Tales from nowhere : Burma and the lonely planet phenomenon

This essay is an archival reading of the nine editions of Lonely Planet travel guides (published from 1979 to the 2005 edition) containing the progressive creation and narration of the tourist space of Lonely Planet’s Myanmar—in the formative years of its narration as elsewhere as nowhere. I extend Dean MacCannell’s argument from The Tourist to suggest that the function of forbiddenness and nowhere is central to Lonely Planet’s idea of the tourist experience in Myanmar. Moreover, the rhetoric of Lonely Planet has determined particularities of the spatial orderings of Myanmar as a result of tourist structures catering to the idea of the forbidden. Through a reading of Lonely Planet’s rhetoric in its Myanmar texts, we can see the construction of a forbidden place on both literal and metaphorical levels. A rhetorically unique situation exists in Lonely Planet’s role in the Myanmar tourism debate. A project of this scope suggests some ways of reading Lonely Planet’s role in the creation and manipulation of space of tourism in Myanmar. I argue for a careful examination of how Lonely Planet articulates Myanmar as specifically nowhere and, therefore, suitable for appropriation.peer-reviewe

Corporate social responsibility and the teaching of management accounting

Throughout most of the 20th century Management Accounting was developed on the premise that it should help managers to decide how best to maximise the short-term financial profits of their businesses. In the emergent Corporate Social Responsibility CSR business environment Post, Preston and Sachs' ask, `To whom and for what is the corporation responsible?' In response to this quest-ion we examine publications describing recent changes in the corporate environment, and provide evidence of business decisions being made on the bases of environmental, societal and other criteria, besides those relating to financial profitability. We question whether such changes in the corporate environment are being reflected in the way that Management Accounting is being taught in business schools today We provide details of a final year course that we have developed at our university

New Directions in Philosophy of Medicine

The purpose of this chapter is to describe what we see as several important new directions for philosophy of medicine. This recent work (i) takes existing discussions in important and promising new directions, (ii) identifies areas that have not received sufficient and deserved attention to date, and/or (iii) brings together philosophy of medicine with other areas of philosophy (including bioethics, philosophy of psychiatry, and social epistemology). To this end, the next part focuses on what we call the “epistemological turn” in recent work in the philosophy of medicine; the third part addresses new developments in medical research that raise interesting questions for philosophy of medicine; the fourth part is a discussion of philosophical issues within the practice of diagnosis; the fifth part focuses on the recent developments in psychiatric classification and scientific and ethical issues therein, and the final part focuses on the objectivity of medical research

Comparison of Wechsler Memory Scale–Fourth Edition (WMS–IV) and Third Edition (WMS–III) dimensional structures: Improved ability to evaluate auditory and visual constructs

Dimensional structures underlying the Wechsler Memory Scale–Fourth Edition (WMS–IV) and Wechsler Memory Scale–Third Edition (WMS–III) were compared to determine whether the revised measure has a more coherent and clinically relevant factor structure. Principal component analyses were conducted in normative samples reported in the respective technical manuals. Empirically supported procedures guided retention of dimensions. An invariant two-dimensional WMS–IV structure reflecting constructs of auditory learning/memory and visual attention/memory (C1 = .97; C2 = .96) is more theoretically coherent than the replicable, heterogeneous WMS–III dimension (C1 = .97). This research suggests that the WMS–IV may have greater utility in identifying lateralized memory dysfunction

Screening with young offenders with an intellectual disability

The research suggests that young offenders with an intellectual disability (ID) may not always be identified within youth justice services. This pilot study assessed some aspects of the validity of a screening tool, the Child and Adolescent Intellectual Disability Screening Questionnaire (CAIDS-Q), in UK forensic settings, using data from 23 individuals. The CAIDS-Q had positive and negative predictive power of 100%. In addition, a significant difference was found in CAIDS-Q scores between those with and without an ID, with the latter group scoring significantly higher, indicating discriminative validity. A significant positive relationship was found between full-scale IQ and CAIDS-Q scores, indicating convergent validity. The pilot study suggested that the CAIDS-Q may represent a valid screening tool to identify those young offenders who are likely to have an ID. Limitations and implications of the pilot are discussed

The complexities of teaching 'inclusion' in higher education

This article considers how action research can support the teaching of 'Inclusion' in Higher Education. As a professional committed to improving educational practices, action research was identified as a practical research approach to study the relationship between theories and practices of inclusive education. This article will report on a short action research project that focussed on an Applied Social Science undergraduate degree unit which is taken in students' final year: 'Contemporary Issues in Exclusion and Inclusion in Education'. Student's own understanding, expectations and reflections on their learning were captured via questionnaires to directly inform teaching and assessment practices. Action research facilitated a critical lens which enabled lecturers to reconsider teaching and assessment strategies in a collaborative, participative manner and early findings indicate an improvement in student learning

Outcomes for youth work : coming of age or master’s bidding?

Abstract Providing evidence in youth work is a current and important debate. Modern youth work has, at least to some degree, recognised the need to produce practice information, through its various guises, with limited success as requirements and terminology have continually changed. In Scotland, the current demands for youth work to “prove” itself are through a performance management system that promotes outcome-based practice. There are some difficulties with this position because outcome-based practice lacks methodological rigour, is aligned with national governmental commitments and does not adequately capture the impact of youth work practice. This paper argues that youth workers need to develop both a theoretical and methodological approach to data collection and management,which is in keeping with practice values, captures the voice of the young person and enhances youth work practice. Youth work should not be used as a mechanism to deliver the government’s policies but be liberated from centralist control to become a “free practice” so that some of the perennial problems, such as democratic disillusionment, partly caused by this “performance management industry”, can be effectively dealt with. The generation of evidence for youth work should enable it to freely investigate and capture its impact, within the practice, based on the learning that has taken place, the articulation of the learners’ voice with the most appropriate form of data presentation