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This commentary provides a response to the rejoinder by Paal et al. (Journal of Religion and Health. https://doi.org/10.1007/s10943-022-01726-y, 2023), regarding the research of Otaiku (Journal of Religion and Health. https://doi.org/10.1007/s10943-022-01603-8, 2022) "Religiosity and risk of Parkinson's disease in England and the USA." After providing a brief overview of Otaiku's work, the commentary then addresses each of Paal et al.'s arguments. While agreeing that more research needs to be undertaken, this commentary concludes that Otaiku's research findings are well founded, suggesting that greater religiosity may lower the risk of PD. [ABSTRACT FROM AUTHOR]

Describes how overseas collaborative activity has been particularly popular with many United Kingdom higher education institutions over the past decade, with the Quality Assurance Agency creating an audit agenda to measure the quality of such partnerships. Asserts that existing collaborative audit approaches lack cultural sensitivity and are open to manipulation; suggests use of a broader range of performance indicators. (EV)

Argues that the approach taken by the British Quality Assurance Agency and the manner in which in interfaces with institutions of higher education may change the prevailing institutional culture. Suggests that the direction of such changes may not be welcomed by the institutions, nor supportive of other government higher education goals. (Author/DB)

Explores the consequences of adopting formula-based systems of resource allocation and questions assumptions underpinning development of such systems. Findings, based on a case study of a British university that adopted a decentralized system in the late 1980s, revealed changes in micropolitical activities and organizational culture. (33 references) (MLH)

Discussion of fiscal management in the reformed higher education systems of Eastern/Central Europe begins with analysis of reform attempts in two British universities and relates them to Eastern and Central European issues. It is argued that institutions must adopt a holistic approach to managing change and for addressing various staff, structure, and systems issues to achieve effective fiscal management. (Author/MSE)

SUMMARY: In an earlier article we reviewed the latest research on the relationship between religious involvement and mental health, the effects of religiosity on mental health and well-being over time and the impact of religious interventions. Here we focus on clinical applications that may be useful to psychiatrists and other mental health professionals. We discuss general clinical applications relevant to all patients (e.g. taking a spiritual history, supporting/encouraging religious beliefs, referring to clergy), violations of clinician–patient boundaries and the need to ensure that religious/spiritual interventions are patient-centred. We describe evidence-based religious interventions and how to identify appropriate patients for this approach. Finally, we explore situations in which religious beliefs and practices may be a problem, not a resource, and make recommendations on how to address such cases. Case vignettes illustrate clinical situations that mental health professionals are likely to encounter. Although the focus is on the North American context, we note how practice and culture in the UK may differ. [ABSTRACT FROM AUTHOR]

Reports on the United Kingdom's experience with comprehensive secondary education as a method of providing equal educational opportunity. Concludes that the trend toward compulsory equality, as represented by the comprehensive secondary school seems irreversible. (Author/IRT)

The article focuses on the end of the Italian occupation in Ethiopia, a crucial period in a newly independent country under the leadership of Emperor Haile Sellassie, from 1941 to 1943. The author describes the relationship between Sellassie and the British leadership of the Occupied Enemy Territory Administration (OETA). It cites the action taken by the U.S. when Sellassie turned to the country for help, complaining that the British had ignored the sovereignty of Ethiopia.

During the last two decades, higher education in the UK has been dominated by two themes: financial constraint and quality assessment. Both these themes find expression within the Research Assessment Exercise. Findings from interviews held with staff in a number of institutions ranging from established research-orientated universities to institutions with aspirations of university status indicate a range of institutional and individual behaviour patterns in response to the Research Assessment Exercise. This article explores those responses and considers the perceived tension between using the Research Assessment Exercise as an assessment of the quality of research (an accountability function) and as a means of selectively allocating research funding (a resource allocation function). [ABSTRACT FROM AUTHOR]