Ethics in e-trust and e-trustworthiness: the case of direct computer-patient interfaces

In this paper, I examine the ethics of e-trust and e-trustworthiness in the context of health care, looking at direct computer-patient interfaces (DCPIs), information systems that provide medical information, diagnosis, advice, consenting and/or treatment directly to patients without clinicians as intermediaries. Designers, manufacturers and deployers of such systems have an ethical obligation to provide evidence of their trustworthiness to users. My argument for this claim is based on evidentialism about trust and trustworthiness: the idea that trust should be based on sound evidence of trustworthiness. Evidence of trustworthiness is a broader notion than one might suppose, including not just information about the risks and performance of the system, but also interactional and context-based information. I suggest some sources of evidence in this broader sense that make it plausible that designers, manufacturers and deployers of DCPIs can provide evidence to users that is cognitively simple, easy to communicate, yet rationally connected with actual trustworthiness.     

A comparison of student satisfaction and value of academic community between blended and online sections of a university-level educational foundations course

This pre-test/post-test study explores students' (n = 262) sense of academic community, including their perspectives of the value of academic community, plus course satisfaction and perceived learning in nearly identical blended and online sections of an educational foundations course. Students in both delivery modes were generally satisfied with the course, had equally high perceived learning scores, but had neutral sense of community and value of connectedness scores. The findings in this study raise questions about whether the students would benefit from the infusion of time-intensive community-building strategies.     

The Canadian Preservice Teacher Education Practicum: An Examination of Fostering University and School Collaboration,Mentor Teacher Guidance,and Re-centring the Practicum

Interchange - The history of Canadian preservice teacher practicums demonstrates that great effort has been put forth to bridge the perceived divide between university teaching programs and...     

Marathon performance but not BMI affects post-marathon pro-inflammatory and cartilage biomarkers

We tested the hypothesis that changes in serum cartilage oligomeric matrix protein (COMP), tumour necrosis factor α (TNF-α), interleukin-6 (IL-6) and high-sensitivity C-reactive protein (hsCRP) concentration after regular endurance training and running a marathon race depend on body mass index (BMI) and/or on marathon performance. Blood samples were collected from 45 runners of varying BMI and running experience before and after a 10-week marathon training programme and before, immediately and 24 h after a marathon race. Serum biomarker concentrations, BMI and marathon finishing time were measured. The mean (95% confidence interval (CI)) changes from before to immediately after the marathon were COMP: 4.09 U/L (3.39–4.79 U/L); TNF-α: ?1.17 mg/L (?2.58 to 0.25 mg/L); IL-6: 12.0 pg/mL (11.4–12.5 pg/mL); and hsCRP: ?0.08 pg/mL (?0.14 to ?0.3 pg/mL). The mean (95% CI) changes from immediately after to 24 h after the marathon were COMP: 0.35 U/L (?0.88 to 1.57 U/L); TNF-α: ?0.43 mg/L (?0.99 to 0.13 mg/L); IL-6: ?9.9 pg/mL (?10.5 to ?9.4 pg/mL); and hsCRP: 1.52 pg/mL (1.25–1.79 pg/mL). BMI did not affect changes in biomarker concentrations. Differences in marathon finishing time explained 32% of variability in changes in serum hsCRP and 28% of variability in changes in serum COMP during the 24 h recovery after the marathon race (P < 0.001). Slower marathon finishing time but not a higher BMI modulates increases in pro-inflammatory markers or cartilage markers following a marathon race.     

Collegiate Grading System: Traditional or Non-Traditional

This article shares an explanation regarding why disciplined study should be introduced to pre-service teachers early in their coursework, specifically through methods courses. Next, it shares two studies conducted regarding perceptions of curriculum: one with pre-service teachers and one with veteran teachers. Then it provides five suggestions for improving pre-service teacher methods courses in order to assist pre-service teachers with their own concepts of curriculum and pedagogy. It ends with implications and final thoughts.