Claims Against the State in Tennessee -- The Board of Claims

The age-old doctrine of governmental immunity from suit seems gradually to be passing into the discard, first in the realm of contract liability, and of late in the field of torts. Recent years have seen its vitality substantially sapped by judicial decisions, and there is a distinct trend among governmental units to do away with it partially or entirely through legislation. Thus, England in the Crown Proceedings Act of 1947, the United States in the Federal Tort Claims Act, and many of the states by similar legislation have renounced their shield of immunity from suit and, by means more regularized than the old special legislation method, have given their citizens redress for harms suffered at the hands of the government. A few states, like England and the United States, have opened their courts to suits by private individuals, either by conferring jurisdiction of claims against the state on some existing court or courts within the judiciary system, or by creating a special court of claims to try such cases. Others have employed administrative methods, falling generally into two main groups: (1) those in which the administrative body is a relatively independent agency conducting investigations, holding hearings, and making the final determination as to whether or not an award should be granted; and (2) those in which the administrative body acts in an advisory capacity to the legislature, the claims allowed by the board being referred to the legislature with a recommendation for an appropriation to the claimants. Still others, without any general provision for suits against the state or for administrative settlement of claims, have permitted suits in very restricted classes of cases by statute, and in individual cases by legislative resolution

Do red deer stags (Cervus elaphus) use roar fundamental frequency (F0) to assess rivals?

It is well established that in humans, male voices are disproportionately lower pitched than female voices, and recent studies suggest that this dimorphism in fundamental frequency (F0) results from both intrasexual (male competition) and intersexual (female mate choice) selection for lower pitched voices in men. However, comparative investigations indicate that sexual dimorphism in F0 is not universal in terrestrial mammals. In the highly polygynous and sexually dimorphic Scottish red deer Cervus elaphus scoticus, more successful males give sexually-selected calls (roars) with higher minimum F0s, suggesting that high, rather than low F0s advertise quality in this subspecies. While playback experiments demonstrated that oestrous females prefer higher pitched roars, the potential role of roar F0 in male competition remains untested. Here we examined the response of rutting red deer stags to playbacks of re-synthesized male roars with different median F0s. Our results show that stags’ responses (latencies and durations of attention, vocal and approach responses) were not affected by the F0 of the roar. This suggests that intrasexual selection is unlikely to strongly influence the evolution of roar F0 in Scottish red deer stags, and illustrates how the F0 of terrestrial mammal vocal sexual signals may be subject to different selection pressures across species. Further investigations on species characterized by different F0 profiles are needed to provide a comparative background for evolutionary interpretations of sex differences in mammalian vocalizations

Firm-size distribution and price-cost margins in Dutch manufacturing

Industrial economists surmise a relation between the size distribution of firms and performance. Usually, attention is focused on the high end of the size distribution. The widely used 4-firm seller concentration, C4, ignores what happens at the low end of the size distribution. An investigation is presented of the extent to which the level and the growth of small business presence influence price-cost margins in Dutch manufacturing. A large data set of 66 industries for a 13-year period is used. This allows the investigation of both small business influences within a framework in which that of many other market structure variables is also studied. Evidence is shown that price-cost margins are influenced by large firm dominance, growth in small business presence, capital intensity, business cycle, international trade, and buyer concentration

DOTAGWA: A CASE STUDY IN WEB-BASED ARCHITECTURES FOR CONNECTING SURFACE WATER MODELS TO SPATIALLY ENABLED WEB APPLICATIONS

Abstract The Automated Geospatial Watershed Assessment (AGWA) tool is a desktop application that uses widely available standardized spatial datasets to derive inputs for multi-scale hydrologic models (Miller et al., 2007). The required data sets include topography (DEM data), soils, climate, and land-cover data. These data are used to develop input parameter files for two USDA-ARS watershed runoff and erosion models: (SWAT, Arnold et al., 1994; http://www.brc.tamus.edu/swat/). AGWA has proved to be a useful tool for many different applications. Not all potential users, however, have access to the geospatial data or software required to process it and run tools like AGWA. In addition, some potential users recognized the value in being able to use the application, but did not have adequate technical training to gather and process the necessary data and run the application through a geospatial information system (GIS) software platform. A Web-based version of AGWA, DotAGWA, was developed to address these issues and cater to a wider potential user audience. This paper describes the design and structure of the DotAGWA application and discusses important findings related to issues and problems that emerged during application development. In particular, important issues emerged related to configuring a system that would connect surface water models, originally intended as desktop applications, to a spatially enabled web application. Some of these issues include input and output file management for model runs when models are executed from the web-client to the server's operating system, configuring the systems spatial and non-spatial data requirements in a web server environment, and designing an extensible or at least reusable system architecture. The United States Environmental Protectio

Medical students’ preparedness for professional activities in early clerkships

Background Sufficient preparedness is important for transitions to workplace participation and learning in clinical settings. This study aims to analyse medical students’ preparedness for early clerkships using a three-dimensional, socio-cognitive, theory-based model of preparedness anchored in specific professional activities and their supervision level. Methods Medical students from a competency-based undergraduate curriculum were surveyed about preparedness for 21 professional activities and level of perceived supervision during their early clerkships via an online questionnaire. Preparedness was operationalized by the three dimensions of confidence to carry out clerkship activities, being prepared through university teaching and coping with failure by seeking support. Factors influencing preparedness and perceived stress as outcomes were analysed through step-wise regression. Results Professional activities carried out by the students (n = 147; 19.0%) and their supervision levels varied. While most students reported high confidence to perform the tasks, the activity-specific analysis revealed important gaps in preparation through university teaching. Students regularly searched for support in case of difficulty. One quarter of the variance of each preparedness dimension was explained by self-efficacy, supervision quality, amount of prior clerkship experience and nature of professional activities. Preparedness contributed to predicting perceived stress. Conclusions The applied three-dimensional concept of preparedness and the task-specific approach provided a detailed and meaningful view on medical students’ workplace participation and experiences in early clerkships

Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement

Background Health professions education is characterised by work-based learning and relies on effective verbal feedback. However the literature reports problems in feedback practice, including lack of both learner engagement and explicit strategies for improving performance. It is not clear what constitutes high quality, learner-centred feedback or how educators can promote it. We hoped to enhance feedback in clinical practice by distinguishing the elements of an educator’s role in feedback considered to influence learner outcomes, then develop descriptions of observable educator behaviours that exemplify them. Methods An extensive literature review was conducted to identify i) information substantiating specific components of an educator’s role in feedback asserted to have an important influence on learner outcomes and ii) verbal feedback instruments in health professions education, that may describe important educator activities in effective feedback. This information was used to construct a list of elements thought to be important in effective feedback. Based on these elements, descriptions of observable educator behaviours that represent effective feedback were developed and refined during three rounds of a Delphi process and a face-to-face meeting with experts across the health professions and education. Results The review identified more than 170 relevant articles (involving health professions, education, psychology and business literature) and ten verbal feedback instruments in health professions education (plus modified versions). Eighteen distinct elements of an educator’s role in effective feedback were delineated. Twenty five descriptions of educator behaviours that align with the elements were ratified by the expert panel. Conclusions This research clarifies the distinct elements of an educator’s role in feedback considered to enhance learner outcomes. The corresponding set of observable educator behaviours aim to describe how an educator could engage, motivate and enable a learner to improve. This creates the foundation for developing a method to systematically evaluate the impact of verbal feedback on learner performance

The do's, don't and don't knows of supporting transition to more independent practice

Introduction: Transitions are traditionally viewed as challenging for clinicians. Throughout medical career pathways, clinicians need to successfully navigate successive transitions as they become progressively more independent practitioners. In these guidelines, we aim to synthesize the evidence from the literature to provide guidance for supporting clinicians in their development of independence, and highlight areas for further research. Methods: Drawing upon D3 method guidance, four key themes universal to medical career transitions and progressive independence were identified by all authors through discussion and consensus from our own experience and expertise: workplace learning, independence and responsibility, mentoring and coaching, and patient perspectives. A scoping review of the literature was conducted using Medline database searches in addition to the authors’ personal archives and reference snowballing searches. Results: 387 articles were identified and screened. 210 were excluded as not relevant to medical transitions (50 at title screen; 160 at abstract screen). 177 full-text articles were assessed for eligibility; a further 107 were rejected (97 did not include career transitions in their study design; 10 were review articles; the primary references of these were screened for inclusion). 70 articles were included of which 60 provided extractable data for the final qualitative synthesis. Across the four key themes, seven do’s, two don’ts and seven don’t knows were identified, and the strength of evidence was graded for each of these recommendations. Conclusion: The two strongest messages arising from current literature are first, transitions should not be viewed as one moment in time: career trajectories are a continuum with valuable opportunities for personal and professional development throughout. Second, learning needs to be embedded in practice and learners provided with authentic and meaningful learning opportunities. In this paper, we propose evidence-based guidelines aimed at facilitating such transitions through the fostering of progressive independence