The 'weight of evidence' concerning tobacco harm: beliefs in mid-twentieth century America

We present a version of Chern et al.'s (1995) Bayesian model of `health risk belief' to track the evolution of the `weight' of epidemiological evidence concerning tobacco harm that was in the possession of the U.S. Tobacco Industry Research Committee (T.I.R.C.) and the U.S. Public Health Service and related groups during the 1950s and early 1960s. We compare our results with public statements assessing the evidence that were made by the organisations during the same period. The results from the models for the U.S. Public Health Service and related groups are not in disagreement with the public statements of these organisations; the results from the lung cancer model for the T.I.R.C. are in disagreement with the assessments of the evidence made by the T.I.R.C.'s Scientific Director in his annual reports. We discuss possible reasons for this, relating our findings to present-day academic and legal debates about the `controversy' surrounding tobacco harm during the mid-twentieth century.

Financial Consumer Protection and the Global Financial Crisis

This paper discusses the role and design of financial consumer protection (FCP), weaknesses of current FCP frameworks in light of the recent global financial crisis, policy responses to the crisis, and policy issues in FCP that remain to be addressed. The failures of financial consumer protection have been one of the detonators and amplifiers in the crisis. Policy responses during the crises have focused mainly on enhanced disclosure of pre-contractual and contractual terms and conditions of financial products, their professional and ethical distribution, and debt counseling and education programs for consumers. Most recently, more attention has been paid to the institutional design for financial consumer protection, including regulation, supervision and enforcement and access to financial education. This has been advanced by thinking about the need for a sound and safe design of future financial architecture, including benchmarks for FCP worldwide.Financial Consumer Protection, Global Financial Crisis, Business Conduct Regulation and Supervision, Financial Market Integrity

Application of a 10 week coaching program designed to facilitate volitional personality change : overall effects on personality and the impact of targeting

The current study explored the outcomes of a 10 week coaching program designed to facilitate volitional personality change. It also explored the impact of targeting specific personality facets on change. This research builds upon the burgeoning literature challenging the view that personality is fixed. The results of the study indicated that the 10 week program resulted in significant increases in participant's conscientiousness and extraversion and significant decreases in neuroticism. These changes were maintained 3 months post-intervention for neuroticism and extraversion. Targeting of associated facets significantly interacted with time during the intervention period for emotionality and conscientiousness, but not for extraversion

From Surviving to Thriving: Evaluation of the International Diabetes Federation Life for a Child Program

IDF-LFAC aims to provide: (1) insulin and syringes; (2) blood glucose monitoring (BGM) equipment; (3) appropriate clinical care; (4) HbA1c testing; (5) diabetes education; and (6) technical support and training for health professionals, as well as 7) facilitating relevant clinical research, and where possible 8) assisting with capacity building. IDF-LFAC receives financial and in-kind support from private foundations, individuals, and corporations. Insulin and blood glucose monitoring equipment distribution is made possible by donations of insulin and the purchase of blood glucose monitors and strips at a reduced price from large pharmaceutical companies.The goal of this evaluation is to assess IDF-LFAC's organizational structure, strategic framework, processes, program impact, and potential to catalyze longterm sustainable improvements to T1D care delivery systems in its partner countries. LSHTM were commissioned to undertake the evaluation in 2014 when IDF-LFAC had active programs in 45 countries

Examining the Writing Motivation and Achievement of At-Risk Elementary-Aged Students

Writing achievement of students in the United States is weak. Approximately 75% of 12th graders are not proficient writers (National Center for Educational Statistics, 2012) and performance of students in poverty lags behind that of more affluent peers. Because writing is complex (Torrance & Galbraith, 2006) and often viewed as aversive to students (Boscolo & Gelati, 2013), motivation is an important consideration for teachers. However, little research exists examining writing motivation. A correlational research design was employed to examine writing achievement and motivation (i.e., self-efficacy and attributions) of at-risk elementary-aged students (N = 61). Participants, who attended Title 1 schools (in grades 3-5), completed several measures of writing motivation and writing achievement (Narrative Writing Self-Efficacy Scale, Writing Skills Self-Efficacy Scale [Pajares, Hartley, & Valiante, 2001], Student Writing Attributions Scale, and Test of Written Language-IV [Hammill & Larsen, 2009]). Relations among motivation variables and writing achievement were examined, as well as differences in motivation and proficiency based on sex and grade-level. Results indicate a significant relation between narrative writing self-efficacy and writing achievement (p \u3c .01) as well as a significant relation between writing skills self-efficacy and writing achievement (p \u3c .01) but a non-significant relation between ability and effort attributions with writing achievement (p \u3e .01). However, ability attributions are significantly moderately negatively correlated and effort attributions are significantly moderately positively correlated with writing self-efficacy (p \u3c .01). In general, writing skills self-efficacy is significantly positively correlated with writing achievement for both sexes, but ability and effort attributions towards writing and writing achievement are not significantly correlated for either boys or girls. Moreover, narrative writing self-efficacy and writing achievement is significantly related for nine and 10 year olds, but not 11 year olds. Ability attributions are significantly negatively correlated and effort attributions are significantly positively correlated with writing achievement (p \u3c .01) only for nine year olds. This study expands current literature by exploring relations between writing and self-efficacy and attributions of at-risk students. Because motivation is critical to sustaining effort and, ultimately, to achievement, teachers should be aware of these constructs when planning instruction

Cooperation after War: International Development in Bosnia, 1995 to 1999

This paper discusses how predispositions, incentives, the number and heterogeneity of participants, and leadership (Faerman et al. 2001) jointly influenced the international effort to develop Bosnia and Herzegovina. International coalitions, task forces, and advisory groups are increasingly charged with implementing reforms following civil conflict. This requires a complex web of interorganizational relationships among NGOS, donors and host nations at both global and ‘ground’ levels. To better understand development assistance, attention must be paid to the relationships between these varied players. We find that four factors influenced relationships between policy, donor, and implementing organizations; and those strained relationships, in turn, affected development success. The paper draws on interviews, conducted in Bosnia, with 43 development professionals, observation of development meetings in Tuzla and Sarajevo, and review of related documents from international development programs.international development, interorganizational relationships and cooperation

Colorado Native Plant Society Newsletter, Vol. 5 No. 1, January-March 1981

https://epublications.regis.edu/aquilegia/1156/thumbnail.jp

Testing of disability identification tool for schools

There has been an ongoing concern about the lack of reliable data on disabled children in schools. To date there has been no consistent way of identifying and categorising disabilities. Schools in England are currentlyrequired to collect data on children with Special Educational Need (SEN), but this does not capture information about all disabled children. The lack of this information may seriously restrict capacity at all levels of policy and practice to understand and respond to the needs of disabled children and their families in line with Disability Discrimination Act (2005) and the single Equality Act (2010). The aim of the project was to test the draft tools for identifying disability and accompanying guidance in a sample of all types of maintained schools in order to assess their usability and reliability and whether they resulted in the generation of robust and consistent data that could reliably inform school returns for the annual School Census