This chapter explains the methodological approach behind the measurement of analytical information in witness testimonies. Focusing on House hearings from the 105th through 114th Congresses, the methodological approach quantifies technical information relevant to policymaking – analytical information – and shows how witness affiliations can capture meaningful differences in the amount of analytical information that witnesses provide Congress in committee hearings. Bureaucrats and research-affiliated witnesses excel in delivering analytical testimony, while citizens and religious institution representatives provide the least. The patterns in this chapter demonstrate that not all testimony provides the same type of information and that committees may receive different amounts of analytical information depending on the types of witnesses they invite. Taken together, the findings and patterns illustrated in this chapter motivate our argument that the composition of witnesses has important implications for committees, as witness invitations not only indicate from whom committees choose to hear but also signify the different types of information committees may ultimately receive.

Moving prevention for college students out of the mental health clinic and into the classroom changes the campus environment. A curricular approach to enhancing student resilience is described through an exemplar of a one-credit general education course focused on adaptive responses to stress, Changing Minds, Changing Lives (CMCL). The experiential, strength-based curriculum is designed to meet basic psychological needs, buffer predictable stress, and boost adaptive resilience. Based on a social–ecological model of resilience, the CMCL program functions as a campus opportunity structure teaching self-regulation skills, facilitating greater connectedness, and strengthening resilience capacities. The model operationalizes the resilience response as a set of concrete actions that facilitate adaptive reorientation and reorganization in the face of challenge, mobilize relevant assets and resources, and leverage social connections to navigate adversity. Evidence-based applications of strength-based pedagogy, mindfulness practices, expressive writing, and inclusive group process in the course structure are described, and empirical validation of model efficacy is reviewed.

This chapter will guide a candidate in core paediatric topics that regularly appear in Section 1 of the FRCS(Tr&Orth) exam. The chapter deals with paediatric clinical questions based around high quality clinical scenarios. Detailed explanations of the SBA options with a clear logical approach to selecting the most appropriate option.

This chapter treats Pound’s collaboration with Eliot from 1917 into the late 1930s from the perspective of their engagement with Greek. It focuses on the interconnection between drama (whether Japanese Noh or Greek tragedy) and the ambition of the long poem; consistent with their turn to formal verse in 1917, the two poets view theater through a similarly formalist lens. The author traces Pound and Eliot’s joint obsession with Aeschylus’s Agamemnon through an examination of their essays – especially Pound’s multi-part “Hellenist Series” (1918–19) and his writings on Jean Cocteau – private correspondence, and select poetic work and translations (e.g., Pound’s unpublished “Opening for Agamemnon,” Eliot’s “Sweeney among the Nightingales”). Whereas Eliot “declines the gambit, shows fatigue” and chooses to treat Aeschylus from a distance, Pound is both more ambivalent about Aeschylus’s value and more in thrall to elements of his poetic technique and language. Though Pound and Eliot’s abortive Greek projects would lie dormant for some years, the chapter examines the attempted rekindling of their Greek collaboration in the mid-1930s, which provides the transition between the early texts discussed in this chapter and their mature work.

In Chapter 7, “Leading the Mind Back and Up to God: The Reduction of the Arts to Theology and the Itinerarium,” I compare the hierarchial ascent of the mind Bonaventure sets out in the Itinerarium with Bonaventure’s earlier attempt to show how all learning should lead back to God in the second of the two addresses he gave during his inception as regent master at the University of Paris, a text he revised shortly after becoming minister general which has come down to us as The Reduction of the Arts to Theology. A second benefit of making this comparison with Bonaventure’s earlier text is that it provides an example of how Bonaventure felt free to shift imagery in the middle of a text. In The Reduction of the Arts to Theology, he shifts from a structure based on four “lights” (below, above, inside, outside) to one based on the seven “days” of creation. Similarly, in the final two chapters of the Itinerarium, he stops using his original image of the six wings of the Seraph and shifts instead to using the imagery of the four wings of the Cherubim that surrounded the Ark of the Covenant.

The chapter analyzes Hamas’s use of intelligence to conduct successful operations against Israel. The combination of intelligence gathering and clandestine activities, as described in the previous chapters, led to several high-quality operations against Israel. For example, in an attack in 2006, Hamas successfully abducted IDF soldier Gilad Shalit and was able to keep him hidden for years, despite Israel’s efforts to find and rescue him in the tiny Gaza Strip. In addition, Hamas created a “bank” of targets through its intelligence-gathering efforts. This structured list of vulnerable quality targets was used to focus rocket attacks against Israel and find locations for suicide attacks.

Collectivism symbolizes Japanese culture for many people in the world including Japanese themselves. The “collectivistic Japanese” are alleged to have the following characteristics: They feel at ease only in a group; they merge into their group and thus lack individuality and autonomy; they are indistinguishable from one another; they conform to their group and cooperate with the group members even at the sacrifice of their own individual interests; their obedience to their group leads to the hierarchical authoritarian society. However, these characterizations are mostly based on casual observations and personal experiences instead of systematic acadmic investigation. In psychology, nevertheless, two influential studies generalized the contrast between Western culture and Japanese culture in collectivism and individualism to the contrast between Western culture and all the other cultures.

In its case law the International Court of Justice has repeatedly suggested the idea that rules of customary international law (CIL) do not operate in a vacuum but, instead, are to be understood against the background of other rules of the international legal system. This observation, although somewhat unsurprising, shows that the sources of international law exist in close interconnection – something that is also visible if one looks at the rules of interpretation contained in Article 31 of the Vienna Convention on the Law of Treaties. Accordingly, ‘any relevant rules of international law applicable in the relations between the parties’ must be taken into account, together with the context, when interpreting treaty provisions. The question addressed in this chapter is whether or not the same can be said of the interpretation of customary rules. In other words, if we look at the practice of international courts and tribunals, is it possible to reach the conclusion that CIL rules, too, must be interpreted with the cognizance of any relevant rules of international law applicable between the parties?