An ABM using awareness space to study possible police effects on distance decay

Research in the area of geographic criminology repeatedly found that most offenders commit their crimes near home and that crime wanes with distance. This has been called the distance decay pattern and counts as one of criminology’s stylized facts. However, such conclusions are mostly drawn from official crime data, which do not constitute a random sample of crime in general. If police have difficulties catching more mobile offenders, we may in fact be measuring the distance decay pattern of police operations instead of offending behaviour. In this paper, we use agent-based modelling (ABM) to study under what conditions distance decay is generated or strengthened. Using awareness space as the basic assumption of our model, we study: 1) its relation to distance decay; 2) the influence of different forms of police communication on the same distance decay pattern; and 3) whether aggregate distance decay has to correspond with intra-individual patterns of distance decay

Training specialists to write appropriate reply letters to general practitioners about patients with medically unexplained physical symptoms; A cluster-randomized trial.

Objective: To evaluate effects of a communication training for specialists on the quality of their reply letters to general practitioners (GPs) about patients with medically unexplained physical symptoms (MUPS). Methods: Before randomization, specialists included ≤3 MUPS patients in a multi-center cluster-randomized trial. In 14 h of MUPS-specific communication training, 2.5 h focused on reply letters. Letters were discussed with regard to reporting and answering GPs' referral questions and patients' questions, and to reporting findings, explaining MUPS with perpetuating factors and giving advice. After the training, all doctors again included ≤3 MUPS patients. Reply letters to GPs were assessed for quality and blindly rated on a digital scale. Results: We recruited 478 MUPS patients and 123 specialists; 80% of the doctors wrote ≥1 reply letters, 285 letters were assessed. Trained doctors reported (61% versus 37%, OR=2.55, F(1281)=6.60, pgroup*time=.01) and answered (63% versus 33%, OR=3.31, F(1281)=5.36, pgroup*time=.02) patients' questions more frequently than untrained doctors. Conclusion: Training improves reply letters with regard to patients' questions, but not with regard to the following: GPs' referral questions, somatic findings, additional testing, explaining, and advice. Practice implications: Training specialists to write appropriate reply letters needs more focus on explanation and advice

The Future of Comparative and International Education in a Globalised World

Abstract – This article examines the history and future prospects of comparative and international education with particular reference to the impact of globalisation and Information and Communications Technologies (ICTs). Connections and interactions between comparative educationists and the technologies of printing and electronic communications are examined in a historical context. The global nature of commu-nications in comparative and international education is demonstrated both spatially and historically, using information from all regions of the world. The changing nature of technologies is noted to have broadened the audience for comparative insights. The development of textbooks, journals, conferences, international agencies, the Internet, web-based communications, and professional comparative education soci-eties is related to the themes of communications and globalisation. Zusammenfassung – In diesem Artikel werden die Geschichte und die künftigen Aussichten der vergleichenden und internationalen Bildung untersucht mit besonderem Augenmerk auf den Einfluss von Globalisierung und Informations- und Kom-munikationstechnologien. Verbindungen und Interaktionen zwischen vergleichende

La educación comparada: ¿un campo de estudio para políglotas?

La educación comparada es un campo dificil a causa, muy especialmente, de los problemas lingüísticos que afronta en su seno. Debe tenerse muy en cuenta tres aspectos: 1. Los especialistas de educación comparada deben ser multilingues. 2. Los terminus relativos a cscuelas, diplomas, etc, son de diffcil traducci6n. Deben, por ello, considerarse nombres propios y evitarse su traducci6n. 3. En Europa tenemos necesidad de un glosario multilingue univoco para la terminologfa de la educacion y la formacio

Lambert van Swinderen /

Rede uitgesproken in het crematorium Antwerpen, 11 juni 199