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This paper discusses best practices in teachers’ professional development (PD) in the United States (U.S.). We begin by presenting a conceptual framework for effective professional development, which suggests five key features that make professional development effective—content focus, active learning, coherence, sustained duration, and collective participation. We then describe the findings from recent U.S. research that has tested the five features, with an emphasis on the results of rigorous randomized control trials. We discuss several insights gained from this work and that have helped refine the framework. They are that (a) changing procedural classroom behavior is easier than improving content knowledge or inquiry-oriented instruction techniques; (b) teachers vary in response to the same PD; (c) PD is more successful when it is explicitly linked to classroom lessons; (d) PD research and implementation must allow for urban contexts (e.g., student and teacher mobility); and (e) leadership plays a key role in supporting and encouraging teachers to implement in the classroom the ideas and strategies they learned in the PD. We then examine three major trends in how professional development for teachers is evolving in the U.S.—a move away from short workshops, linking teacher PD to evaluations, and the use of video technology to improve and monitor the effects of PD. Finally, we discuss the challenges faced by districts and schools in implementing effective professional development.

A growing body of research shows that social networks and identities have a profound impact on mental and physical health. With such mounting evidence of the importance of social relationships in protecting health the challenge we face is explaining why this should be the case. What is it that social groups offer that appears to be just as beneficial as a daily dose of vitamin C or regular exercise? This edited book brings together the latest research on how group memberships and the social identities associated with them determine people's health and well-being. The volume provides a variety of perspectives from clinical social organisational and applied fields that offer theoretical and empirical insights into these processes and their consequences. The contributions present a rich and novel analysis of core theoretical issues relating to the ways in which social identities and factors associated with them (such as social support and a sense of community) can bolster individuals' sense of self and contribute to physical and mental health. In this way it is shown how social identities constitute a 'social cure' capable of promoting adjustment coping and well-being for individuals dealing with a range of illnesses injuries trauma and stressors. In addition these theories provide a platform for practical strategies that can maintain and enhance well-being particularly among vulnerable populations. Contributors to the book are at the forefront of these developments and the book's strength derives from its analysis of factors that shape the health and well-being of a broad range of groups. It presents powerful insights which have important implications for health clinical social and organisational psychology and a range of cognate fields.

Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.

Influenza vaccination is a commonly used intervention to prevent influenza infection in healthcare workers (HCWs) and onward transmission to other staff and patients. We undertook a systematic review to synthesize the latest evidence of the direct epidemiological and economic effectiveness of seasonal influenza vaccination among HCW. We conducted a systematic search of MEDLINE/PubMed, Scopus, and Cochrane Central Register of Controlled Trials from 1980 through January 2018. All studies comparing vaccinated and non-vaccinated (i.e. placebo or non-intervention) groups of HCWs were included. Research articles that focused on only patient-related outcomes or monovalent A(H1N1)pdm09 vaccines were excluded. Two reviewers independently selected articles and extracted data. Pooled-analyses were conducted on morbidity outcomes including laboratory-confirmed influenza, influenza-like illnesses (ILI), and absenteeism. Economic studies were summarized for the characteristics of methods and findings. Thirteen articles met eligibility criteria: three articles were randomized controlled studies and ten were cohort studies. Pooled results showed a significant effect on laboratory-confirmed influenza incidence but not ILI. While the overall incidence of absenteeism was not changed by vaccine, ILI absenteeism was significantly reduced. The duration of absenteeism was also shortened by vaccination. All published economic evaluations consistently found that the immunization of HCW was cost saving based on crude estimates of avoided absenteeism by vaccination. No studies, however, comprehensively evaluated both health outcomes and costs of vaccination programs to examine cost-effectiveness. Our findings reinforced the influenza vaccine effects in reducing infection incidence and length of absenteeism. A better understanding of the incidence of absenteeism and comprehensive economic program evaluations are required to ensure the best possible management of ill HCWs and the investment in HCW immunization in increasingly constrained financial environments. These steps are fundamental to establish sustainability and cost-effectiveness of vaccination programs and underpin HCW immunization policy.

Davis focuses on the growth of the Institute of Transportation Engineers (ITE). As an ITE member since his undergraduate days at Purdue University, he'd witnessed the organization's growth and evolution. Serving in various roles, from editor of the Indiana Section newsletter to president of two ITE Districts and two Sections, along with two terms on the International Board of Direction, ITE has been integral to his professional journey. In 2024, ITE embarks on a new chapter with a fresh Executive Director Steve Kuciemba, Chief Technical Officer Matt Hardy, and a Strategic Plan guiding their actions for the next 3 years. He is excited to share his vision and plans for the year ahead, confident that, with the member's support, they can make significant strides in alignment with their new Strategic Plan. As they kick off this year, he's introducing initiatives to enhance their ITE experience.

The Brazilian public administration provides a plethora of opportunities for international consultants through vacancies in prestigious global institutions such as UNESCO, UN Women, and UNICEF, among others. Therefore, this study seeks to explore the opportunities available to lawyers and law graduates to work as international consultants, drawing on the author’s experience at UNESCO. Often, these opportunities remain unexplored due to a general unawareness among professionals. Hence, this article endeavours to share a novel experience and act as a guide for those interested in pursuing a career in international consultancy. To conduct this research, descriptive statistics were employed to analyze the calls for applications published in 2023 by 12 global institutions. This analysis identified the demands and professional qualifications sought for consultancy positions. The findings indicated a notable demand for legal professionals with specializations or experience in international law, human rights, environmental law, public management, and public policies. Furthermore, English emerged as the most commonly required language, with French, Spanish, and Portuguese also being significant. The opportunities often featured flexibility regarding the professionals’ location, with many roles allowing for remote or hybrid work arrangements. The study further underscored the critical importance for professionals to develop technical-scientific skills and to view themselves as entrepreneurs to effectively operate within this international context.

The Associated Press has been barred from covering several White House events for refusing to use the term “Gulf of America” in reporting. University of Alabama associate professor A.J. Bauer explains what the broader implications are in this second Trump term.