'Death and Doctor Hornbook' by Robert Burns: A view from medical history

Robert Burns's poem, Death and Doctor Hornbook, 1785, tells of the drunken narrator's late night encounter with Death. The Grim Reaper is annoyed that ‘Dr Hornbook’, a local schoolteacher who has taken to selling medications and giving medical advice, is successfully thwarting his efforts to gather victims. The poet fears that the local gravedigger will be unemployed but Death reassures him that this will not be the case since Hornbook kills more than he cures. Previous commentators have regarded the poem as a simple satire on amateur doctoring. However, it is here argued that, if interpreted in the light of the exoteric and inclusive character of 18th century medical knowledge and practice, the poem is revealed to have a much broader reference as well as being more subtle and morally ambiguous. It is a satire on 18th century medicine as a whole

Making lawyers moral : Ethical codes and moral character

This article argues that professional codes of conduct cannot perform the important task of ensuring that lawyers uphold high ethical standards. Instead, moral behaviour by lawyers requires the development of fixed behavioural attributes relevant to legal practice - what may be called a lawyer's professional moral character. At the same time, however, along with other factors, professional codes are important in that they can either contribute to or detract from the successful development of professional moral character. If so, it is argued that in order to have the best chance of assisting the character development of lawyers, codes should neither take the form of highly detailed or extremely vague, aspirational norms, but should instead guide ethical decision-making by requiring them to consider a wide range of contextual factors when resolving ethical dilemmas

Community concepts in plant ecology: from Humboldtian plant geography to the superorganism and beyond

The paper seeks to provide an introduction to, and review of, the history of concepts of the plant community. Eighteenth-century naturalists recognised that vegetation was distributed geographically and that different species of plants and animals were interconnected in what would later be called ecological relationships. It was not, however, until the early nineteenth century that the study of vegetation became a distinctive and autonomous form of scientific inquiry. Humboldt was the first to call communities of plants ‘associations’. His programme for the empirical study of plant communities was extended by many European and North American botanists, throughout the nineteenth and into the twentieth century. There developed an almost complete consensus among ecologists that vegetation was made up of natural communities, discrete entities with real boundaries. However, there was little agreement about the nature of the putative unit or how it should be classified. Gleason advanced the alternative view that vegetation was an assemblage of individual plants with each species being distributed according to its own physiological requirements and competitive interactions. This debate was never wholly resolved and the divergent opinions can be discerned within early ecosystem theory

Salt intake and regulation in two passerine nectar drinkers: white-bellied sunbirds and New Holland honeyeaters

Avian nectarivores face the dilemma of having to conserve salts while consuming large volumes of a dilute, electrolyte-deficient diet. This study evaluates the responses to salt solutions and the regulation of salt intake in white-bellied sunbirds (Cinnyris talatala) and New Holland honeyeaters (Phylidonyris novaehollandiae). Birds were first offered a choice of four sucrose diets, containing no salt or 25, 50 or 75 mM NaCl. The experiment was repeated using five sucrose concentrations (0.075-0.63 M) as the base solution. Both species ingested similar amounts of all diets when fed the concentrated base solutions. However, when birds had to increase their intake to obtain enough energy on the dilute sucrose diets, there was a general avoidance of the higher salt concentrations. Through this diet switching, birds maintained constant intakes of both sucrose and sodium; the latter may contribute to absorption of their sugar diets. A second, no-choice experiment was designed to elucidate the renal concentrating abilities of these two nectarivores, by feeding them 0.63 M sucrose containing 5-200 mM NaCl over a 4-h trial. In both species, cloacal fluid osmolalities increased with diet NaCl concentration, but honeyeaters tended to retain ingested Na+, while sunbirds excreted it. Comparison of Na+ and K+ concentrations in ureteral urine and cloacal fluid showed that K+, but not Na+, was reabsorbed in the lower intestine of both species. The kidneys of sunbirds and honeyeaters, like those of hummingbirds, are well suited to diluting urine; however, they also appear to concentrate urine efficiently when necessary

PeerWise - The Marmite of Veterinary Student Learning

PeerWise is a free online student-centred collaborative learning tool with which students anonymously author, answer, and evaluate multiple choice questions (MCQs). Features such as commenting on questions, rating questions and comments, and appearing on leaderboards, can encourage healthy competition, engage students in reflection and debate, and enhance their communication skills. PeerWise has been used in diverse subject areas but never previously in Veterinary Medicine. The Veterinary undergraduates at the University of Glasgow are a distinct cohort; academically gifted and often highly strategic in their learning due to time pressures and volume of course material. In 2010-11 we introduced PeerWise into 1st year Veterinary Biomolecular Sciences in the Glasgow Bachelor of Veterinary Medicine and Surgery programme. To scaffold PeerWise use, a short interactive session introduced students to the tool and to the basic principles of good MCQ authorship. Students were asked to author four and answer forty MCQs throughout the academic year. Participation was encouraged by an allocation of up to 5% of the final year mark and inclusion of studentauthored questions in the first summative examination. Our analysis focuses on engagement of the class with the\ud tool and their perceptions of its use. All 141 students in the class engaged with PeerWise and the majority contributed beyond that which was stipulated. Student engagement with PeerWise prior to a summative exam was positively correlated to exam score, yielding a relationship that was highly significant (p<0.001). Student perceptions of PeerWise were predominantly positive with explicit recognition of its value as a learning and revision tool, and more than two thirds of the class in agreement that question authoring and answering reinforced their learning. There was clear polarisation of views, however, and those students who did not like PeerWise were vociferous in their dislike, the biggest criticism being lack of moderation by staff

Specimens as research objects: reconciliation across distributed repositories to enable metadata propagation

Botanical specimens are shared as long-term consultable research objects in a global network of specimen repositories. Multiple specimens are generated from a shared field collection event; generated specimens are then managed individually in separate repositories and independently augmented with research and management metadata which could be propagated to their duplicate peers. Establishing a data-derived network for metadata propagation will enable the reconciliation of closely related specimens which are currently dispersed, unconnected and managed independently. Following a data mining exercise applied to an aggregated dataset of 19,827,998 specimen records from 292 separate specimen repositories, 36% or 7,102,710 specimens are assessed to participate in duplication relationships, allowing the propagation of metadata among the participants in these relationships, totalling: 93,044 type citations, 1,121,865 georeferences, 1,097,168 images and 2,191,179 scientific name determinations. The results enable the creation of networks to identify which repositories could work in collaboration. Some classes of annotation (particularly those regarding scientific name determinations) represent units of scientific work: appropriate management of this data would allow the accumulation of scholarly credit to individual researchers: potential further work in this area is discussed.Comment: 9 pages, 1 table, 3 figure

On the Burnside ring of a finite group

Imperial Users onl

Problematizing competence in clinical legal education : what do we mean by competence and how do we assess non-skill competencies?

The special issue of this journal is about problematizing assessment. However, in this article I want to start further back and problematize what is meant by competence. I think it is fair to say that when law clinicians speak about assessing competence they usually have in mind the assessment of skills. By contrast, I will argue that competence goes well beyond skills, at least if we understand skills in the narrow sense of technical legal skills, and includes in addition a values dimension. Moreover, if this dimension is added to the notion of skills, and clinical legal education (CLE) is expanded to include an understanding of how lawyers? skills are used, for whom and to what end, it might help reverse the traditional and still continuing antipathy in many law schools to CLE. For those like myself, who see law clinics as more about contributing to social justice than legal education (Nicolson 2006), the reluctance to embrace CLE is rooted (rightly or wrongly) in a political and moral stance. But for most academics, the antipathy - or, at best, apathy - towards CLE might be more to do with its association with skills training and the consequent assumption that it is unintellectual, unfit for the lofty heights of a liberal legal education and thus best left for the grubby business of preparing lawyers for practice (see eg Bradney 1995, 2003, Brownsword, 1999; Guth & Ashford, 2014)

The last great unknown? The impact of academic conferences.

What do academic conferences contribute? How do academic conferences make a difference both in the lives of academics and wider society? Donald Nicolson looks at a few examples of conferences that have been able to make a demonstrable impact and argues it is to the benefit of the academy to learn more about how to get the most out of these time-consuming events