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Background: The consortium project INTEGRATE-ADHD compared administrative data on the presence of attention-deficit/hyperactivity disorder (ADHD) in children and adolescents with the results of a parent survey and a comprehensive clinical assessment based on the S3 guideline of the Association of the Scientific Medical Societies in Germany (AWMF). Due to the COVID-19 pandemic, the clinical assessment was carried out online. Methods: The article describes how a guideline-based clinical assessment of ADHD can be implemented in an online setting. A specially developed diagnostic matrix is presented to illustrate the assessment procedures and the diagnostic decision-making process. The matrix is intended to help the diagnostician to gain an overview of the numerous individual findings that have been collected using different assessment perspectives and methods (e.g. diagnostic interviews, rating scales, performance tests) in order to make a well-founded and transparent diagnostic decision. Discussion: The consortium project INTEGRATE-ADHD has shown that an online assessment can be implemented in a guideline-compliant manner and allows a valid clinical decision. The diagnostic strategy is discussed with reference to international guidelines and recommendations for online diagnostics (e.g. aspects of feasibility, acceptability and safety of the assessment procedures). The challenges and opportunities of using online assessments in clinical practice are also described.

Background: The study examines the psychometric properties of the ADHD section of the semi-structured diagnostic interview ILF-EXTERNAL, which was conducted online via video chat. Methods: As part of the INTEGRATE-ADHD research project, 202 children and adolescents (age M = 12.87 years, SD = 3.04, 28.2 % female) with an administrative diagnosis of ADHD registered with their health insurance company were clinically assessed for the presence of ADHD according to the German ADHD S3 guideline. Using the ILF-EXTERNAL, one parent and, from the age of eight, also the children themselves were interviewed. A proxy rating by a parent was made using the German FBB-ADHS rating scale. In a subsample (n = 65), an independent blind interviewer rated the videorecordings of the ILF-EXTERNAL parent interview to determine the interrater reliability of the ILF-EXTERNAL. Results: All ADHD symptom scales of the ILF-EXTERNAL showed good to excellent internal consistency (α = 0.89 to 0.93). Interrater reliability was high for both categorical and dimensional analyses (κ = 0.78 and κ = 0.81; ICC(1,1) = 0.97 and 0.98). High correlations of the ILF-EXTERNAL parent interview with the FBB-ADHS (r = 0.79 to r = 0.85) and with the ILF-EXTERNAL child interview (r = 0.60 to r = 0.71) demonstrated convergent validity. Conclusions: Sound psychometric properties of the ILF-EXTERNAL were also confirmed for its use in an online setting. High interrater reliabilities demonstrate the quality of the ADHD diagnostics carried out in the consortium project INTEGRATE-ADHD.

The consensus-based guideline “hand antisepsis and hand hygiene” for Germany has the following sections: Prevention of nosocomial infections by hygienic hand antisepsis, prevention of surgical site infections by surgical hand antisepsis, infection prevention in the community by hand antisepsis in epidemic or pandemic situations, hand washing, selection of alcohol-based hand rubs and wash lotions, medical gloves and protective gloves, preconditions for hand hygiene, skin protection and skin care, quality assurance of the implementation of hand hygiene measures and legal aspects. The guideline was developed by the German Society for Hospital Hygiene in cooperation with 22 professional societies, 2 professional organizations, the German Care Council, the Federal Working Group for Self-Help of People with Disabilities and Chronic Illness and their Family Members, the General Accident Insurance Institution Austria and the German-speaking Interest Group of Infection Prevention Experts and Hospital Hygiene Consultants.

Ausgehend von der Kritik einer fehlenden psychologisch informierten Subjekttheorie als Grundlage der Theorie Epistemischer Ungerechtigkeiten von Miranda Fricker wird der Begriff der Dissoziation als sozialphilosophisches Kriterium eingeführt. Die philosophische Technik der Dissoziation wird im Verhältnis zum psychologischen Verständnis des Begriffs diskutiert. Es wird die These vertreten, dass dissoziative Mechanismen und Phänomene innerpsychische und kollektive Prozesse miterklären können, die zur Genese und Aufrechterhaltung epistemischer Ungerechtigkeiten sowie insbesondere zur Persistenz von Ideologien beitragen.

Kamnolom v naselju Podpeč pri Ljubljani velja za glavni kamnolom rimske kolonije Emone (Ljubljana). Obstoj antičnega kamnoloma v Podpeči je bil do sedaj utemeljen le na podlagi makroskopske podobnosti med Členom litiotidnega apnenca, ki izdanja v Podpeči, in z njim povezanimi rimskimi spomeniki, odkritimi v Ljubljani. V okviru pričujočega dela smo skušali poiskati oprijemljive arheološke in geoarheološke dokaze za njegov obstoj. V skrajno severnem delu kamnoloma smo izvedli arheološko sondiranje, hkrati pa natančno določili sestavo apnenca na tem območju in v 288 izdelkih iz antične Emone. Sondiranje severno od modernega kamnoloma je odkrilo dobro ohranjene sledove rimskodobne kamnoseške dejavnosti. Hkrati je litološka analiza spomenikov iz Emone razkrila, da je kar 182 (ali 64 odstotkov) analiziranih spomenikov izdelanih iz apnenca, litološko identičnega različkom, ki izdanjajo v Podpeči. Ti različki se prostorsko grupirajo severno od modernega kamnoloma. Pri tem sicer ostaja odprto vprašanje pripadnosti nekaterih različkov apnenca v izdelkih, ki so brez diagnostičnih komponent in bi lahko pripadali tudi nekoliko starejšemu Členu krkinega apnenca. Rekonstrukcijo obsega starega kamnoloma omogoča primerjava faciesov izvornih litostratigrafskih enot in izdelkov, pa tudi historična analiza zgodnjih kartografskih in katastrskih dokumentov. Analiza najzgodnejših izdelkov je omogočila hipotezo o prihodu kamnosekov iz kamnoloma v Nabrežini.

Plato’s legal epistemology is simultaneously context-sensitive and generalist. Particularly in the Statesman, Plato prefers a competent individual to the rigid rule of laws (294a), but it seems implausible that he does so on the basis of a moral particularism. Although nowhere utilizing the word epieikeia to appeal to a perfect personal knowledge distinct from written rules, Plato outlines a competence quite similar to Aristotelian epieikeia: He introduces a twofold “art of measurement” (metrêtikê) whose second part is concerned with “the mean, and the fit, and the opportune and the due, and with all those words, in short, which denote a mean or standard removed from the extremes” (πρὸς τὸ μέτριον καὶ τὸ πρέπον καὶ τὸν καιρὸν καὶ τὸ δέον καὶ πάνθ’ ὁπόσα εἰς τὸ μέσον, 284e6–7). This competence can deal with the shortcomings of written law. What he describes as the insufficiency of the law is that it does not perfectly comprehend “what is noblest and most just for all” and that it “therefore cannot enforce what is best”. Plato tells us that “the differences of men and actions, and the endless irregular movements of human things, do not admit of any universal and simple rule, and no art whatsoever can lay down a rule which will last for all time” (294b2 ff.; transl. B. Jowett). Apparently, the metrêtikê under discussion is the competence to find the mean and the fit which makes Plato’s perfect leader superior to the written laws. As we are told in the Statesman, laws are no more than necessary substitutes for the perfect knowledge of the man who possesses full insight. Plato’s political personalism, however, is certainly not founded on a particularist idea of decision-making. The underlying Platonic epistemology tends to favour an absolute expert who is in possession of an ideal type of abstract knowledge, not of practical experience. What Plato seems to have in mind is a sort of infallible and invariant knowledge, not a radically context-dependent Wittgensteinian capacity of deliberation and judgment.

This article examines the foundations for the legitimacy of law from the perspective of Hegel’s philosophy. In a first step, Kant’s justification of law is discussed, as Hegel takes the Kantian model as a central point of (critical) reference. Then, in the Section 2, I discuss Hegel’s reasons for rejecting the main strategies of justification of the legal order: natural law, contractarianism and legal positivism. This is further followed by a discussion of the meaning and scope of Hegel’s contextualism, according to which there can be no practical normativity without a certain historical embedding. Finally, I describe a more traditional met-aphysical reading (supported among others by Kevin Thompson) that I consider to be the correct solution, contrasting it with Honneth’s theory of recognition and Bran-dom’s pragmatism.

Previous research has illustrated that advocacy organizations play a crucial role in education policy networks by communicating educational reform agendas to public and private stakeholders. In the United States, an inter-state consortium of these advocacy organizations has formed their own network. The Policy Innovators in Education (PIE) network is a formal, centrally coordinated policy network that connects state-level advocacy organizations to one another and to national advocacy organizations, think tanks, and philanthropic foundations. Despite more than doubling in size since 2016, little is known about the policy preferences of PIE members. In this paper, we use social network analysis to identify and describe the ideological dimensions of advocacy that structure the PIE Network and to examine how these ideological dimensions have changed as the network has expanded. We find that the central areas of emphasis among these organizations have coalesced around neoliberal ideologies that promote accountability and standards. However, there is an underlying tension within the network that unfolds along two dimensions. On the one hand, preferences for choice and autonomy (e.g., charters, general choice, and autonomy & deregulation) are contrasted to those favoring equitable funding for low-income schools and early childhood education. On the other hand, members emphasize policies involving factors internal to schools (student interventions, leadership standards and accountability) to those external to schools (e.g., familial support, funding-based equity). These tensions within the network have grown more pronounced over time as the network has expanded to include new members with a more ideological narrow set of market-based policy preferences.

Abstract This month marks the 75th anniversary of the death of John Maynard Keynes. He was one of the most important economists of the 20th century, if not of any century. Yet his teachings and advice were already highly controversial during his lifetime. This applied even more after his death. Keynesian ideas dominated economic policy in the postwar period. But since the 1970s at the latest, their intellectual appeal began to wane noticeably in the face of concurrently rising unemployment, national debt and inflation. Recently, however, a trend reversal has become apparent, which is related to mistakes in economic policy as well as to new challenges.