—or even an ice‐cream vendor—on the evidence afforded by his presence. A further illustration of bacteriological trop de zèle is afforded by the recent prosecutions of some vendors of ice‐cream, whose commodities were reported to contain “millions of microbes,” including, of course, the in‐evitable and ubiquitous Bacillus coli very “communis.” To institute a prosecution under the Sale of Food and Drugs Act upon the evidence yielded by a bacteriological examination of ice‐cream is a proceeding which is foredoomed, and rightly foredoomed, to failure. The only conceivable ground upon which such a prosecution could be undertaken is the allegation that the “millions of microbes ” make the ice‐cream injurious to health. Inas‐much as not one of these millions can be proved beyond the possibility of doubt to be injurious, in the present state of knowledge; and as millions of microbes exist in everything everywhere, the breakdown of such a case must be a foregone conclusion. Moreover, a glance at the Act will show that, under existing circumstances at any rate, samples cannot be submitted to public analysts for bacteriological examination—with which, in fact, the Act has nothing to do—even if such examinations yielded results upon which it would be possible to found action. In order to prevent the sale of foul and unwholesome or actual disease‐creating ice‐cream, the proper course is to control the premises where such articles are prepared; while, at the same time, the sale of such materials should also be checked by the methods employed under the Public Health Act in dealing with decomposed and polluted articles of food. In this, no doubt, the aid of the public analyst may sometimes be sought as one of the scientific advisers of the authority taking action, but not officially in his capacity as public analyst under the Adulteration Act. And in those cases in which such advice is sought it may be hoped that it will be based, as indeed it can be based, upon something more practical, tangible and certain than the nebulous results of a bacteriological test.

The significant increase in refugees in Europe and worldwide during 2015 challenges the paradigm of refugee education. For many decades, ‘refugee education’ has been primarily associated with the education of refugees in countries far-away as the majority of the world’s displaced persons and refugees are hosted by countries in the Global South. However, the recent European ‘refugee crisis’, that is, the large influx of refugees and migrants in Europe, has definitely turned refugee education into a European issue. As refugee students from all over the world enter European classrooms, policy makers, educators and researchers need to rethink refugee education ‘at home’ in order to ensure quality and equity. As many refugees in Europe are here to stay, the challenge is how education can contribute to their inclusion in school as well as their integration into the host society. There is a great need for rethinking the education of refugees resettling in Europe and their inclusion in national school systems. How can universal principles of quality and equity for all students be implemented in national education policies, schools and classroom practice? The current challenges are complex and call for an interdisciplinary approach. Findings and perspectives from refugee education research as well as comparative and international education research can advance our understanding of these issues. This chapter argues for a holistic, whole-school approach to refugee education, which includes education policy, school structures, classroom practice, curricula, pedagogy and teaching materials, as well as cultural awareness and refugee competence.