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Purpose The purpose of this paper is to investigate and quantify the effects of personality traits, as defined by the five-factor model (FFM) on an individual’s ability to detect fake news. The findings of this study are increasingly important because of the proliferation of social media news stories and the exposure of organizational stakeholders and business decision makers to a tremendous amount of information, including information that is not correct (a.k.a. disinformation). Design/methodology/approach The data were collected utilizing the snowball sampling methodology. Students in an Management Information Systems course completed the survey. Since a diverse sample was sought, survey participants were instructed to recruit another individual from a different generation. The survey questions of the FFM identify particular personality traits in respondents. Survey respondents were given a collection of nine news stories, five of which were false and four that were true. The number of correctly identified stories was recorded, and the effect of personality traits on the ability of survey respondents to identify fake news was calculated using eta-squared and the effect size index. Findings Each of the five factors in the FFM demonstrated an effect on an individual’s ability to detect disinformation. In fact, every single variable studied had at least a small effect size index, with one exception: gender, which had basically no effect. Therefore, each variable studied (with the exception of gender) explained a portion of the variability in the number of correctly identified false news stories. Specifically, this quantitative research demonstrates that individuals with the following personality traits are better able to identify disinformation: closed to experience or cautious, introverted, disagreeable or unsympathetic, unconscientious or undirected and emotionally stable. Originality/value There is scant research on an individual’s ability to detect false news stories, although some research has been conducted on the ability to detect phishing (a type of social engineering attack to obtain funds or personal information from the person being deceived). The results of this study enable corporations to determine which of their customers, investors and other stakeholders are most likely to be deceived by disinformation. With this information, they can better prepare for and combat the impacts of misinformation on their organization, and thereby avoid the negative financial impacts that result.

In A Theory of Moral Education, Michael Hand claims that a directive moral education that seeks to persuade children that a particular conception of contractarian morality is justified can be undertaken without falling foul of the requirement not to indoctrinate. In this article, we set out a series of challenges to Hand’s argument. First, we argue that Hand’s focus on ‘reasonable disagreement’ regarding the status of a moral conception is a red-herring in this conception. Second, we argue that the endorsement of moral contractarianism and the prohibition on indoctrination pull in different directions: if contractarianism is sound, then teachers or governments should be less worried about indoctrination than Hand suggests. Third, we argue that moral contractarianism is mistaken; teachers should look elsewhere for guidance on the moral norms and principles towards which they should direct their pupils.

Some liberal societies continue to require their schools to offer non-directive but, specifically, religious education as part of the curriculum. This article challenges that practice. It does so by articulating and defending the moral requirement that education policy must be regulated by principles that are acceptable to reasonable people. Thereafter, we argue that the leading arguments for prioritizing the study of religion in schools – arguments that claim that religion is special or that assert that the majority or parents are morally permitted to prioritize religion in schooling – are incompatible with the acceptability requirement.

BACKGROUND: Low-risk limits recommended for alcohol consumption vary substantially across different national guidelines. To define thresholds associated with lowest risk for all-cause mortality and cardiovascular disease, we studied individual-participant data from 599 912 current drinkers without previous cardiovascular disease.METHODS: We did a combined analysis of individual-participant data from three large-scale data sources in 19 high-income countries (the Emerging Risk Factors Collaboration, EPIC-CVD, and the UK Biobank). We characterised dose–response associations and calculated hazard ratios (HRs) per 100 g per week of alcohol (12·5 units per week) across 83 prospective studies, adjusting at least for study or centre, age, sex, smoking, and diabetes. To be eligible for the analysis, participants had to have information recorded about their alcohol consumption amount and status (ie, non-drinker vs current drinker), plus age, sex, history of diabetes and smoking status, at least 1 year of follow-up after baseline, and no baseline history of cardiovascular disease. The main analyses focused on current drinkers, whose baseline alcohol consumption was categorised into eight predefined groups according to the amount in grams consumed per week. We assessed alcohol consumption in relation to all-cause mortality, total cardiovascular disease, and several cardiovascular disease subtypes. We corrected HRs for estimated long-term variability in alcohol consumption using 152 640 serial alcohol assessments obtained some years apart (median interval 5·6 years [5th–95th percentile 1·04–13·5]) from 71 011 participants from 37 studies.FINDINGS: In the 599 912 current drinkers included in the analysis, we recorded 40 310 deaths and 39 018 incident cardiovascular disease events during 5·4 million person-years of follow-up. For all-cause mortality, we recorded a positive and curvilinear association with the level of alcohol consumption, with the minimum mortality risk around or below 100 g per week. Alcohol consumption was roughly linearly associated with a higher risk of stroke (HR per 100 g per week higher consumption 1·14, 95% CI, 1·10–1·17), coronary disease excluding myocardial infarction (1·06, 1·00–1·11), heart failure (1·09, 1·03–1·15), fatal hypertensive disease (1·24, 1·15–1·33); and fatal aortic aneurysm (1·15, 1·03–1·28). By contrast, increased alcohol consumption was log-linearly associated with a lower risk of myocardial infarction (HR 0·94, 0·91–0·97). In comparison to those who reported drinking >0–≤100 g per week, those who reported drinking >100–≤200 g per week, >200–≤350 g per week, or >350 g per week had lower life expectancy at age 40 years of approximately 6 months, 1–2 years, or 4–5 years, respectively.INTERPRETATION: In current drinkers of alcohol in high-income countries, the threshold for lowest risk of all-cause mortality was about 100 g/week. For cardiovascular disease subtypes other than myocardial infarction, there were no clear risk thresholds below which lower alcohol consumption stopped being associated with lower disease risk. These data support limits for alcohol consumption that are lower than those recommended in most current guidelines.FUNDING: UK Medical Research Council, British Heart Foundation, National Institute for Health Research, European Union Framework 7, and European Research Council.

Objective: Problems with credit mobility, or the transfer of credits from a sending to a receiving institution, may be one reason why community college transfer students have low rates of bachelor’s degree completion. This study investigates different policy approaches to credit mobility and how college staff and students experience transfer at the campus level. Method: The study utilizes data from policy documents and legislative statutes, phone interviews with higher education system officials, and college staff across 10 states, and interview data with students and staff collected during site visits to 2- and 4-year colleges in Tennessee, Texas, and Washington. Results: We categorized credit mobility policies across a continuum, from system-wide transfer initiatives to local-level institution-to-institution approaches. We refer to these different policy systems as 2 + 2, credit equivalency, and institution-driven. Across the systems, policies may not be working as intended because many transfer students do not select a major and destination institution early enough in their community college career to avoid credit loss. Moreover, institutions may lack capacity to provide personalized support to students interested in transfer early in their career. Contributions: We provide a new framework to understand different policy approaches to ensuring transfer students’ credits transfer and apply to their major, and offer research, policy, and practice considerations to improve credit mobility across different policy systems.

In ‘When God Commands Disobedience’ (Clayton and Stevens 2014) we address the question of how Rawlsian political liberals should treat the religiously unreasonable. The religiously unreasonable are those who, for reasons of religious faith or perceived divine command, reject one or more of the fundamental principles of society as a cooperative enterprise between free and equal people, and who may seek to change (or even punish) the political community in line with their comprehensive religious beliefs. We argue, first, that political liberals have weighty reasons to engage with the unreasonable. However, second, following Hobbes (1991) in observing that divine law trumps law enacted by humans, we argue that the response to those who claim to have theistic reasons for acts that are unreasonable by liberal standards must be a theological one: political liberals must be prepared to offer a direct religious response. They must offer reasons aimed at establishing that the unreasonable are mistaken about the political implications of their religious doctrine or about the soundness of the particular religious doctrine they affirm.

Since the publication of Standards for Quality Improvement Reporting Excellence (SQUIRE 1.0) guidelines in 2008, the science of the field has advanced considerably. In this manuscript, we describe the development of SQUIRE 2.0 and its key components. We undertook the revision between 2012 and 2015 using (1) semi-structured interviews and focus groups to evaluate SQUIRE 1.0 plus feedback from an international steering group, (2) two face-to-face consensus meetings to develop interim drafts, and (3) pilot testing with authors and a public comment period. SQUIRE 2.0 emphasizes the reporting of three key components of systematic efforts to improve the quality, value, and safety of healthcare: the use of formal and informal theory in planning, implementing, and evaluating improvement work; the context in which the work is done; and the study of the intervention(s). SQUIRE 2.0 is intended for reporting the range of methods used to improve healthcare, recognizing that they can be complex and multi-dimensional. It provides common ground to share these discoveries in the scholarly literature (www.squire-statement.org).Desde la publicación de las guías llamadas Normas para la Excelencia en los Reportes sobre la Mejora de la Calidad (SQUIRE 1.0, Standards for Quality Improvement Reporting Excellence), en 2008, la ciencia en ese campo ha avanzado considerablemente. En este manuscrito se describe el desarrollo de SQUIRE 2.0 y sus componentes clave. La revisión se realizó entre 2012 y 2015 utilizando: (1) entrevistas semiestructuradas y grupos focales para evaluar SQUIRE 1.0 además de la retroalimentación de un grupo directivo internacional, (2) dos reuniones de consenso cara a cara para desarrollar borradores provisionales, y (3) pruebas piloto con los autores y un período de comentarios públicos. SQUIRE 2.0 hace hincapié en el reporte de tres componentes clave de los esfuerzos sistemáticos por mejorar la calidad, el valor y la seguridad de la asistencia sanitaria: el uso de la teoría formal e informal en la planificación, implementación y evaluación de los trabajos de mejora; el contexto en que se realiza el trabajo; y el estudio de la o las intervenciones. SQUIRE 2.0 está diseñado para reportar la gama de métodos utilizados para mejorar la atención sanitaria, reconociendo que esto puede ser complejo y multidimensional. Proporciona una base común para compartir estos hallazgos en la literatura académica (www.squire-statement.org).

In this paper we take issue with two central claims that John Tomasi makes in Free Market Fairness (2012). The first claim is that Rawls’s difference principle can better be realized by free market institutions than it can be by state interventionist regimes such as property-owning democracy or liberal socialism. We argue that Tomasi’s narrow interpretation of the difference principle, which focuses largely on wealth and income, leaves other goods (such as control of the workplace and access to economic assets) worryingly unsatisfied. The second claim is that a wide set of economic liberties ought to be protected because they realize responsible ‘self-authorship.’ We argue that this claim also fails because, crucially, whether economic liberties serve individuals in pursuing their ambitions will depend on the nature of those ambitions and how the use of those liberties by others would affect their pursuit of them. If an expansion of liberty is good for us in some ways, but bad in others, we need to assess whether, all things considered, we would be better off with or without such expanded economic rights. We argue that the expansion Tomasi proposes is likely to fail this test.

Since the publication of S tandards for QU ality I mprovement R eporting E xcellence (SQUIRE 1.0) guidelines in 2008, the science of the field has advanced considerably. In this manuscript, we describe the development of SQUIRE 2.0 and its key components. We undertook the revision between 2012 and 2015 using (1) semi-structured interviews and focus groups to evaluate SQUIRE 1.0 plus feedback from an international steering group, (2) two face-to-face consensus meetings to develop interim drafts, and (3) pilot testing with authors and a public comment period. SQUIRE 2.0 emphasizes the reporting of three key components of systematic efforts to improve the quality, value, and safety of healthcare: the use of formal and informal theory in planning, implementing, and evaluating improvement work; the context in which the work is done; and the study of the intervention(s). SQUIRE 2.0 is intended for reporting the range of methods used to improve healthcare, recognizing that they can be complex and multidimensional. It provides common ground to share these discoveries in the scholarly literature ( http://www.squire-statement.org ). J Contin Educ Nurs . 2015;46(11):501–507.

In the past several years, the science of health care improvement has advanced considerably. In this article, we describe the development of SQUIRE 2.0 and its key components. We undertook the revision between 2012 and 2015 using (1) interviews and focus groups to evaluate SQUIRE 1.0 plus feedback from an international steering group, (2) face-to-face consensus meetings to develop interim drafts, and (3) pilot testing with authors and a public comment period. SQUIRE 2.0 emphasizes 3 key components of systematic efforts to improve the quality, value, and safety of health care: formal and informal theory in planning, implementing, and evaluating improvement work; the context in which the work is done; and the study of the intervention(s). SQUIRE 2.0 is intended for reporting the range of methods used to improve health care, recognizing that they can be complex and multidimensional. It provides common ground to share these discoveries in the scholarly literature (www.squire-statement.org).

Since the publication of Standards for QUality Improvement Reporting Excellence (SQUIRE 1.0) guidelines in 2008, the science of the field has advanced considerably. In this manuscript, we describe the development of SQUIRE 2.0 and its key components. We undertook the revision between 2012 and 2015 using (1) semistructured interviews and focus groups to evaluate SQUIRE 1.0 plus feedback from an international steering group, (2) two face-to-face consensus meetings to develop interim drafts and (3) pilot testing with authors and a public comment period. SQUIRE 2.0 emphasises the reporting of three key components of systematic efforts to improve the quality, value and safety of healthcare: the use of formal and informal theory in planning, implementing and evaluating improvement work; the context in which the work is done and the study of the intervention(s). SQUIRE 2.0 is intended for reporting the range of methods used to improve healthcare, recognising that they can be complex and multidimensional. It provides common ground to share these discoveries in the scholarly literature (http://www.squire-statement.org).

In an age when national identities are a subject of popular debate, along with issues of place in relation to immigration, displacement and mobility, it is particularly important that educators are supported in their reflections on how best to respond to such pertinent issues in their daily practice. This book accessibly and sensitively explores the ways in which teachers can work with places and identities in English and related expressive arts to create a rich experience for students in schools and beyond. A team of carefully selected contributors present practical ideas and critically examine diverse contexts and viewpoints. Exploring the significance of identity and place in education, the central notion is that language and arts are vital to enhancing understanding and empathy. The book provides an approach that offers teachers and other professionals ways to engage critically with these themes, as well as practical strategies for opening up debate and creative work in a broad range of curriculum areas. This insightful book will be of interest to teachers, teacher educators, training teachers and researchers in education.

Proponents of environmentalist views often urge the teaching of such views and the inculcation of ‘green’ values within the educational curriculum of schools as a key component of achieving their ends. It might seem that modern versions of political morality that refuse to take a stance on controversial questions—religious, ethical, philosophical—or eschew appeal to perfectionist doctrines, such as Rawlsian political liberalism, are beset by a particularly acute difficulty in this regard. To the extent that environmentalist views embody claims about ethical matters such as how individuals should live their lives, they fall foul of this version of political morality. This article evaluates the resources available to political liberalism to respond to the challenge of bringing the teaching of green values and virtues within the national curriculum. It argues that environmental concerns differ in morally important ways from other ethical, philosophical, and religious views that are typically off-limits to political liberalism. Much that passes as green ideals are not simply a conception of the good life in the manner that religious views, for example, are. Rather, many environmental goods are crucial to the realisation of socioeconomic justice and therefore escape the requirement of state neutrality on endorsing the truth or importance of their role. A minimal political liberal education includes teaching about justice-based concerns as part of a compulsory national curriculum.

Broadband over cable television networks has become a growing force on the retail market in the EU. Thus, a debate has always been raised whether cable television networks should also be subject to open internet access obligations as PSTN and fibre. This article aims to share its view from a legal perspective. In order to do so, it conducts a survey of the current regulatory measures on broadband over cable television networks within the 27 EU Member States, and then carries out an in-depth legal analysis on Member States that attempted to regulate broadband over cable television networks. The conclusion is that broadband over cable television networks is currently deregulated, and will probably remain so in the future. publisher: Elsevier articletitle: Can open internet access be imposed upon European CATV networks? journaltitle: Telecommunications Policy articlelink: http://dx.doi.org/10.1016/j.telpol.2013.05.009 content_type: article copyright: Copyright © 2013 Elsevier Ltd. All rights reserved. ispartof: Telecommunications Policy vol:37 issue:10 pages:970-980 ispartof: location:AUSTRIA, Vienna status: published

Some religiously devout individuals believe divine command can override an obligation to obey the law where the two are in conflict. At the extreme, some individuals believe that acts of violence that seek to change or punish a political community, or to prevent others from violating what they take to be God’s law, are morally justified. In the face of this apparent clash between religious and political commitments it might seem that modern versions of political morality—such as John Rawls’s political liberalism—that refuse to take a stance on controversial religious matters, or eschew appeal to perfectionist doctrines, are beset by a particularly acute version of this problem of religious disobedience. Whilst political liberalism follows this path so as to generate wide and stable support, it raises the question of how political liberals should respond to religiously motivated non-compliance with the norms of that liberal conception of justice. This article evaluates what resources are available to political liberalism to respond to this challenge. It examines whether anti-perfectionism can be sustained in the face of those whose religious beliefs are in conflict with the law. We argue that, under certain circumstances, political liberalism requires direct engagement with the religious views of the unreasonable, including offering religious arguments to show that their particular interpretation of their faith is mistaken. This view takes political liberalism away from its usual ambitions, but it is a position that is both anticipated by Rawls and consistent with his view. It does, however, require that political liberals give up the claim that the view is a wholly non-sectarian, purely political view, and accept that, under certain circumstances it is a partially comprehensive version of liberal theory.

The addiction in adolescents, a failed attempt to return to the maternal link. Resumen El articulo presenta resultados de investigacion donde se busco explorar la significacion de la figura materna y su posible relacion con la dependencia a sustancias psicoactivas en adolescentes institucionalizados en un centro de tratamiento para las adicciones. El estudio asumio una perspectiva psicoanalitica de corte cualitativo, su poblacion fue conformada por tres adolescentes y el metodo utilizado fue el estudio de caso. Finalmente se encontro que las significaciones que los adolescentes le atribuyen al vinculo con su figura materna posee condiciones similares a la organizacion adictiva hacia el consumo de sustancias psicoactivas. Palabras clave: Adicciones, psicoanalisis, significacion, vinculo materno, adolescentes . Abstrac This study aimed to explore the significance of the mother figure and its possible relationship with psychoactive substance dependence in adolescents institutionalized in a treatment center for addictions. The study assumed a psychoanalytic perspective of qualitative, its population was made ​​up of three teenagers and the method used was the case study. Finally it was found that the meanings that adolescents attributed to bond with his mother figure has similar conditions to the organization addictive psychoactive substance. Keywords : Addiction, psychoanalysis, significance, maternal bond, teenagers.

This paper takes Barbra Streisand and Robert Redford as case studies of audience taste and cultural climate of 1970s Hollywood, focusing on the construction of the star in the film's narrative and mise-en-scene. In keeping with other work on the period, this paper will continue a line of enquiry that considers to what extent star construction conforms to conventional notions of Hollywood stardom or is affected by formal and cultural currents of the period. What emerges is a shifting star persona based on the tension between traditional good looks and performative charisma and a more culturally informed individualism characterised by Redford's intelligence and Streisand's self-deprecating mocking humour.

In this response to Peter Medway's paper, ‘English and Enlightenment’ (Changing English 17:1, 2010), I take issue with little of what he so lucidly writes, except his implicit and occasionally explicit denunciation of Romanticism as the proper basis of English pedagogy. I am concerned in this paper to emphasise the positive aspects of Romanticism in giving a vivid flavour to experience – surely the foundation of any humane values – whilst simultaneously attempting to reposition Romanticism in the direction of Critical Pedagogy. In this venture, I draw especially on William Blake, the subject of a previous exploration in this journal (Stevens, Changing English 7:1, 2000), and Paulo Freire.

In an oft-neglected chapter of his Wealth of Nations, Adam Smith applies his economic arguments to the question of religious groups, arguing that a peaceable society is most efficiently secured not by state sponsorship of religion, but by an absence of support; in essence a free market of religious ideas. This article applies Smith's insights, and the wealth of supporting material from the intervening years, to the question of Islamic radicalisation in the UK. Contrary to current attempts to produce and support ‘moderate’ Islamic groups via state subsidy, I argue that such action actually runs the risk of fuelling extremism. The UK's Preventing Violent Extremism agenda is based on a mistaken assumption about why individuals join radical groups, as well as a false picture of how religious groups operate.

The main policy reaction to the terrorist attacks of 7/7 and 21/7 of 2005 has been the development of the £6 million ‘Preventing Violent Extremism’ (PVE) initiative which aims, as part of the government's broader counter-terrorism strategy (CONTEST), to tackle support for, and the promotion of, violent Islamist ideologies within British society. One crucial component of this strategy is providing support for Muslim groups and individuals to tackle radicalisation and extremism directly at the local level. Funding and charitable status for mosques, Muslim community and youth groups and initiatives, ‘forums against extremism’, anti-extremism ‘road shows’, and the training of imams are included as part of this strategy. This article argues that this aspect of PVE is not only ill-advised, but potentially deeply counter-productive. It takes issue with two reasons that inform the PVE strategy: first, that what motivates individuals to join extremist groups are the religious ideas themselves; second, that government intervention or involvement is an effective method for rendering the moderate antidote attractive. Arguably, neither of these assumptions is warranted in the face of contrary evidence. Consequently, this arm of PVE is, at best, barking up the wrong tree; at worst, fuelling extremism.

We reflect here on research into the process of giving and receiving lesson-observational feedback for student teachers. Key questions and areas are: • How effective is post-lesson observation feedback in developing student teachers’ understanding of their own teaching? • Are there any issues to do with English subject knowledge? • What of the language issues involved? • What is the relationship between formative and evaluative aspects of such feedback? • How involved are the student teachers themselves, and what are their thoughts and feelings?

Over the past two years I have explored some of the challenges and possibilities involved in the teaching of pre-twentieth century poetry in an arts-based context, sometimes working with student teachers of English and, in one case, art and design. This paper is a summary of some of these explorations, with reflections on possible implications for developing effective and stimulating ways of teaching poetry.

Since the publication of Standards for QUality Improvement Reporting Excellence (SQUIRE 1.0) guidelines in 2008, the science of the field has advanced considerably. In this manuscript, we describe the development of SQUIRE 2.0 and its key components. We undertook the revision between 2012 and 2015 using (1) semi-structured interviews and focus groups to evaluate SQUIRE 1.0 plus feedback from an international steering group, (2) two face-to-face consensus meetings to develop interim drafts, and (3) pilot testing with authors and a public comment period. SQUIRE 2.0 emphasizes the reporting of three key components of systematic efforts to improve the quality, value, and safety of healthcare: the use of formal and informal theory in planning, implementing, and evaluating improvement work; the context in which the work is done; and the study of the intervention(s). SQUIRE 2.0 is intended for reporting the range of methods used to improve healthcare, recognizing that they can be complex and multidimensional. It provides common ground to share these discoveries in the scholarly literature (http://www.squire-statement.org).

Within the literature of the Enlightenment there are voices that called for the emancipation of women,1 and so began a—still unfinished—struggle for equality at home and in society. The campaign for women to enter the professions started in the 19th century.2 Women who wished to qualify and work as doctors faced what must have seemed to those of lesser courage and ability, to be insurmountable resistance. The early women doctors of the 19th century who were forced to obtain their training on the continent—in Zurich, Bern, and Paris—were part of a political movement and transatlantic network concerned with issues of women's rights, universal suffrage, women's health and public health measures.2,3,4,5,6 These women who “stormed the citadel” wanted to, and did, change society as well as medicine. Opposition to women's entry into medicine was led by doctors who defended the male monopoly against the threat to their prestige and purse. They argued that a woman's place was in the home as a wife and mother. Women's bodies, intellect, and temperament were not up to the demands of studying medicine, let alone practising as doctors.3,4,5 These arguments did not stop, but echoed down the 20th century long after women had gained the right to qualify in medicine.

In this paper I report on a small scale teaching project indicated by the general title above. The overall aim of the project has been to investigate and if possible enhance pupils' understanding and experience of two key areas of contemporary educational concern—literacy and citizenship—through a creative intercultural perspective. The teaching and research seek to suggest both connections and contrasts, starting from a critical cultural awareness of the ‘familiar’ and from there reaching outwards—although the movement is by no means in this direction only. The project has notions of literacy and citizenship at its very core: literacy as broadly covering our ways of appreciating ourselves and our world through language; citizenship as suggestive of the ways of thinking, feeling and behaving which may result from (and in turn determine) our understanding.

This paper arises from a research project undertaken with six PGCE student teachers of English, based on observation and discussion of English lessons based on the National Strategy's Framework for Teaching English. I draw also on the student teachers' reflections and written commentaries. The central thrust of the research was to enquire whether and how classroom practice could demonstrate an imaginative, meaning-orientated form of English teaching which included the Framework: how exactly learning opportunities might arise in lively, engaging and effective ways.

This paper takes issue with Swift’s argument for the claim that parents who affirm equality of opportunity can justifiably buy advantageous private schooling if it is necessary to ensure educational adequacy for their children. We advance a number of reasons of justice and morality that support the view that egalitarian parents ought to accept a degree of educational inadequacy: parents have a pro tanto reason to share the burdens of injustice; it is not obvious that the legitimacy of parental partiality is as extensive in unjust circumstances as it is under just arrangements; we have some duty of justice to accept inadequacy for our children in the fight for the realization of educational justice; and we might be morally required to accept more than a fair share of the burden of establishing just educational institutions.

The New York University School of Medicine has a rich tradition of cultivating programs in medical humanities and professionalism. They are drawn from the departments, centers, students, and faculty in the School of Medicine, have linkages throughout the university, and are interwoven into the fabric and culture of the institution. Some are centrally based in the School of Medicine's deans' office, and others are located in individual departments and receive support from the dean's office. This article describes representative programs for medical students and faculty. Curricular initiatives, the fundamental components of medical students' learning, include a course entitled "The Physician, Patient, and Society," a clerkship essay in the Medicine Clerkship, an opportunity for reflection during the medicine clerkship, and a medical humanities elective. In 2002, the Professionalism Initiative was launched to enhance and reflect the values of the medical profession. Its curriculum consists of a series of events that coordinate, particularly, with existing elements of the first-year curriculum (e.g., orientation week, a session during anatomy, a self-assessment workshop, and a peer-assessment workshop). The Master Scholars Program is a group of five, theme-based master societies consisting of faculty and students who share common interests around the society's themes. Programs developed for the societies include colloquia, faculty-led seminars, a mandatory student-mentoring program, and visiting scholars. Finally, the authors describe three high-quality literary publications created at New York University School of Medicine. Each of the initiatives undergoes regular critical examination and reflection that drive future planning.

Previous investigators have confirmed the evolutionary hypothesis that the sexes differ in their responses to sexual vs. emotional infidelity and have taken their results as suggesting the existence of a mechanism that regulates the perceptions of threat, the emotional responses, and the physiological reactions that constitute jealousy. This notion implies that these three categories of response should occur systematically in the same group of subjects. However, no study has been done to confirm this implication. This study is the first to demonstrate the traditional findings concerning these three categories of response on the same group of subjects. Overall, the results of this investigation are consistent with the core evolutionary hypothesis of sex differences in human jealousy.

Wong and colleagues [1] suggest that Maimonides implies physicians should be available to their patients ‘‘...at all times,’’ via cell phones. That could occasion an editorial of its own about the divine omnipresence called for, the reality that we are not available even to ourselves at all times, and that such dependence seems both impossible and damaging to a patient’s sense of self-efficacy and independence. Their rhetorical device is used to introduce a discussion of cell phones, a recent but certainly not the last medium for doctor–patient communication. The authors touch upon how the core principles of communication are modified by telephonic communication and further so by cell phone use; their comments also pertain to the role of other electronic communications like e-mail, pagers, answering services, intercoms, and devices like electrophysiologic monitors. We propose here to add to the white noise a miasmic semblance of shape that derives from the robust literature about communication in general [2] and telephonic communication in particular [3]. When we are in an age in which many can be reached at most times, when pictures soon will be routinely added to sound, when physiological data will soon be flowing faster than drone videos from Pakistan, we need to think about how to digest all this electronic chyme. Interactive Web sites, electronic social networking, and texting have so altered the way electronically savvy individuals interact that the cell phone call may soon seem as dated as pagers. However, because doctor–patient communication lags in its adoption of new technologies—many doctors do not feel confident assessing patient needs over the phone—we will briefly review the literature on communication skills and its application to telephonic interactions. Much writing about any sort of communications takes the form and stance of the present article: anecdotal, thoughtful but not theoretical, and free of robust scientific evidence about what actually happens, what its effects are, and how it matters to care in an empirical sense. We actually know much worth mastering about doctor–patient communication. There is an emerging consensus model based on over 10,000 articles [4], most relevant to electronic communications and cell phone use, albeit by extrapolation. In brief, whether face-to-face, on the colonoscopy table (before the injection), or on the phone, communications are about gathering information, communicating information, or developing or maintaining a relationship, which includes managing patients’ feelings of dependence, independence (sometimes called activation), a sense of safety, and a sense of autonomy. Skilled A. B. Reisman Department of Medicine, Yale University School of Medicine, New Haven, CT, USA e-mail: Anna.reisman@va.gov

This paper seeks to describe, explore and elucidate my own and my student colleagues' thoughts and feelings during a British Council funded project involving a working visit to Bulgaria for 12 student teachers of English and geography during the summer of 1998. In particular, I examine the feelings of 'otherness' widely experienced, finding in Shakespearian theatre a suitably apt metaphor. Other intercultural and interdisciplinary dimensions are also noted, drawing on the journals of the party, and I go on to suggest tentative conclusions about the value of the project in developing understanding of diverse cultures and disciplines for students about to embark upon their teaching careers.

This article questions whether it is legitimate to propagate national sentiment and foster ties of nationality through school curricula. Against certain arguments for the ethical significance of nationality I question whether those who share a national identity have special moral obligations to members of their national group that they do not have to other persons. I argue that such ties of sentiment are unnecessary for achieving principled liberal goals, and that education within a liberal democracy should focus directly upon certain general moral principles, such as fairness, justice, and toleration. The recent Advisory Group on Citizenship's Education for Citizenship and the Teaching of Democracy in Schools (1998) similarly endorses, I argue, education focused upon general moral principles.

This article is the result of research into the tension between structural planning and individual autonomy in the teaching of English and the dynamics of English departmental work in secondary schools. In particular, I look at the nature of constraints to individuals' autonomy, such as the National Curriculum, in order to arrive at tentative conclusions as to whether they constitute a threat to, or an opportunity for, imaginative English teaching.

This paper presents a summary of the main points put forward during the presentation delivered at the 2nd International Workshop on Social Web for Disaster Management which was held in conjunction with WWW 2013 on May 14th 2013 in Rio de Janeiro, Brazil.

The appearance of Murray Lees relatively late in Margaret Laurence's The Stone Angel marks a fundamental shift in Hagar Shipley's internal development. Though Hagar finds Murray repulsive in certain ways, she recognizes in his life-story a version of her own and, subsequently, aspects of her personality which she has been forced to repress for much of her life. Murray, then, acts as Hagar's alternate ego, allowing her to admit her regrets about the past, to reclaim those qualities that she relinquished before a masculine-ordered Manawaka society, and finally to complete the resonant internal change for which she has struggled since the death of John, her son. L'apparition relativement tardive de Murray Lees dans l'oeuvre de Margaret Laurence The Stone Angel, marque un changement fondamental dans le developpement interne de Hagar Shipley. Bien que Hagar manifeste, a certains egards, une repulsion envers Murray, elle retrouve dans la vie de celui-ci une certaine ressemblance avec la sienne, et des aspects de sa personnalite que jusqu'ici elle avait ete obligee de reprimer. Hagar joue donc le role de son alter ego, lui permettant d'admettre certains regrets envers son passe, de reprendre ces qualites que la societe de Manawaka centree sur l'homme lui avaient fait abandonner, et finalement de completer ce changement fondamental interne pour lequel elle avait combattu si fort depuis la mort de son fils John. Meg Merriles, that old gypsy of the Keats's poem, appears first in chapter five of The Stone Angel. Her presence strikes us as both fitting and timely: Hagar, in her new-found freedom, takes to the wilds of Shadow Point like a modern-day Meg, independent, unweary, and determined to live off the "swart blackberries" (or, at least, the soda biscuits and triangles of swiss cheese that she carries in her purse). In chapter eight, however, Meg Merriles makes a subtler and more surprising entry in the guise of Murray F. Lees, local insurance salesman and, like Hagar, refugee from the problems of the "everyday world." As other critics have noted, his presence offers Hagar a salvational image, whether as spiritual envoy and confessor or in the reconfigured guise of the hearty Meg. Angelika Maeser, for instance, contends that at Shadow Point "the transcendent can intervene in [Hagar's] formerly closed ego structure, and, in the person of Mr. Lees, a former evangelical preacher, she partakes of the sacrificial communion available in the ordinary and basic things of life." David Williams argues that Murray as "Keats' homeless gipsy offers a saving image to the friendless woman" and that "in modelling herself after Meg Merriles, [Hagar] is both preserving appearance and repressing truth."1 Noticeably, however, such readings consign Murray to a largely exclusive role: he becomes either gypsy or prophet, and as a result, can reinforce only one aspect of Hagar's personality, encouraging one certain ending to her selfanalysis whether it be a final acknowledgment of regret or its continued suppression. Yet, in many ways, he is not that simple. Despite his seemingly docile and obedient personality, Murray has, like Hagar, wavered throughout his life between his desire for submission and acceptance and his attempts at self-expression and independence. Consequently, he embodies the complex qualities of religious promise as well as gypsy-like self-direction, and like Hagar, encounters in these qualities a confounding internal dilemma. He is, by extension, a version of Hagar herself, a version that she has attempted to deny while reconstructing her life through memory but which she must finally confront, both externally in her conversation with Murray and internally in her "confession" of her grief surrounding John. She must find, in other words, her identity through Murray, through her perception of an alternative and generally submissive self, through an "objective" telling of her own story, and through a recognition of the possibility of change itself. …

We implemented a pain assessment and management (PAM) curriculum for second year medical students and evaluated long-term skills retention compared to the prior year's class which did not receive the curriculum. The curriculum included pain pathophysiology, assessment and treatment instruction plus feedback on PAM practice with standardized patients. Both cohorts underwent a required end-of-third-year clinical skills examination. Intervention and control group performance on three pain cases (acute, chronic and terminal) was compared. The PAM curriculum was implemented 1.5years before the intervention cohort participated in the clinical skills exam. More intervention students (134/159, 84.3% response rate) obtained basic (87.2% vs. 76.0%, p=.028) and comprehensive (75.2% vs. 60.9%, p=.051) descriptions of acute pain than control students (n=129/174, 74.1% response rate). Intervention students demonstrated superior skills for terminal pain, including: more often asking about impact on functioning (40.7% vs. 25.8%, p=.027), advising change of medication (97.3% vs. 38.7%, p.001), and providing additional medication counseling (55.0% vs. 27.0%, p.001). Virtually all students obtained basic descriptions of chronic (intervention vs. control, 98.1% vs. 96.1%, p=.367) and terminal (92.9% vs. 91.7%, p=.736) pain. Surprisingly, more control than intervention students obtained a comprehensive description of chronic pain (94.6% vs. 77.8%, p.001) and asked about current pain medication in the terminal case (75.6% vs. 55.0%, p=.004). Exposure to the curriculum resulted in durable increases in students' ability to perform PAM skills in patients with acute and terminal pain.

Network neutrality refers to a policy principle regarding access for online content and service providers to broadband infrastructure. It implies a general and ex ante obligation of non-discrimination for network operators when granting access to providers of online services, with the aim of excluding practices such as blocking access to non-affiliated content, degrading the quality of transmission, imposing unreasonable restrictions or prioritizing affiliated content. Whether such obligation should be anchored in regulation was first fiercely debated in the United States, and the issue is now gaining increased attention in other parts of the world, including the European Union, where the regulatory framework for electronic communications is currently under review. This article examines whether existing rules already provide the competent authorities with the necessary tools to take action against broadband providers discriminating or blocking content of those who are not prepared to pay a "toll" for the use of higher speed networks or better quality services. And if not, should the regulatory framework be adapted accordingly? It looks at both competition rules and the 2003 regulatory framework for electronic communications networks and services, including the legislative proposals published by the European Commission on November 13, 2007 and the discussions currently taking place in the European Parliament.

In 2005, draft guidelines were published for reporting studies of quality improvement as the initial step in a consensus process for development of a more definitive version. The current article contains the revised version, which we refer to as Standards for QUality Improvement Reporting Excellence (SQUIRE). This narrative progress report summarizes the special features of improvement that are reflected in SQUIRE and describes major differences between SQUIRE and the initial draft guidelines. It also explains the development process, which included formulation of responses to informal feedback, written commentaries, and input from publication guideline developers; ongoing review of the literature on the epistemology of improvement and methods for evaluating complex social programs; and a meeting of stakeholders for critical review of the guidelines' content and wording, followed by commentary on sequential versions from an expert consultant group. Finally, the report discusses limitations of and unresolved questions about SQUIRE; ancillary supporting documents and alternative versions under development; and plans for dissemination, testing, and further development of SQUIRE.

Current models of change in immigrant churches posit that ethnic congregations become more acculturated in response to inter-generational conflicts. As second- and third-generation church members attempt to meet their own unique social needs, ethnic churches are forced to revise their goals and structures in order to ensure the survival of their organization. Recent studies, however, cast doubt on whether generational changes are the only catalyst of evolution in ethnic churches. This paper develops an alternative explanation by arguing that religious culture can also exert pressure for change. It does so by showing how a strong emphasis on inter-ethnic evangelism lead to the adoption of English-language services in a Ghanaian Pentecostal church in Chicago

Editor,—I enjoyed reading the paper by Morley et al , which provides evidence for two things that I have long suspected.1 First, you cannot make children smarter by putting more iron in their milk, and second that I am the only person who has ever read any …

SUMMARY This paper comments on the slow and uneven occupational development of safety specialists in British industry. It provides an analysis of possible strategies for safety specialists by identifying three main areas of activity: processing and generating information, giving advice and participating in problem-solving, and taking direct action. These may be practised at each of the following five stages involved in the technical control -of hazards: identification of hazards, assessment of risk, development of controls, implementation of controls and longer-term monitoring and adaptation. The position of specialists encountered in eight case studies in the chemical and related industries is then described. The third section advocates' the role of the specialist as adviser and discusses the importance of line management assuming direct execut ive responsibility for the health and safety of those for whom they are directly responsible. The paper acknowledges some of the obstacles facing specialists who wish to develop a strong advisory and problem-solving function. It considers the specialists' access to the following sources of power and influence: managerial dependence on their expertise, patronage within the hierarchy, a direct controlling function, internal coalitions formed with representatives of the workforce, external coalition formed with the factory inspectorate, formal organizational position and their personal qualities of charm and leadership. Comments are made on how aspects of the organizational context and climate of opinion affect the specialists' access to these power sources and the final section of the paper considers the effect of different recruitment and career paths of the specialists themselves.

This book looks at the traditions behind some of the common images that appeared on stage in the early seventeenth century. The years 1607 14 are particularly important, not only because of developments taking place in the playhouses, but also for the variety of drama on offer. The discussion includes Macbeth, Pericles, Cymbeline and The Duchess of Malfi at the Globe and Blackfriars, The White Devil at the Red Bull, a court masque and later plays by Middleton and Ford. Dr Bolam explores contemporary performances in relation to each other and analyses the ways different dramatists handled the traditions they inherited. The book looks back to Kyd's Spanish Tragedy and Shakespeare's early plays and forward to the time when allusions to Shakespeare's plays became part of the pattern of traditions. Some modern revivals are described and illustrated with photographs showing how metaphors have been staged."