Human rights education is a prominent concern of a number of international organisations and has been dominant on the United Nations' agenda for the past 20 years. The UN Decade for Human Rights Education (1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002)(2003)(2004) has been followed by the World Programme for Human Rights Education (2005-ongoing) and the recently adopted UN Declaration on Human Rights Education and Training. This article shares findings from a project that aimed to gauge the knowledge of human rights education of students undertaking initial teacher education and childhood practice programmes at one university in Scotland. Students were invited to share their experiences of and attitudes towards human rights education. While some students were confident in their approach to human rights education, others identified barriers, including their own knowledge and the structures acting upon them as teachers. Initial conclusions suggest that education students feel ill-equipped to engage with human rights education and that this issue must be addressed in initial teacher education courses.

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Dignity is a slippery concept to define -yet it has been at the heart of media and policy debates around the provision of health and social care in recent years; particularly in the United Kingdom following the Mid-Staffordshire scandal and subsequent Francis Inquiry. This paper considers the concept of dignity in care from the perspective of student nurses. Thus, it allows us to discuss how professional nurses-to-be conceptualise dignity and also how they consider it should/could be taught at undergraduate and postgraduate levels of training, and as part of their Continuing Professional Development. It is only through understanding how student nurses conceptualise and experience human dignity, and the giving and receiving of dignity in care, that it will be possible to support its facilitation in the preparation of practitioners. This paper reports on findings from a series of participatory research workshops held with undergraduate nursing students in Scotland in 2013-14 that were designed to engage the students in the development of educational resources to support the teaching of dignity in care within the nursing curriculum. The outputs from each workshop, along with analysis of transcripts of the workshop discussions, demonstrate the value of co-design as a methodology for involving students in the development of interdisciplinary resources. We observed a desire from students to actively enhance their understandings of dignity -to be able to recognise it; to see dignity in care being practiced; to experience providing such care and to have the appropriate tools to reflect on their own experience. Overall, the research revealed a rich understanding of the ways in which human dignity is conceptualised by nursing students as an embodied practice, associated with memory and personal to an individual. It was understood by the students as shifting, experiential and fragile.

Telephone : +44(0)1463 255641 2 AcknowledgementsThe authors are grateful to the Scottish Crucible for supporting this project with a Seed Grant from the Interdisciplinary Project Award and the students who participated with enthusiasm in the study. Abstract : Background: Dignity lies at the heart of nursing practice, yet evidence suggests that healthcare professionals feel inadequately prepared to deal with challenges around delivering dignity in care and struggle to understand what it means to 'respect human dignity'. Objectives: To examine the factors that student nurses considered promote and inhibit the practice of dignity in the care of older adults. Design: Mixed-methods research design using a questionnaire survey and focus groups. Participants: Student nurses at two university campuses in Scotland who completed an online questionnaire (n=111; response rate 37%) and participated in focus groups (n=35). Results: Students most frequently equated dignity in care with being heard, involvement in decision-making, and ensuring privacy. Four interrelated factors were found to inhibit dignity in care, including environmental, organisational, professional and personal dimensions. Student nurses more easily understood the practical outworking, than the more theoretical aspects, of the idea of dignity. Conclusions: Dignity education needs to occupy a more prominent position in pre registration nursing programmes. This will ensure that students can maximise the learning opportunities afforded by movement between clinical and classroom settings to consider both theoretical and practical aspects of dignity in care.3

Most states are currently engaged in some form of foreign export assistance as part of the state's overall economic development strategy. However, this raises the question as to whether scarce state economic development resources should be diverted from the more traditional economic development programs in order to fund foreign export stimulation. This study develops and tests a model to compare the employment multiplier of foreign exports with that of domestic exports. The results indicate that the foreign export employment multiplier is significantly greater than the domestic multiplier This lends support to a policy of using state economic development funds for foreign export development.