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There has been a resurgence of interest in comparative and international research on teacher education that has been driven, in large part, by the emergence over the past two decades of comprehensive international studies of student achievement supported by (1) the Organisation for Economic Co-operation and Development (OECD), Programme for International Student Assessment (PISA) and (2) the International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), and Progress in International Reading Literacy Study (PIRLS). Widely published country rankings that set benchmarks for student achievement suggest the importance of understanding more fully what specific characteristics set highly ranked countries apart, especially quality of teaching and teacher education.

Recent literature on comparative and international teacher education is reviewed, focusing on special issues of Prospects (Vol. 42, March 2012, “Internationalization of Teacher Education”), sponsored by the UNESCO International Bureau of Education (IBE) in Geneva, Switzerland, and the International Journal of Science and Mathematics Education (Vol. 11, August 2013, “International Perspectives on Mathematics and Science Teacher Education for the Future”), sponsored by the National Science Council of Taiwan.

A conceptual framework for describing the complexity of teacher education in comparative and international context is presented, adapting an approach used for understanding educational change and reform in emerging democracies. The chapter concludes with a discussion of theoretical perspectives that have been applied to teacher education in comparative and international education with recommendations for new directions that might inform scholarly understanding as well as practice.

Throughout history, from ballads to requiems, music has played an important social role in reflection on mortality. Not only do musicians articulate their angst and thoughts about death, but, in so doing, they enable listeners to explore their own feelings. While the relationship between music and mental health can be examined from a number of perspectives, two broad approaches can be taken: artist-centred approaches and listener-centred approaches. The first analyses the life and work of artists, focussing particularly on the ways in which they explore death and angst in their music. The second looks at the ways in which the life and work of an artist is interpreted by listeners. Within these general approaches, a complex set of questions emerge – often at the interface of both approaches. How is the music used by listeners in their reflection on mortality? How is music used to manage mental health? Does reflection on the life and work of an artist contribute to suicidal ideation? Is the reception of music altered by an artist’s suicide? Using both these approaches and drawing particularly on the work of Émile Durkheim, this discussion demonstrates the significance of popular music analysis for death studies, focussing particularly on the issues surrounding popular music’s relationship to suicidal ideation.

This opening chapter sets a frame for the chapters of this volume, dealing with how the dynamic dialectic interplay between forceful global societal forces and context shape humanity’s education response in various parts of the world. “Context” as a perennial threshold concept in Comparative and International Education is explicated. It will then be explained how, during its long historical evolution, scholars in the field each time had to contend new contexts, or reconceived the notion of “context” in a new way. Subsequently the problems of an overly fixation on the historical and the present, to the detriment of the future, and inertia are extant in the field, will be explained. The unprecedented, seismic changes currently impacting on the societal context worldwide, will then be enumerated. These changes can be subsumed under the collective name of globalization. The concept globalization is then clarified, and the take of the scholarly community on the impact of globalization on education is then mapped and interrogated. The authors’ stance on this is stated, namely that a dynamic interplay between global focus and contextual realities shape education in various parts of the world. It is in this theoretical frame that the remainder of the chapters of the volume is presented, combing out the main features of education development in each part of the world, as a dialectic between global forces and contextual imperatives.

Tremendous measure of data lakes with the exponential mounting rate is produced by the present healthcare sector. The information from differing sources like electronic wellbeing record, clinical information, streaming information from sensors, biomedical image data, biomedical signal information, lab data, and so on brand it substantial as well as mind-boggling as far as changing information positions, which have stressed the abilities of prevailing regular database frameworks in terms of scalability, storage of unstructured data, concurrency, and cost. Big data solutions step in the picture by harnessing these colossal, assorted, and multipart data indexes to accomplish progressively important and learned patterns. The reconciliation of multimodal information seeking after removing the relationship among the unstructured information types is a hotly debated issue these days. Big data energizes in triumphing the bits of knowledge from these immense expanses of information. Big data is a term which is required to take care of the issues of volume, velocity, and variety generally seated in the medicinal services data. This work plans to exhibit a survey of the writing of big data arrangements in the medicinal services part, the potential changes, challenges, and accessible stages and philosophies to execute enormous information investigation in the healthcare sector. The work categories the big healthcare data (BHD) applications in five broad categories, followed by a prolific review of each sphere, and also offers some practical available real-life applications of BHD solutions.

This chapter works to provide a space beyond the predictable discourses of early childhood education in order to interrogate the social practices of teachers and children. What is presented in this chapter is not a collection of dispassionately observed facts but one person's reconstruction of some important language ‘moments’, in the lived experience of a few Year One children. Through the use of pastiche and collage as the medium for ‘displaying’ the data, this work of interrogation involves pulling apart the tried and true, established mechanisms for reading the classroom. The result is a much untidier picture of the lived experience of Year One children than the traditional educational discourses have allowed.