Participation of future pharmacists in a professional development certificate scheme; the paradox of personal identity

The white paper ‘Pharmacy in England’ advocates establishing a new pharmacy regulator, building leadership and integrating undergraduate education.[1] Students must morph into competent pharmacists with the skills, expertise and confidence to lead the profession to 2020 and beyond.[2] One way individuals are encouraged to ‘professionalise’ is through participation in personal/professional development schemes. The British Pharmaceutical Students’ Association (BPSA) and the College of Pharmacy Practice have operated a professional development certificate (PDC) scheme since 2001. The scheme rewards students with a joint certificate for evidence of participation in five accredited activities in one academic year. Although the scheme is relevant to development of students, less than 2% of BPSA members take part annually. We wanted to understand the reasons for the low uptake. Our primary objectives were to examine the portrayal of the scheme and to investigate what it signifies to individuals. We describe our attempts to apply social marketing techniques[3] to the PDC, and we use ‘logical levels of change’[4] to highlight a paradox with personal identity.

The role of UK development industry in Brownfield regeneration Vol 1

As part of the SUBR:IM work (www.subrim.org.uk) being undertaken at The College, the research team for this project (Tim Dixon, Yasmin Pocock and Mike Waters) has produced the first two of three volumes covering Stage 2 of the research. Volume 1 examines the results from the national UK developer interviews (carried out in 2004-2005); National Land Use Database (NLUD) analysis (1998-2003); and residential planning permission analysis for Salford/Manchester and Barking & Dagenham (2000-2004) using Estates Gazette Interactive (EGi) data and published information. Volume 1 (of 3): Literature Review, National Developer Interviews, Planning Permission Analysis and NLUD Analysis

The role of UK development industry in Brownfield regeneration Vol 2

As part of the SUBR:IM work (www.subrim.org.uk) being undertaken at The College, the research team for this project (Tim Dixon, Yasmin Pocock and Mike Waters) has produced the first two of three volumes covering Stage 2 of the research. Volume 1 examines the results from the national UK developer interviews (carried out in 2004-2005); National Land Use Database (NLUD) analysis (1998-2003); and residential planning permission analysis for Salford/Manchester and Barking & Dagenham (2000-2004) using Estates Gazette Interactive (EGi) data and published information. Volume 2 covers the sub-regional context for Thames Gateway and Greater Manchester, which form the basis for the case studies (these are to be published as Volume 3 Volume 2 (of 3): Sub-regional context (Thames Gateway and Greater Manchester)

Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill

Compared to skilled adult readers, children typically make more fixations that are longer in duration, shorter saccades, and more regressions, thus reading more slowly (Blythe & Joseph, 2011). Recent attempts to understand the reasons for these differences have discovered some similarities (e.g., children and adults target their saccades similarly; Joseph, Liversedge, Blythe, White, & Rayner, 2009) and some differences (e.g., children’s fixation durations are more affected by lexical variables; Blythe, Liversedge, Joseph, White, & Rayner, 2009) that have yet to be explained. In this article, the E-Z Reader model of eye-movement control in reading (Reichle, 2011; Reichle, Pollatsek, Fisher, & Rayner, 1998) is used to simulate various eye-movement phenomena in adults versus children in order to evaluate hypotheses about the concurrent development of reading skill and eye-movement behavior. These simulations suggest that the primary difference between children and adults is their rate of lexical processing, and that different rates of (post-lexical) language processing may also contribute to some phenomena (e.g., children’s slower detection of semantic anomalies; Joseph et al., 2008). The theoretical implications of this hypothesis are discussed, including possible alternative accounts of these developmental changes, how reading skill and eye movements change across the entire lifespan (e.g., college-aged vs. elderly readers), and individual differences in reading ability.