China’s emerging global role: dissatisfied responsible great power

China has (re)emerged as a great power in a world not of its own making. The distribution of power in major organisations and the dominant norms of international interactions are deemed to unfairly favour the existing Western powers, and at times obstruct China’s ability to meet national development goals. Nevertheless, engaging the global economy has been a key source of economic growth (thus helping to maintain regime stability), and establishing China’s credentials as a responsible global actor is seen as a means of ensuring continued access to what China needs. As an emerging great power that is also still in many respects a developing country, China’s challenge is to change the global order in ways that do not cause global instability or generate crises that would damage China’s own ability to generate economic growth and ensure political stability

Chimpanzees (Pan troglodytes) navigate to find hidden fruit in a virtual environment

Action Contro

Normative resistance to responsibility to protect in times of emerging multipolarity: the cases of Brazil and Russia

This article assesses the normative resistance to Responsibility to Protect adopted by Brazil and Russia against the backdrop of their international identities and self-assigned roles in a changing global order. Drawing upon the framework of Bloomsfield's norm dynamics role spectrum, it argues that while the ambiguous Russian role regarding this principle represents an example of 'norm antipreneurship', particularities of Brazil's resistance are better grasped by a new category left unaccounted for by this model, which this study portrays as 'contesting entrepreneur'.- (undefined

Empathy among undergraduate medical students: A multi-centre cross-sectional comparison of students beginning and approaching the end of their course

BACKGROUND: Although a core element in patient care the trajectory of empathy during undergraduate medical education remains unclear. Empathy is generally regarded as comprising an affective capacity: the ability to be sensitive to and concerned for, another and a cognitive capacity: the ability to understand and appreciate the other person's perspective. The authors investigated whether final year undergraduate students recorded lower levels of empathy than their first year counterparts, and whether male and female students differed in this respect. METHODS: Between September 2013 and June 2014 an online questionnaire survey was administered to 15 UK, and 2 international medical schools. Participating schools provided both 5-6 year standard courses and 4 year accelerated graduate entry courses. The survey incorporated the Jefferson Scale of Empathy-Student Version (JSE-S) and Davis's Interpersonal Reactivity Index (IRI), both widely used to measure medical student empathy. Participation was voluntary. Chi squared tests were used to test for differences in biographical characteristics of student groups. Multiple linear regression analyses, in which predictor variables were year of course (first/final); sex; type of course and broad socio-economic group were used to compare empathy scores. RESULTS: Five medical schools (4 in the UK, 1 in New Zealand) achieved average response rates of 55 % (n = 652) among students starting their course and 48 % (n = 487) among final year students. These schools formed the High Response Rate Group. The remaining 12 medical schools recorded lower response rates of 24.0 % and 15.2 % among first and final year students respectively. These schools formed the Lower Response Rate Group. For both male and female students in both groups of schools no significant differences in any empathy scores were found between students starting and approaching the end of their course. Gender was found to significantly predict empathy scores, with females scoring higher than males. CONCLUSIONS: Participant male and female medical students approaching the end of their undergraduate education, did not record lower levels of empathy, compared to those at the beginning of their course. Questions remain concerning the trajectory of empathy after qualification and how best to support it through the pressures of starting out in medical practice

Understanding American Power:Conceptual clarity, strategic priorities and the decline debate

What does it mean for the United States to be powerful? The prospect of a decline in American power, especially relative to a rising China, has attracted considerable scholarly and political attention. Despite a wealth of data, disagreements persist regarding both the likely trajectory of the US-China balance and the most effective strategy for preserving America’s advantage into the future. This article locates the source of these enduring disputes in fundamental conceptual differences over the meaning of power itself. We map the distinct tracks of argument within the decline debate, showing that competing positions are often rooted in differences of focus rather than disputes over fact. Most fundamental is a divide between analyses dedicated to national capabilities, and others that emphasise mechanisms of relational power. This divide underpins how strategists think about the goal of preserving or extending American power. We therefore construct a typology of competing understandings of what it means for America to be powerful, to show that a strategy suited to bolstering American power according to one definition of that goal may not support, and may even undermine, American power understood in other ways