Saint Anselm of Canterbury and Charismatic Authority

The early career of Archbishop Anselm of Canterbury (c. 1033–1109) provides an opportunity to explore the operation of charismatic authority in a monastic setting. It is argued that the choice of Anselm for the archiepiscopal see of Canterbury in 1093 was the result of his growing reputation cultivated during his years as prior and abbot of the influential Norman monastery of Bec. The article explores various aspects of Anselm’s charismatic authority including his performance of charisma, the charisma derived from his fame as a scholar, and his reputation as a miracle-working holy man

Dynamic modeling of the reactive twin-screw co-rotating extrusion process: experimental validation by using inlet glass fibers injection response and application to polymers degassing

International audienceIn this paper is described an original dynamic model of a reactive co-rotating twinscrew extrusion (TSE) process operated by the Rhodia company for the Nylon-66 degassing finishing step. In order to validate the model, dynamic experiments have been performed on a small-scale pilot plant. These experiments consist in a temporary injection of glass fibers at the inlet of the extruder after it has reached a given operating point. The outlet glass fibers mass fraction time variation is then measured. This experiment does not lead to the RTD measurement. As a matter of fact, due to the high quantity of glass fibers that is introduced, the behavior of the flow through the extruder is perturbed so that the glass fibers cannot be considered as an inert tracer. The dynamic model that we have published elsewhere (Choulak et al., Ind. Eng. Chem. Res., 2004, 43(23), 7373-7382) is adapted to take into account this nonlinear behavior of the extruder with respect to the glass fibers injection and is favorably compared to experimental results. The description of the degassing operation is also included in the model. The model allows simulations of the complete dynamic behavior of the process. When the steady state is reached, the good position of the degassing vent with respect to the partially and fully filled zones positions can also be checked, thus illustrating the way the model can be used for design purposes

Afterword: three letters

The essays consider issues of affect and emotion in terms of three early English letters - by Chaucer, the Paston family, and Henry VIII - in order to consider issues of the personal and the literary. It also comments on the volume of essays as a whole, and consider the field of the history of emotions and affect studies

Values in History: Shaping and Applying an Ideal-Type

An equivocal word Values, Valori, Valeurs, Werte: the words have practically the same meanings in the main scholarly languages. But in each of these languages, there is the same ambiguity. The papers for this session are themselves an expression of this ambiguity. This paper and the paper by Guido Mongini are about “values” in the sense of deeply held convictions. The papers by Laurent Feller and Marie-Luce Demonet are about monetary values and the exchange value of things. It would serve no ..

Authenticating Marriage: The Decree Tametsi in a Comparative Global Perspective

The most common form of global history traces the growing power of the West and tries to explain it. There is a parallel story of the expansion of Christianity, in which the influence of the Council of Trent on the world as a whole deserves a more prominent place than it has received. But there is another kind of global history: the comparative sort. This article looks at the Council of Trent’s solution to the problem of clandestine marriages in a comparative perspective, showing how the prob- lems it faced are paralleled in three other societies, but also that a unique mechanism for dealing with them was created, the Congregatio Concilii

Interprofessional attitudes amongst undergraduate students in the health professions: a longitudinal questionnaire survey

Background: Interprofessional education (IPE) introduced at the beginning of pre-registration training for healthcare professionals attempts to prevent the formation of negative interprofessional attitudes which may hamper future interprofessional collaboration. However, the potential for IPE depends, to some extent, on the readiness of healthcare students to learn together. Objectives: To measure changes in readiness for interprofessional learning, professional identification, and amount of contact between students of different professional groups; and to examine the influence of professional group, student characteristics and an IPE course on these scores over time. Design: Annual longitudinal panel questionnaire survey at four time-points of pre-registration students (n = 1683) drawn from eight healthcare groups from three higher education institutions (HEIs) in the UK. Results: The strength of professional identity in all professional groups was high on entry to university but it declined significantly over time for some disciplines. Similarly students’ readiness for interprofessional learning was high at entry but declined significantly over time for all groups, with the exception of nursing students. A small but significant positive relationship between professional identity and readiness for interprofessional learning was maintained over time. There was very minimal contact between students from different disciplines during their professional education programme. Students who reported gaining the least from an IPE course suffered the most dramatic drop in their readiness for interprofessional learning in the following and subsequent years; however, these students also had the lowest expectations of an IPE course on entry to their programme of study. Conclusion: The findings provide support for introducing IPE at the start of the healthcare students’ professional education to capitalise on students’ readiness for interprofessional learning and professional identities, which appear to be well formed from the start. However, this study suggests that students who enter with negative attitudes towards interprofessional learning may gain the least from IPE courses and that an unrewarding experience of such courses may further reinforce their negative attitudes