Uniform Application of the International Sales Law/Understanding Uniformity, the Global Jurisconsultorium and Examination and Notification Provisions of the CISG

As a student at the University of Pittsburgh School of Law, my favorite courses were International Sales and International Business Transactions. The former I appreciated for nourishing my academic interest in the United Nations Convention on Contracts for the International Sale of Goods (CISG), while the latter I appreciated for instilling in me the tools to be a responsible transactions attorney. Learning from professors like Professor Harry Flechtner and Professor Ronald Brand, my profound interest in the CISG grew, and I realized a deep appreciation for scholarly commentary on the CISG. Herein, I discuss a book about the uniform application of the CISG, including obstacles to uniform application of the CISG

Editors' Note

The spring 2014 issue of the International Journal of Telerehabilitation (IJT) contains four informative and timely policy articles: (1) an invited commentary describing the exploratory process underway within physical therapy to create licensure portability for physical therapists, (2) an analysis of state telehealth laws and regulations for occupational therapy and physical therapy, (3) an overview of telehealth evidence and key telehealth policy issues in occupational therapy, and (4) the World Federation of Occupational Therapists’ (WFOT) Position Statement on Telehealth. This issue also contains original research evaluating the feasibility of providing pediatric dysphagia treatment via telepractice, a clinical report of student learning outcomes associated with an innovative experiential learning assignment involving (international) teleconsultation in a Master of Science in Occupational Therapy (MSOT) curriculum, a book review, and announcements from the American Telemedicine Association

Academic integrity at ICM: Successes, challenges and opportunities

At International College of Manitoba (ICM), we recognized that the stress to students and instructors caused by COVID-19 presented a unique opportunity to raise the awareness of academic integrity in fully online learning. In this presentation we describe several strategies which we employed to mitigate an expected rise in academic misconduct allegations. Strategies were chosen based on reportage from academic literature. Using data collected over two full terms of online learning, we provide insights into emerging trends related to academic integrity and offer a summary of future work in order to improve our performance. We welcome constructive commentary from the audience during question time

The Patchwork text assessment - an integral component of constructive alignment curriculum methodology to support healthcare leadership development

Background: A responsive and innovative postgraduate programme curriculum that produces an effective and competent multi professional healthcare leader whom can lead within the United Kingdom (UK) and international healthcare context offers a promising approach to contributing towards the challenging global healthcare agenda. Aims: The aim of the study is to evaluate the impact of utilising constructive alignment curricular methodology incorporating the Patchwork Text Assessment on the healthcare leadership development of UK and international postgraduate students. Design: Case study design, incorporating Kirkpatrick's Five Levels of Evaluation Model. Settings and Participants: 12 post graduate students (multi-professional, UK and international) studying on a healthcare leadership and management programme at one UK University in the North West of England. Methods: Retrieval of the critical commentary produced and submitted by students as part of the Patchwork Text Assessment process. Data Analysis: Thematic content analysis approach. Results: Four key themes emerged demonstrating how the success of constructive alignment and the Patchwork Text Assessment in promoting deep learning for UK and international postgraduate healthcare leadership students is underpinned by principles of good practice and these include: a) Curriculum planners incorporating work based learning activities into the generated learning activities b) Curriculum planners creating the best learning environment so the student can achieve the learning activities c) Providing the learning activities that reflect the real world of healthcare leadership d) Providing students with opportunities to contextualise theory and practice through relevant patchwork activity and learning activities e) Equipping students with the transferable postgraduate skills (through learning activities and patch working) to embark on a journey of lifelong learning and continuous professional development f) Targeting the postgraduate programme /module intended learning outcomes and assessment patches against contemporary leadership qualities frameworks g) Providing students with opportunities to reflect in multi- professional groups that remain constant in terms of facilitator and supervisor h) Creating the learning opportunities for students to apply their learning to their own healthcare organisatio

Concluding commentary: Response to Eugene and Kiyo

At the risk of speaking on his behalf I could almost swear I heard Bakhtin laughing gleefully over my shoulder as I read this fascinating dialogue between Eugene and Kiyo. His reason for this might be partly inspired by the glaring misunderstandings both men reveal through their associated interplay with key pedagogical concepts. While polemic in nature, it occurs to me, somewhat ironically, that each man makes the same careful, empirically located, argument from different cultural and philosophical standpoints. At the centre of their debate is the concept of pedagogy and its capacity to promote ‘authentic’ learning. Despite this shared agenda their interpretations of key terms are often at variance and, as a result, they passionately bang their heads against each other in vehement misunderstanding that makes for what Bakhtin (2004) would describe as “lively and expressive” debate (p. 24) on this topic

The Blind Arhat and the Old Baby: Liberation by Wisdom, the Dry-Insight Practitioner, and the Pairing of Calm and Insight

The distinction between “calm” (Pāli: samatha; Sanskrit: śamatha) and “insight” (P: vipassanā; Skt: vipaśyanā) is one of several ostensibly related dichotomies that have exerted a significant influence on classical and contemporary understandings of Buddhist practices, institutions, and history, as well as of the Buddhist path(s) to and conception(s) of awakening. However, scholars continue to debate whether Buddhists ever conceptualized two (or more) different paths or conceptions of this goal. Much of the debate has been based on the interpretation of doctrinal and theoretical materials. This essay takes as its starting point the concept of “liberation by wisdom” (P: paññāvimutti; Skt: prajñāvimukti) and the figure of the “dry-insight practitioner” (P: sukkhavipassaka), and asks how Buddhist narratives, in particular, characterize these key ideas, as well as the relationship between calm and insight. It focuses primarily on two narratives: the story of Cakkhupāla, the first story of the Pāli Dhammapada commentary, and the story of Sthavira in the Sanskrit Avadānaśataka. It argues that these stories do not support a clear opposition between calm and insight as competing forms of life, but rather point to their combination on the path to awakening, or to the possibility that insight meditation can sometimes stand for the notion of intense practice. Both stories reflect an overarching “ascetic” ethos or lifestyle, but as stories they also project narrative worlds and invite us, the audience, to consider what it would mean to take such worlds seriously as our real world of lived human experience. In this way, the essay tries to bridge a divide that has often been maintained between doctrine and narrative, and thereby offers a fresh look at an influential distinction (or set of distinctions) in the history and theory of Buddhist practice