Throughout the 20th century, cartoons relentlessly appeared in all sorts of newspapers, evidence of the immense cultural impact of illustrative satire long before the era of television. Many events were recorded in print, such as the Great War, the 1916 Easter Rising, women’s suffrage, the Second World War, and the Cold War. This chapter uses Gombrich’s ‘6 point filter’ for cartoon analysis to present both case studies and longer- term trends. Case studies include pioneering Irish satire in The Lepracaun, and British football cartoons used to present the perspectives of the working - class British soldier from 1914 to 1918. The authors analyse several trends over time, including increased ‘creative acerbity’, for instance during ‘The Troubles’ in Northern Ireland, through to a greater personalisation of issues and use of a celebrity approach, often as propaganda during the Cold War and Vietnam. Findings from the analysis of over a thousand images point to an increase in derivative amateur cartoons, which is construed as a democratic tool for expression.
. Web pages are regularly constructed through combining content from multiple providers (e.g. photos from Flickr, quotes from the New York Times). As a result, it is often difficult for users and programmers to retrieve the provenance of a web page. Here, we present a JavaScript library, ProvenanceJS, that allows for the retrieval and visualization of the provenance information within a Web page and its embedded content. A key contribution is to demonstrate that provenance can be supported using widely deployed browser-based technologies.
The U.S. Supreme Court will decide later this year whether to let stand decisions by two appeals courts permitting doctors to help terminally ill patients commit suicide.1 The Ninth and Second Circuit Courts of Appeals last spring held that state laws in Washington and New York that ban assistance in suicide were unconstitutional as applied to doctors and their dying patients.2,3 If the Supreme Court lets the decisions stand, physicians in 12 states, which include about half the population of the United States, would be allowed to provide the means for terminally ill patients to take their own lives, . . .
The characteristics of teaching wards perceived by third year students of Trento nursing school as favouring the clinical teaching and learning were studied. The aim of the study was to identify the characteristics that favour or hamper the learning processes in order to identify the criteria for selecting the teaching wards. An open ended questionnaire was administered to the 60 third year students in may 1996. The most important variables favouring the learning processes were the opportunity to work with a registered nurse and the willingness of the medical and nursing personnel to teach in the word. Sixty-six percent of the respondents consider as pivotal to have a reference person or guidance (head nurses, clinical supervisors, expert nurses); 71.6% of the students find very valuable the variety of clinical cases and technique performed in the wards. Eighty-eight per cent of the students perceive that a good interpersonal relationship between the team and the students is a very important factor while a negative "social climate" has a negative impact on learning. Thirty-six per cent of the students state that a very high workload in the ward does not allow the student to pursue the aims of the educational project.
The contribution presented is the result of a workshop with the participation of nurses, educationalists and course directors involved in the education of student nurses. The different educational experiences and organizational styles adopted in nursing schools were compared and some reflections on the role and expected competences of the nurse tutor, responsible of the theoretical and practical training of student nurses are formulated. The consensus document analyzes the implications related to the different definitions of the role of the nurse-tutor and each different role is discussed according to the theoretical model it derives from. Different educational strategies are discussed and eventually proposals on the education and educational requirements of the nurse-tutor are made.
The teaching styles adopted by the 10 nurse-tutors of the Trento Nursing School, that teach students during their practical training to elicit the experiential learning, were studied. The instruments adopted were a questionnaire and five vignettes. The nurses were asked to 'think aloud' (verbal protocol technique) and practically explain how they would have used the case presented if occurred during the practical training of one of their students. The most widely adopted style is the connection between theory and practice, while less efforts are made to support the student from the emotional point of view and to help her/him to reflect on the feelings experienced during practice. The teaching style is supportive (5 nurse-tutors) and directive (the other 5 tutors). The small sample size does not allow reasonable comparisons between novice and expert tutors. The tutor's experience in the specific ward where students have their practical training leads to the adoption of a more supportive style, to a minor use of judgements and to a deeper exploration of the students' reasoning.
