Integrated Approaches for the Public Health Prioritization of Foodborne and Zoonotic Pathogens

To address the persistent problems of foodborne and zoonotic disease, public health officials worldwide face difficult choices about how to best allocate limited resources and target interventions to reduce morbidity and mortality. Data‐driven approaches to informing these decisions have been developed in a number of countries. Integrated comparative frameworks generally share three methodological components: estimating incidence of acute illnesses, chronic sequelae, and mortality; attributing pathogen‐specific illnesses to foods; and calculating integrated measures of disease burden such as cost of illness, willingness to pay, and health‐adjusted life years (HALYs). To discuss the similarities and differences in these approaches, to seek consensus on principles, and to improve international collaboration, the E.U. MED‐VET‐NET and the U.S.‐based Food Safety Research Consortium organized an international conference convened in Berlin, Germany, on July 19–21, 2006. This article draws in part on the deliberations of the conference and discusses general principles, data needs, methodological issues and challenges, and future research needs pertinent to objective data‐driven analyses and their potential use for priority setting of foodborne and zoonotic pathogens in public health policy.     

AHRD joins IFTDO: capturing new opportunities to advance human resource development

This article is being written from the perspectives of two organizations. As president of the Academy of Human Resource Development (AHRD), I am pleased to introduce the article and to comment on the promise that holds for the relationship between AHRD and the International Federation of Training and Development Organizations (IFTDO). IFTDO is a unique organization since its membership is comprised of organizations pursuing common and/or related goals and objectives, not individual professionals. Later in this article, Carol Panza, immediate past chair of the Executive Board of IFTDO, will offer her comments representing the perspective of IFTDO regarding the emerging relationship with AHRD. Our goal is not only to inform the human resource development (HRD) community of AHRD’s decision to join IFTDO, but also to reinforce the shared awareness of the societal importance of developing a global community of scholars and practitioners in HRD.     

Between argument and coercion: Social coordination in rural environmental governance

Increasingly, partnerships and other cooperative forms of governance are common-place in addressing problems of environmental management in rural landscapes. These forms of governance are multi-dimensional in the policy instruments employed; the make-up of actors; and, the types of rationalities that actors use to debate the problem and proposed solutions. This paper pursues the question of how different modes of social action, represented in argumentative claims of participants, influence social coordination in these governance arenas. An empirical study is presented of agri-environmental governance in Australia where actors debate planning and policy initiatives to reduce diffuse water quality impacts from farms on the adjacent Great Barrier Reef. Forester’s conceptualisation of practical social action which locates communicative action in the ‘real world’ of interest-based planning contexts, is used as an analytical frame to identify: (i) the type of claims made by governments, farmer groups and other actors in argumentation; (ii) the claims association with communicative, strategic and instrumental modes of action; and, (iii) their consequence for social coordination in formation and maintenance of inclusive, legitimate and viable forms of governing. The study finds that the interconnected character of claims made by actors, and the ready switching between modes of action observed, point to a situated and dynamic expression of rationality within these contested and prolonged debates on how to legitimately and effectively govern rural environments.     

Integrating research and teaching in social work: building a strong partnership1

In recent years in social work we have increasingly come to address the issue of how to integrate research into practice. Implicit in the research and practice discourse is an assumption that there is an active and reciprocal relationship between research and teaching. In this paper, we question this assumption and after setting the political context, we review research into the relationship between discipline-based research and teaching. We then explore a proposal to redefine knowledge, research and teaching and examine the concept of scholarship. We go on to review some strategies we will be promoting in the UK Higher Education Funding Council's Learning and Teaching Network Support (ltsn) Social Policy and Social Work Subject Centre (SWAP) to support the development of positive linkages between teaching and discipline-based research, specifically on-line possibilities for supporting research mindedness among academics (and students and practitioners). Finally, we end by briefly discussing the equally important integration of pedagogic research into the practice of teaching.     

The Impact of Educational Efforts on First-Year University Students' Acceptance of Meningococcal Vaccine

Abstract

The authors measured the impact of educational efforts on the number of college students who received meningococcal vaccine. First-year Brown University students from the classes of 2004 (n = 1,562) and 2005 (n = 1,518) received educational vaccine materials before they arrived on campus, whereas students from the class of 2003 (n = 1,441) did not. Students in the class of 2003, 13% (n = 184) of whom had received vaccine before their arrival on campus, served as the baseline. These educational efforts by the college health services before students arrived on campus increased the number of students immunized before campus arrival to 46% (n = 724) for the class of 2004, and 60% (n = 913) for the class of 2005. Education about the benefits of meningococcal vaccine before students' arrival on campus increased both the number of immunized students and the overall immunization rate among students.     

Reactions of leaders to 360-degree feedback from subordinates and peers

The current study examined factors related to leaders' reactions to 360-degree feedback. The total sample consisted of 220 supervising managers from a large public utility. We collected data in three waves which involved pretest, performance rating, and posttest surveys (49 leaders had valid data from all three waves of measurement). We hypothesized that overall ratings, organizational support, and perceived rater ability would be positively related to four reaction criteria (acceptance and perceived usefulness of subordinate feedback and peer feedback). Results showed that overall ratings were related to acceptance of peer and subordinate feedback, but were less consistently related to perceptions of feedback usefulness. For perceived usefulness of subordinate feedback, organizational support accounted for unique variance beyond overall ratings, and perceived rater ability was marginally significant. None of the predictions for perceived usefulness of peer feedback were significant. The authors discuss limitations, implications, and suggestions for future research.     

The Assessment of Elaborated Role‐play in Young Children: Invisible Friends,Personified Objects,and Pretend Identities

Role‐play (i.e., pretending in which children imagine and act out the part of another individual) was assessed with child interviews and parent questionnaires about invisible friends, personified objects, and pretend identities in a sample of 208 young children. Children who engaged in role‐play did not differ from other children in age or vocabulary comprehension. However, they were better able to generate a pretend conversation than other children and were rated by their parents as less shy. The overall pattern of results suggests that the capacity to interact with imaginary others (in and out of the lab) is more closely associated with individual differences in personality than developmental level.