Bioethical discussions are of particular importance to the legal and social debate. They relate to the themes that are important for people: health, safety, happiness and conscience. One of the most recognizable bioethical topics is the problem of the possibility of using abortion. In many countries, this issue provoked a lot of discussion, led to social protests and influenced the change of law. In Poland, for over 30 years, there has been a discussion about the possibility of terminating pregnancy for women. Many discussions focused on specific options for taking such action. We are talking about cases in which: the woman's life is at risk, pregnancy resulted, for example, as a result of rape, there is a suspicion that the child will develop a serious illness. The last possibility of abortion for many years was the basis for termination of pregnancies by women. The change in Polish law (as a result of a ruling by the Constitutional Tribunal) makes it impossible to have an abortion on the basis of a fetal defect. For many years, it was this context that was the main theme cited by both supporters and opponents of abortion. Both sides of the dispute drew attention to the suffering of both the woman and the developing organism of the child. However, the topic of the patient was rarely mentioned in these discussions. When we talk about the physiological state of pregnancy, who do we mean by the word patient? How many recipients of medical services are there then? Who then has rights as a patient? Is it just a pregnant woman or her unborn child? Who is diagnosed by a doctor? Can the patient's perspective be a common ground for supporters and opponents of abortion? The article will attempt to answer these questions. It will be based on the example of Poland, where the topic of abortion is still a detailed element of social, political and legal discussion.

A descriptive survey approach was used in this study to investigate preservice teachers' gender-stereotyped beliefs and perceptions of gender-stereotyped classroom practices. Participants included 422 preservice teachers (196 males and 125 females) from Tumu College of Education in Ghana. The participants were chosen using a convenience sampling technique. The Teacher's Gender Stereotype Questionnaire, adapted from Ifegbesan (2010), was completed online by participants. To answer the questions asked, descriptive and inferential statistics were used. According to the findings of the study, pre-service teachers have positive gender stereotypes beliefs, and perceptions of gender-stereotyped classroom behaviors. There were also significant differences in gender-stereotype beliefs among pre-service teachers based on sex, age, and academic level. Correlation analyses demonstrate significant relationships among age, sex and academic level, and gender-stereotyped belief. Multiple regression analysis found that gender, academic level, and age are all predictors of perceptions of gender stereotype beliefs. The study's implication is the need of educating pre-service teachers about gender stereotypes. There is also a need for gender-sensitive knowledge and pedagogies to be integrated into teacher education curricula.

The development and growth of any emerging economy rests on the shoulders of the youth of that nation. The countries in various parts of the world are experiencing alarming rate of drop-outs of students from the education system. It is of paramount importance that the reasons are identified and addressed. This is of greater importance to the various economies in the Middle East and GCC who aim to diversify by creating a knowledge economy. This paper attempts to identify the macro and the micro perspectives behind student drop-outs from the tertiary education and endeavors to suggest some intervention strategies to address this phenomenon. The methodology involved collection and analysis of the secondary data available followed by a qualitative research at a private educational institution in Oman. The findings were analyzed using Gilbert’s Behavioral Engineering Model. The results indicate that personal, academic and financial reasons contribute to the majority of student dropouts. These can be effectively detected, measured and addressed by putting in place proper institution-wide systems and partnerships and by offering contextually relevant academic and student support services.

This study aims to describe instructional leadership, interpersonal communication, discipline and teacher performance and analyze the relationship (1) transformational leadership with teacher performance; (2) interpersonal communication with teacher performance; (3) transformational leadership with teacher discipline; (4) interpersonal communication with teacher discipline; (5) discipline with teacher performance; (6) transformational leadership with teacher performance through teacher discipline; (7) interpersonal communication with teacher performance through teacher discipline. Using this type of quantitative research with a research sample of 117 school principals and kindergarten teachers in the Landasan Ulin Subdistrict who were selected randomly. The results showed: (1) transformational leadership, interpersonal communication, work discipline is in the high classification and teacher performance is in the medium classification; there is a relationship: (2) transformational leadership with teacher performance of 0.106; (3) interpersonal communication with teacher performance is 0.181; (4) transformational leadership with teacher discipline of 0.262; (5) interpersonal communication with teacher discipline is 0.233; (6) discipline with teacher performance of 0.536; (7) transformational leadership with teacher performance through teacher discipline of 0.143; (8) interpersonal communication with teacher performance through teacher discipline is 0.131.

Higher Order Thinking Skill (HOTS) learning for teachers is very important. The implementation of HOTS-based learning is believed to be able to improve the quality and competence of graduates in facing the era of free competition in the industrial revolution 4.0, along with the development of science and technology that continues to develop and affects change and we must adapt to changes in mental attitudes, knowledge, and skills. Development of Higher Order Thinking Skill (HOTS) learning, including: this higher thinking activity is not only applied in learning but needs to be evaluated with the same approach in order to be able to measure the level of student learning success in a valid way. The challenge in developing HOTS learning is the creativity and tenacity of teachers in planning, implementing and evaluating the development of competencies in packaging learning, namely attitudes, knowledge, and skills. The development of HOTS-based learning prioritizes students' critical thinking skills in solving learning problems. This skill will create a good mental attitude of students in solving the problems they face.