Recommended for “frequent perusal” and “improving the science of medicine”: Benjamin Rush’s American editions and the circulation of medical knowledge in the early Republic

Between 1809 and 1813 leading American physician Benjamin Rush (1745–1813) devoted a significant portion of his time to the production of “American Editions” of four British and colonial medical texts by Thomas Sydenham (1624–1689), Sir John Pringle (1707–1782), William Hillary (1697–1763), and George Cleghorn (1716–1789). This occurred during a period where Rush might have written a textbook detailing his preferred medical system for students outright. Instead, he opted for a different form of knowledge production and proliferation that focused on creating fictive conversations and encouraging critical reading rather than rote memorization. He dedicated these heavily annotated documents to the medical students of the United States of America and set them up as a pedagogical tool. Analysis of these texts helps uncover the reading practices of Rush and the manner in which he expected Americans to mediate their usage of foreign texts and theories after the American Revolution.     

Neurobiological Sensitivity to Social Rewards and Punishments Moderates Link Between Peer Norms and Adolescent Risk Taking

Although peer influence is a strong predictor of adolescents’ risk-taking behaviors, not all adolescents are susceptible to their peer group. One hundred and thirty-six adolescents (M_age = 12.79 years) completed an fMRI scan, measures of perceived peer group norms, and engagement in risky behavior. Ventral striatum (VS) sensitivity when anticipating social rewards and avoiding social punishments significantly moderated the association between perceived peer norms and adolescents’ own risk behaviors. Perceptions of more deviant peer norms were associated with increased risky behavior, but only for adolescents with high VS sensitivity; adolescents with low VS sensitivity were resilient to deviant peer norms, showing low risk taking regardless of peer context. Findings provide a novel contribution to the study of peer influence susceptibility.     

‘She’s not a slag because she only had sex once’: Sexual ethics in a London secondary school

The premature sexualisation of young people is a source of intense public anxiety, often framed as an unprecedented crisis. Concurrently, a critical scholarship highlights problematic assumptions underpinning this discourse, including a positioning of young people as morally compromised passive subjects, and a disconnect between the reductionist framework and the complexity of young peoples’ lived experiences. Drawing from ethnographic research in a London school, in this article I argue that by attending to the everyday lives of pupils, a more nuanced picture of moral and sexual change and continuity emerges. Using the framework of ‘ordinary ethics’, which identifies ethics as pervasive in speech and action, I demonstrate the multiple ways by which young people define and act according to what they consider sexually good and right. In this way the analytical focus is shifted from passivity to activity and we can appreciate how young people today are evincing a sexual ethics of force and efficacy.     

BARN OG TEGNESERIELESNING.

Dahllöf, U. 1975. Problems and Pitfalls in Assessing Internal Efficiency in Higher Education by Means of Mass Statistics. Some Experiences from Sweden. Scand. J. educ. Res. 19, 175‐189. A critical review is made of three main ways to assess the internal efficiency of university studies in Sweden. 1) The measurement of examination rates for full degrees, according to which faculties of arts and sciences were judged as to efficiency, were found to yield meaningless means around 50 per cent, since the data were treated on the assumption that all the students intended to take a full degree, which proved not to be the case in some important sub‐groups. 2) Students’ self‐reports on the study‐times of different subjects yielded a systematic overestimation due to memory errors. 3) Pass‐rates within subjects were biased towards underestimation owing to difficulties in assessing the correct total number of full‐time students taking the course.