Although the MPharm students studied achieved good overall knowledge scores, a significant proportion showed a lack of understanding with regards to some important aspects of antibiotic resistance mechanisms, factors promoting the emergence and spread of antibiotic resistance, and antibiotic stewardship policies.

Purpose: The author of this paper reviews and highlights key findings, themes and ideas from selected published academic papers on mentoring in education, with a specific focus on how mentoring can foster the professional learning and development of educators at all stages of their professional development. Design/methodology/approach: The author conducted a literature review of all the papers published in the International Journal of Mentoring and Coaching in Education, from volume 1, issue 1 (2012) to volume 4, issue 4 (2015), that contained the word "mentoring" in either the title, abstract and/or keywords and with a discussion of mentoring in the main text. In total, 37 papers were analysed in order to create a meta-synthesis of the primary findings. Findings: The findings present factors that foster mentoring success or failure. The purposes and components of mentoring programmes are diverse and contextually bound. Additionally, there is a tendency to view mentoring as a developmental relationship in which the mentor shares knowledge and expertise to support the mentee's learning and professional development. 2 Research limitations/implications: As this meta-synthesis literature review is focused on articles published in a single journal on mentoring, it has limited scope. However, the range of countries in which the authors of the reviewed empirical studies reside (13 countries), and the diversity of papers included in this review allowed the author to summarize and synthesize unique information for researchers and practitioners who are seeking to understand the process, outcomes and issues related to mentoring for the professional development of educators. Practical implications: The review provides information for those seeking to study and implement mentoring programmes. It focuses on mentoring for professional development of educators, identifies primary concepts in the literature reviewed and highlights new research areas in mentoring in education. Originality/value: This literature review discusses mentoring definitions from 37 different papers and contributes important knowledge to produce a picture of the intricacy of mentoring. Complex issues linked with mentoring are addressed, generating a critical systematization of mentoring research likely to have a lasting influence in the field.

A liderança na gestão das escolas: contributos de análise organizacionalLeadership in school management: contributions from organizational analysis El liderazgo en la gestión de las escuelas: aportes de análisis organizacional JORGE ADELINO COSTA PATRÍCIA CASTANHEIRA Resumo: A liderança constitui um tema cada vez mais presente nas abordagens que elegem a análise organizacional e a gestão das escolas como centros de interesse. Tratando-se de um fenómeno complexo, o seu estudo não pode ser isolado de outras vertentes básicas para a compreensão da escola, tais como os modelos de administração e gestão e os pressupostos teórico-concetuais das perspetivas organizacionais que enquadram o seu funcionamento. Neste artigo procuramos, num primeiro momento, situar a evolução histórica das conceções sobre liderança no contexto das teorias organizacionais e, numa segunda etapa, identificar algumas das principais dimensões que nos parecem prementes a uma certa peculiaridade do exercício da liderança nas escolas. Como principais objetivos deste trabalho pretendemos, por um lado, contribuir para o incremento da investigação num domínio inerente à gestão das escolas ao qual nem sempre foi dada a devida atenção e, por outro, alertar para a necessidade de se incrementar, em termos de políticas educativas, programas de formação especializada para os gestores escolares que elejam este domínio como conteúdo estratégico.Palavras chave: Gestão das escolas; liderança escolar; análise organizacional da escola.Abstract: School leadership is a recurrent theme in the approaches that focus on organizational analysis and school management. As a complex phenomenon, the study of school leadership cannot be isolated from other basic underpinnings of the understanding of school, such as models for administration and management and the theoretic-conceptual frameworks of the organizational perspectives that frame its' functioning. In this paper, we aim at, in a first instance, mapping the historical evolution of the theories on school leadership in the context of organizational theories. In a second part of the paper we will identify some of the main dimensions that are particularly pressing in the exercise of school leadership in schools. As main objectives of our work we want to, on one hand, contribute to the broadening of the study of a particular domain of school management that has been somewhat neglected and, on the other hand, to raise awareness, in what concerns educational policies, for the need to implement programs of specialized training for school managers that choose school leadership as a strategic content.

No abstract

BackgroundSnakebite treatment requires administration of an appropriate antivenom that should contain antibodies capable of neutralizing the venom. To achieve this goal, antivenom production must start from a suitable immunization protocol and proper venom mixtures. In Brazil, antivenom against South American rattlesnake (Crotalus durissus terrificus) bites is produced by public institutions based on the guidelines defined by the regulatory agency of the Brazilian Ministry of Health, ANVISA. However, each institution uses its own mixture of rattlesnake venom antigens. Previous works have shown that crotamine, a toxin found in Crolatus durissus venom, shows marked individual and populational variation. In addition, serum produced from crotamine-negative venoms fails to recognize this molecule.MethodsIn this work, we used an antivenomics approach to assess the cross-reactivity of crotalic antivenom manufactured by IVB towards crotamine-negative venom and a mixture of crotamine-negative/crotamine-positive venoms.ResultsWe show that the venom mixture containing 20% crotamine and 57% crotoxin produced a strong immunogenic response in horses. Antivenom raised against this venom mixture reacted with most venom components including crotamine and crotoxin, in contrast to the antivenom raised against crotamine-negative venom.ConclusionsThese results indicate that venomic databases and antivenomics analysis provide a useful approach for choosing the better venom mixture for antibody production and for the subsequent screening of antivenom cross-reactivity with relevant snake venom components.