Libros sobre el tema "Group-based Assessments"

The landmark paper discussed in this chapter is ‘Evaluation of a cognitive behavioural programme for rehabilitating patients with chronic pain’, published by Williams et al. in 1993. This article represents the first extensive evaluation of multidisciplinary cognitive behavioural therapy (commonly abbreviated as CBT) for chronic pain conducted in the UK. Back in 1993, evidence was accumulating in the US which supported group-based pain management programmes, but it was not clear whether those results would translate to the different pain populations found in Britain. The study used multiple domains of assessment, including psychometric measures, measures of physical function, and pain medication reduction. As the first of its kind in the UK, this remains an important study, not just for its originality, but for the rigour with which outcomes were evaluated and the novel process and outcome assessments employed.

Effective Design Critique Strategies Across Disciplines is the first of its kind: a collection of immersive critiquing strategies and related scholarship developed by a diverse and international group of authors. The shared methods include those that utilize online learning environments, facilitate active learning, and engage design critique experiences via play. They range from anecdotal accounts of trying new things in unusual learning environments to theory-based approaches. The featured scholarship presents assessments and valuable discourse concerning the effectiveness of various critique strategies. The collection of strategies and research contribute to addressing the distinct gap in research- and practice-based resources that are available to design and project-based educators.

This article discusses an alternative approach to gaining compliance with the law. The approach involves motivating people through appeals to their values. Values reflect people's assessments of what is right or appropriate to do in a given situation; this involves people's feelings of obligation and responsibility to others. There are two arguments for value-based motivation. First, we gain the benefits of a value-based approach, e.g. increasing voluntary cooperation. Second, we avoid the problems associated with instrumental approaches. To gain these advantages we need to move to a system in which value-based motivations are the primary motivation tapped, and instrumental motivations are the backup for a small group that have to be dealt with instrumentally because they are unable or unwilling to act on their values.

Psychology plays a key role in the success of strategy and is therefore important to the study of international security. There are four general approaches to the psychology of strategy. The first focuses on personality, and more specifically on individual differences, cognition, and the use of evolutionary psychology and neuroscience to investigate human nature. The second approach draws on deterrence theory, which considers how an actor can keep a target from doing something it would otherwise do. A political psychological perspective on deterrence consists of three elements. First, psychological approaches to deterrence reject stimulus–response models and instead lay emphasis on understanding cognition and emotion. Second, deterrence is a policy rather than a philosophy. Third, whereas normative theories explain how one ought to behave (and thus cannot be disconfirmed by evidence), psychological theories change in response to new evidence, such as with the development of prospect theory. The third aspect of strategic interaction involves learning and intelligence assessments. Based on this approach, how people learn, what they are likely to learn, and the problems of assessing the intentions and capabilities of others are central to strategy. The fourth and final approach is concerned with the strategy of group conflict, which has generated two waves of research: the first analyzed how material inequality or competition for resources gives rise to psychological forces that result in group cooperation and between-group competition, and the second added nonmaterial causes to explain group relations.

ADHD is often comorbid with other psychiatric/neurodevelopmental disorders, and is associated with developmental coordination disorder (DCD) in about half of all cases. Therefore, clinicians who are working with patients with ADHD need to be aware of the very strong association with motor impairment and should be able to diagnose motor control problems. There are evidence-based interventions for DCD, which makes it important for clinicians to be able to provide adequate assessment and early diagnosis. Several well-researched screening instruments are available, in particular the test of motor impairment, the movement assessment battery for children, and the screening devices designed by a Swedish group.

In no context is rigorous clinical research more important than in ICU care. However, clinical research in the ICU poses numerous ethical challenges, some of which are unique or particularly problematic in the ICU setting. Significant barriers exist to informed consent, and existing approaches to consent challenges are limited and lack evidence. Moreover, some studies can only be done in the absence of consent. Additionally, high levels of acuity and variable levels of evidence for both current and innovative treatments often make assessments of equipoise and control group selection particularly difficult. Finally, studies evaluating systems-based approaches to ICU care are integral to advancing the field. However, these studies can be difficult to distinguish from quality improvement activities and require careful consideration given their potential impact on major patient outcomes and the impracticability of informed consent in this context. This chapter discusses these prominent ethical issues in ICU research, and argues that there is a need for further research on ethical dimensions of clinical research in the ICU as well as a need for innovative, context-sensitive solutions.

This volume, part of the Problem-Based Learning series, reviews key topics in Pediatric Anesthesia found on the American Board of Anesthesiology’s Pediatric Anesthesiology Certification Exam using illustrative clinical cases. With real-world clinical cases and discussion questions that guide case progression, this book facilitates both individual and small-group learning. Each case is further broken down to include additional related subtopics for maximum yield. Evidence-based reviews and multiple-choice self-assessment questions follow each case, making this book ideal for continuing education in pediatric anesthesia for the generalist and specialist practitioner. Teachers and trainees in anesthesiology will take advantage of this book’s features for targeted teaching, learning, and retention.

This chapter describes the research and clinical evidence on which recent developments in services for personality disordered offenders have been based, and it offers practical guidance for both mental health and criminal justice practitioners. Drawing on 20 years of experience working with this group in community settings, the chapter highlights the need to adapt traditional assessment and treatment approaches if the historical tendency to exclude these individuals from services is to be overcome. Integrating psychologically informed management and social-inclusion approaches into models of community service provision allows psychological wellbeing and effective risk management to be addressed in an effective and defensible way.

Corticobasal syndrome is a clinical diagnosis based on the presence of one or more movement disorders suggestive of basal ganglia dysfunction, typically asymmetrical, with evidence of associated cortical dysfunction. This is a pathologically heterogeneous group of disorders that can share a common phenotype. Corticobasal degeneration is one of these pathologies, representing one of the rarest forms of atypical parkinsonism. When confronted with a patient with higher cortical dysfunction, specific assessment for apraxia, cortical sensory loss, and cognition is indicated. Corticobasal syndrome is currently untreatable, regardless of the nature of the underlying pathology, and in most cases progression is fast with significant disability that is typically unresponsive to levodopa.

Disruptive and conduct disorders, comprising oppositional defiant disorder and conduct disorder, are characterized by behaviors that violate the rights of others or bring the individual into significant conflict with societal norms or authority figures. These disorders are highly prevalent, emerge early in childhood, and are associated with profound disability and societal burden. Given the heterogeneity in presentation and outcomes of youth with disruptive and conduct disorders, attempts have been made to identify more homogeneous subgroups. Notably, children displaying callous–unemotional traits (e.g., lack of empathy, remorse/guilt) represent a distinct group with severe, aggressive, and chronic conduct problems. To identify this and other important clinical considerations, it is imperative that conduct problem assessment is effective and comprehensive. Assessment findings should inform implementation of evidence-based treatment tailored to the child’s and family’s individual needs. Additional clinical considerations and recommendations for the next frontiers of research into disruptive and conduct disorders are discussed.

Anxiety disorders are highly common in children and adolescents and are associated with significant impairment. This group of disorders includes a broad range of specific diagnoses that often co-occur. Well-established assessment measures exist to facilitate accurate differential diagnosis and characterization of anxiety disorders. Evidence-based treatments also are available. Cognitive behavior therapy has a uniquely broad and robust evidence base, although newer treatments such as attention bias modification training and parent accommodation interventions are the source of growing attention. Current research in the field includes attempts at understanding the basic nature of anxiety disorders, the development of new treatments, and innovative approaches to addressing the key challenge of limited access to treatment.

This chapter considers some practical applications of place-based inquiry, beginning with an assessment of site-grounded ventures in learning at collegiate institutions across the United States. Site-based learning amounts to an extension of the long-standing but beleaguered residential model of higher education. Such programs may also expose students to the spirituality of “contemplative ecology,” thereby contributing to one version of holistic education. The chief rationale for contemplative learning in place rests on enlarging students’ awareness and understanding of place, as well as their capacity for place-making. Chapter 5 finally explores these issues in relation to a localized case study, involving a course conducted at the University of the South. Through a combination of field visits, contemplative exercises, readings, and group discussion, this course aims to develop students’ sense of how sacral and other notions of place matter—to them personally, as well as to other human beings and the earth we all inhabit.

ORBIT is an evidence-based approach to the analysis and training for interviewing high-value detainees by law enforcement, security services, and the military. Although its origins go as far back as 2005, it gained considerable traction after 2012, when the High-Value Detainee Interrogation Group, formed by the Obama Administration in the United States, funded work for assessment of its application in the context of interviews with high-value targets. Since then, the authors have collected the largest corpus of data anywhere in the world on real suspect interviews with terrorist detainees. This book shows what they found—that rapport-based methods work and that coercion, persuasion, and threats do not. Outlining the development of their own unique stance on rapport and its influences drawn from humanistic psychology, the authors show, through real-life examples and careful analysis, the reasons why “harsh methods” must be rejected and why compassion and understanding work in interrogation.

This book describes real-world examples and practical approaches for integrating behavioral and physical health services in primary care and some specialty medical environments. Integrated care models are patient-centered; delivered by teams of medical professionals, utilize care coordination, and a population-based approach. This book is comfortably accessible to students, residents, faculty, and all mental health professionals, primary care and medical specialists who are working in ambulatory/office-based practices. We examine the integrated care literature and recommend applying collaborative care and other existing models of integrated care based on the existing evidence-based research. When there is no literature supporting a specific approach, our experts offer their ideas and take an aspirational approach about how to manage and treat specific behavioral disorder or problems. We assume the use of a fully integrated team staffing model while also recognizing this an ideal that may need modification based on local resources and practice cultures. The full integrated team includes a primary care or specialist provider(s), front desk staff, medical assistant(s), nurse(s), nurse practitioners, behavioral health specialist(s), health coaches, consulting psychiatrist, and care coordinator(s)/manager(s). The book has four sections: Part 1: Models of Integrated Care provides an overview of the principles and the framework of integrated care focusing on five highly successful integrated practices. We also discuss team-based care, financing, tele-behavioral health, and use of mental health assessments and outcome measures. Part 2: Integrative Care for Psychiatry and Primary Care is a review of existing and proposed models of integrated care for common psychiatric disorders. Our continuity approach emphasizes problem identification, differential diagnosis, brief treatment, and yearlong critical pathways with tables and figures detailing “how to” effectively deliver mental health care and manage substance misuse in an integrated care environment. Part 3: Integrated Care for Medical Sub-Specialties & Behavioral Medicine Conditions in Primary Care focuses on two models of integrating behavioral health care: (1) integrating wellness with behavioral health and (2) integrating psychiatry and neurology. Other chapters are “Women’s Mental Health Across the Reproductive Lifespan,” “Assessing and Treating Sexual Problems in an Integrated Care Environment,” “Integrated Chronic Pain and Psychiatric Management,” and “Death and Dying: Integrated Teams.” Part 4: Psychosocial Treatments in Integrated Care describes brief office-based counseling and psychosocial treatment approaches including: health coaching, crisis intervention, family, and group interventions. All of these brief treatment approaches are patient–centered, tailored to be used effectively integrated care settings and as an important contribution to population management.

This book presents an interdisciplinary approach to the definition of torture by a group of prominent scholars of behavioral sciences, international law, human rights, and public health with internationally recognized expertise and authority in their field. It brings together behavioral science and international law perspectives on torture in an effort to promote a sound theory- and empirical evidence-based legal understanding of torture. The book consists of four parts. The behavioral science perspective in Part I includes a learning theory formulation of torture, which points to “helplessness under the control of others” as a defining element of torture. This formulation entails a contextual/cumulative approach in assessment of “pain or suffering” induced by ill-treatments and a “risk-based” approach in assessment of individual cases to avoid the problem of circularity in a case-by-case approach. Also reviewed are the definitional implications of this formulation for ill-treatments in different contexts, such as domestic violence and adverse conditions of penal confinement. Part II consists of four chapters that present international law perspectives on the definition of torture and highlight the increasingly broader coverage of ill-treatments in contexts beyond official custody. Part III consists of chapters that provide an account of the US experience with torture in the aftermath of 9/11 and discuss definitional issues around “enhanced interrogation techniques.” Part IV consists of a concluding chapter (by the editor) that addresses the comments by international law scholars on the behavioral science perspective on torture and reviews the points of agreement and disagreement between behavioral science and international law perspectives.

Learn which dark side of personality assessment to use and when Introduces different assessment tools Highlights the nuances between tests Presents the relevant psychometric properties Explores findings about human nature More about the book We encounter people who possess undesirable dark sides of personality at low levels in our day to day lives, whether it is the boss who acts like a jerk, a cheating partner, or a friend who rubs everyone up the wrong way. This volume explores the latest research on the assessment of the dark personality traits, including the dark triad of narcissism, Machiavellianism, and psychopathy, and more. The internationally renowned group of contributors provide a comprehensive, evidence-based overview of the personality traits currently being explored. Each chapter reviews two main topics. First, a particular measure used to study such traits is discussed. This section is geared to help the reader to understand how researchers in this area capture data on these traits and to best decide which instrument they want to use and when. Second, each chapter then details what the psychometric data on the test reveals about human nature, including topics such as sex differences, workplace behaviors, sexuality, and value systems. In this way, the contributors highlight how the convergence of research from various measures can provide a broad mosaic of information about people colloquially called psychopaths, narcissists, spiteful, Machiavellian, and sadists. This book is essential reading for anyone interested in test development and practitioners interested in the dark side personality traits.

Geography in America at the Dawn of the 21st Century surveys American geographers' current research in their specialty areas and tracks trends and innovations in the many subfields of geography. As such, it is both a 'state of the discipline' assessment and a topical reference. It includes an introduction by the editors and 47 chapters, each on a specific specialty. The authors of each chapter were chosen by their specialty group of the American Association of Geographers (AAG). Based on a process of review and revision, the chapters in this volume have become truly representative of the recent scholarship of American geographers. While it focuses on work since 1990, it additionally includes related prior work and work by non-American geographers. The initial Geography in America was published in 1989 and has become a benchmark reference of American geographical research during the 1980s. This latest volume is completely new and features a preface written by the eminent geographer, Gilbert White.

This chapter comprises confirming the pregnancy, the signs and symptoms of pregnancy, pregnancy testing and how to go about it, pregnancy adaptation, how the body changes in response to the pregnancy, the booking interview, and where, when, how, and why it takes place. Pregnancy screening and risk assessment, based on the medical, social, and obstetric history, is outlined. Blood group and the rhesus factor, their importance in terms of preventing haemolytic disease in the newborn, and anti-D prophylaxis are explained. Down’s syndrome risk screening protocols, gaining consent, and the testing options are presented, as well as antenatal examination and how and when this is carried out, the abdominal examination procedure, and the significance of findings and how this relates to fetal well-being. Monitoring fetal growth and well-being by a variety of clinical and technical measures is also included, explaining the procedure for measuring growth and plotting the results on a customized chart.

The larval stage of the parasite Taenia solium can encyst in the central nervous system causing neurocysticercosis, which is the main cause of acquired epilepsy in the countries in which the parasite is endemic. Endemic areas are those with the presence (or likely presence) of the full life cycle of Taenia solium. The parasite is most prevalent in poor and vulnerable communities in which pigs roam free, open defecation is practiced, basic sanitation is deficient, and health education is absent or limited. Several tools are available for the control of Taenia solium. Preventive chemotherapy for Taenia solium taeniasis, which is directed at the adult tapeworm, is one of them. Other tools focus on pig management, pig vaccination and treatment, sanitation and hygiene, and community education. Three potential drugs—niclosamide, praziquantel, and albendazole—have been considered for use for preventive chemotherapy in Taenia solium taeniasis control programs through mass drug administration or targeted chemotherapy. In this Guideline, we provide recommendations for preventive chemotherapy in Taenia solium-endemic areas using niclosamide, praziquantel, or albendazole, including at which dose and in which population groups. The development of this Guideline is based on the latest standard World Health Organization methods for guideline development, including the use of systematic search strategies, synthesis, quality assessment of the available evidence to support the recommendations, and participation of experts and stakeholders in the Guideline Development Group and External Review Group. The recommendations are intended for a wide audience, including policymakers and their expert advisers, and technical and program staff at governmental institutions and organizations involved in the planning, implementation, monitoring, and evaluation of preventive chemotherapy programs for the control of Taenia solium.

Obsessive-compulsive and related disorders (OCRDs) have received considerable attention over the past two decades, culminating with the inclusion of a new classification category of “Obsessive-Compulsive and Related Disorders” in the DSM-5. This group of conditions includes obsessive-compulsive disorder along with two newly minted conditions (hoarding disorder and excoriation disorder) and others previously classified as somatoform disorders (body dysmorphic disorder) and impulse control disorders (hair-pulling disorder). In addition, other conditions that are not discussed in the DSM-5 have received attention, such as misophonia and orthorexia nervosa. The implications for research on these conditions, as well as their relations with one another, are significant since their aggregation is based on putative central mechanisms with limited empirical support to date. Indeed, the past decades have seen a dramatic surge in research on OCRDs across several domains, including clinical phenomenology, assessment, and psychological therapies. With these issues in mind, this comprehensive text addresses recent advances in the field of OCRDs, highlighting psychosocial theoretical and intervention approaches. As researchers and clinicians will be increasingly focused on this topic in light of the changes to DSM-5, this book is a timely addition to the literature in guiding clinicians in advances in OCRDs that will impact their practice.

The incarceration of juveniles occurs in both juvenile systems and adult correctional systems, depending on jurisdiction, age, and criminal charges. Holding adolescents responsible for behavior that sometimes leads to juvenile crimes ensures that offenders will be held accountable, but also provides justice to victims. However, children are still developing, and their brains develop from bottom up and inside out causing their flight, fight, or freeze (limbic) systems to be fully engaged before their judgment and wisdom (frontal lobe) systems are in place to mediate their behavior. Children are not little adults. More simply put - children are essentially all gasoline and no brakes or steering wheel, and they need mature adults to provide braking and steering until they can develop their own internal control systems. Accordingly, the mechanisms of accountability for juveniles should not mimic adult punishments. Suicide risk, developmental disabilities such as fetal alcohol spectrum disorder, and trauma histories are each of particular importance in this age group. Considering the complexity of the mental, emotional, and behavioral disorders of youth in corrections, there are several best-practice approaches to screening, assessment, and treatment. This chapter reviews the history of juvenile incarceration, and best or evidence-based practices in the management and treatment of incarcerated juvenile offenders.

The incarceration of juveniles occurs in both juvenile systems and adult correctional systems, depending on jurisdiction, age, and criminal charges. Holding adolescents responsible for behavior that sometimes leads to juvenile crimes ensures that offenders will be held accountable, but also provides justice to victims. However, children are still developing, and their brains develop from bottom up and inside out causing their flight, fight, or freeze (limbic) systems to be fully engaged before their judgment and wisdom (frontal lobe) systems are in place to mediate their behavior. Children are not little adults. More simply put - children are essentially all gasoline and no brakes or steering wheel, and they need mature adults to provide braking and steering until they can develop their own internal control systems. Accordingly, the mechanisms of accountability for juveniles should not mimic adult punishments. Suicide risk, developmental disabilities such as fetal alcohol spectrum disorder, and trauma histories are each of particular importance in this age group. Considering the complexity of the mental, emotional, and behavioral disorders of youth in corrections, there are several best-practice approaches to screening, assessment, and treatment. This chapter reviews the history of juvenile incarceration, and best or evidence-based practices in the management and treatment of incarcerated juvenile offenders.

The third edition of the manual for community organizers tells readers how to most effectively implement community action for social change, clearly laying out grassroots organizing principles, methods, and best practices. Written for those who want to improve their own lives or the lives of others, this thoroughly revised how-to manual presents techniques groups can use to organize successfully in pursuit of their dreams. The book combines time-tested, universal principles and methods with cutting-edge material addressing new opportunities and challenges. It covers basic concepts and best practices and offers step-by-step guidelines on things an organizer needs to know, such as how to identify issues, formulate strategies, set goals, recruit participants, and much more. The work focuses on six organizing arenas: turf/geography, failth-based, issue, identity, shared experience, and work-related. It offers new or expanded material addressing community development, use of social media, internal organizational dynamics, electoral organizing, evaluation/assessment, and prevention of burnout for key leaders. There are also nuts-and-bolts articles by experts who address topics such as action research, lobbying, legal tactics, and grassroots fundraising. Numerous case examples, charts, worksheets, and small group exercises enrich the discussion and bring the material to life.

In 2010, teachers from the B.A. in English Teaching at Universidad Católica Luis Amigó formed CILEX (Construcciones Investigativas en Lenguas Extranjeras). Research and teaching in the program have grown synergistically ever since, but ten years down the road it was time to take stock of our research to project the direction in which we wanted to move forward. This book is the result of that effort to recognize our shared history and thus propel our upcoming academic endeavors. The book starts out by presenting the epistemological foundations of CILEX, which is based on the threefold notion of the language teacher as an intellectual, an academic, and an educator. It thereon explains the system that arranges our academic production within five thematic nodes: cultural studies, language policy, literacies, language teacher education, and language assessment. Each chapter reports on one or two studies in which the authors participated as leading researchers or advisors. Hence, the book also reflects the formative research tradition that characterizes most of our practice. Having language teacher education as a binding thread that cuts across the entire volume, authors present their particular perspective on topics as varied as college academic performance, early childhood literacy, language policy appropriation, teacher educators’ assessment literacy, student teachers’ practicum identity crisis, research training in teacher education, and critical reading instruction. This book condenses the work of a group of teacher educators who believe in the power of research to galvanize teaching and inspire positive educational change. As readers go through its pages, it is our hope they will be able to recognize not only the singular value of each individual chapter but also the richness of our collaboration, which constitutes the fabric of our identity as an academic community.

This textbook, ‘Challenging concepts in paediatric critical care’, has been designed to cater to the needs of paediatric intensivists, current trainees and those intending to train in the future. Similar to its predecessors in this ‘Challenging concepts’ series, this book aims to educate clinicians by describing clinical situations that are both common, such as bronchiolitis, sepsis etc., and complex, such as mechanical circulatory support, stem cell transplant etc., in paediatric intensive care medicine. The textbook contains 18 chapters based on challenging scenarios involving variety of diseases and organ dysfunctions. Each chapter contains several “Learning Points”, “Clinical Tips” and “Evidence Base” boxes embedded in the text with the aim to promote memory and stimulate learning. These run alongside an “Expert Commentary” written by an international group of experts in the field, to give practical advice of how they approach these difficult situations. Many chapters include results and imaging to enhance the fidelity and narrative style of text, that encourage the reader to understand the patient journey and feel part of the decision making process. The clinical topics in this book are aligned to match the Royal College of Paediatrics and Child Health’s paediatric intensive care medicine curriculum in the UK, as well as the curriculum of Paediatric Basic assessment and support in intensive care (BASIC) course and the various domains of Paediatric/neonatal European Diploma in Intensive Care (PEDIC) curriculum.

Advances in literacy require collaboration between all of a school's stakeholders. This book harnesses the latest research and takes into consideration CCSS to show how to make that collaboration a reality. Authentic literacy practice is crucial to preparing all students to be successful both in the workplace and college in the 21st century. Insisting that this literacy achievement will only happen when librarians, teachers, literacy coaches, and administrators work together in their schools, Collaborating for Real Literacy addresses the role of each instructional leader individually and examines the importance of the group collectively in bolstering the literacy of all students. Practical ways to support the teaching of the Common Core State Standards (CCSS) are infused throughout every chapter. In this second edition of the book, core chapters on scaffolding, literacy centers, family literacy, English-language learners, comprehension, assessment, writing, and discussion have been updated based on current research and CCSS. Each of these chapters now offers suggestions for literacy coaches. Also new are recommendations for grades K–5 and 6–12, demonstrating specific ways to apply instructional ideas to different age levels and providing materials that can be used for the instruction. Additionally, three new chapters have been added with real literacy instructional ideas for content area reading and Response to Intervention (support for struggling readers).

The vasculitides are a group of conditions characterized by inflammation and necrosis of blood vessels; they are generally of unknown aetiology. The classification of vasculitides is based on the size of vessel involved and whether there is a known cause (secondary) or not (primary). This approach has stood the test of time. The American College of Rheumatology (ACR) in 1990 produced classification criteria for the major types of vasculitis and in 1994 definitions were promulgated by the Chapel Hill Consensus Conference. These did not include anti-neutrophil cytoplasm antibodies (ANCA) and the ACR scheme did not include microscopic polyangiitis. The definitions have recently been updated to include modern concepts of pathogenesis including ANCA. No validated diagnostic criteria are available for routine clinical practice. The diagnosis of vasculitis requires a high index of suspicion, especially in the systemically unwell patient with multiorgan involvement. The key to diagnosis is a detailed and systematic approach to patient assessment involving all potentially involved organs. In a patient with suspected vasculitis immediate urinalysis is mandatory as the severity of renal involvement at presentation is a major determinant of outcome. Each potentially involved organ should be comprehensively evaluated. Tissue biopsy should be obtained whenever possible, as treatment is potentially toxic using glucocorticoids combined with cytotoxic agents. Biopsy should not, however, delay initiation of treatment. Potential alternative diagnosis should be considered, especially infection and malignancy, and excluded whenever possible.

These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.

Management of Sjögren's syndrome (SS) encompasses confirmation of diagnosis, disease assessment, and treatment of glandular and systemic manifestations including special situations such as pregnancy and SS-related lymphoma. The American European Consensus Group classification criteria 2002 are the current gold standard for the diagnosis of SS. Salivary gland sialometry, sialochemistry, and ultrasound and tear osmolarity may be useful adjuncts. Symptoms of SS are non-specific and must be actively explored. When assessing patients with SS, it is important to consider not only objective parameters such as abnormalities in blood tests and changes in tear and salivary flow, but also patient-reported outcome measures and impact on quality of life. Current management of patients with SS is hampered by the lack of evidence-based strategies. The symptoms experienced by patients with SS are often not fully appreciated by clinicians, which may contribute to the suboptimal management of the condition. Management of fatigue remains a major challenge and a holistic, multidisciplinary approach is recommended. Factors that may contribute to fatigue should be fully addressed. Recent advances in the understanding of the pathogenic mechanisms of SS have informed more targeted therapeutic strategies with some promising data. Optimal management of SS requires expertise from different disciplines. Combined clinics with rheumatology, oral medicine, and ophthalmology input will improve care and communications as well as reduce the number of clinic visits for patients and healthcare-related cost. Effective link between pSS specialists, dentists, opticians, and general practitioners will facilitate early diagnosis and reduce risk of long-term disability of SS.

This book deals with the issue of the quality of education systems by examining the key factors that influence learning outcomes, and by highlighting in a systemic way the determinants of this quality. I have shown the importance of considering the quality of learning outcomes as the ultimate and unavoidable objective of any education system that aims to be efficient and effective. I reviewed the theoretical bases that concern the politics, approaches and mechanisms of quality management applied to education. I developed a model called Elmandjra, which tries to explain the influence links that can exist between the inputs, the processes and the outputs of an education system, and how they must function to improve the quality of the learning outcomes. To answer the problem of the book, I compared the proposed model to the reality of the Moroccan educational system based on a research methodology that combines discussion within a focus group, and analysis of statistical data and results of international surveys concerning the Moroccan education system. The results of the work made it possible to establish a model for the quality of education systems comprising nine criteria. They also generated 52 indicators which use will enable other researchers to apply the model to the institutional assessment of education systems. I ended my book by presenting the conclusions on the state of the Moroccan education system that the exploitation of the Elmandjra model made it possible to draw, as well as by recommendations to improve the quality of the Moroccan education system, which other countries can to be inspired to improve theirs.

Histoplasmosis is a disease caused by the fungus Histoplasma capsulatum. This disease is highly endemic in some regions of North America, Central America, and South America and is also reported in certain countries of Asia and Africa. It often affects people with impaired immunity, including people living with HIV, among whom the most frequent clinical presentation is disseminated histoplasmosis. The symptoms of disseminated histoplasmosis are non-specific and may be indistinguishable from those of other infectious diseases, especially disseminated tuberculosis (TB), thus complicating diagnosis and treatment. Histoplasmosis is one of the most frequent opportunistic infections caused by fungal pathogens among people living with HIV in the Americas and may be responsible for 5–15% of AIDS-related deaths every year in this Region. These guidelines aim to provide recommendations for the diagnosis, treatment, and management of disseminated histoplasmosis in persons living with HIV. Although the burden of disease is concentrated in the Americas, the recommendations presented within these guidelines are applicable globally. These guidelines were produced in accordance with the World Health Organization (WHO) handbook for guideline development. The Guideline Development Group elaborated the final recommendations based on a systematic review of scientific literature and critical evaluation of the evidence available using the Grading of Recommendations, Assessment, Development, and Evaluation (GRADE) approach. These guidelines are intended for health-care providers, HIV program managers, policy-makers, national treatment advisory boards, researchers, and other professionals involved in caring for people who either have or may be at risk of developing disseminated histoplasmosis.

Management of Sjögren’s syndrome (SS) encompasses confirmation of diagnosis, disease assessment, and treatment of glandular and systemic manifestations including special situations such as pregnancy and SS-related lymphoma. The American European Consensus Group (AECG) classification criteria 2002 are the current gold standard for the diagnosis of SS. Salivary gland sialometry, sialochemistry, and ultrasound and tear osmolarity may be useful adjuncts. Recently, preliminary classification criteria of the American College of Rheumatology have been introduced as an alternative to the AECG criteria. Symptoms of SS are non-specific and must be actively explored. When assessing patients with SS, it is important to consider not only objective parameters such as abnormalities in blood tests and changes in tear and salivary flow, but also patient-reported outcome measures and impact on quality of life. Current management of patients with SS is hampered by the lack of evidence-based strategies. The symptoms experienced by patients with SS are often not fully appreciated by clinicians, which may contribute to the suboptimal management of the condition. Management of fatigue remains a major challenge and a holistic, multidisciplinary approach is recommended. Factors that may contribute to fatigue should be fully addressed. Recent advances in the understanding of the pathogenic mechanisms of SS have informed more targeted therapeutic strategies with some promising data. Optimal management of SS requires expertise from different disciplines. Combined clinics with rheumatology, oral medicine, and ophthalmology input will improve care and communications as well as reduce the number of clinic visits for patients and healthcare-related cost. Effective link between pSS specialists, dentists, opticians, and general practitioners will facilitate early diagnosis and reduce risk of long-term disability of SS.

Abstract The primary focus of this book is as a revision tool for general surgical trainees preparing for the FRCS examination, and in particular those declaring colorectal surgery as an area of special interest. It has been written specifically to address the curriculum designed and approved by the Association of Coloproctology of Great Britain and Ireland and the Intercollegiate Surgical Curriculum Project. The book is designed to provide easy access to relevant, up-to-date, and evidence-based information in a portable format which can be used at work or wherever time is available for study. While the handbook is not meant to replace the use of an in-depth reference text, it does aim to provide comprehensive coverage of the curriculum, including sections on related specialties and applied anatomy. Further sections address the presentation of colorectal disease in the outpatient clinic; a review of colorectal assessment tools; and detailed, practical information regarding the management of benign and malignant colonic and anorectal conditions. The 2nd edition of the book has undergone extensive updating to reflect some of the recent innovations in surgical practice. The most significant updates have taken place in the oncology and inflammatory bowel disease chapters. Additional new sections include robotic surgery, complete mesocolic excision, capsule colonoscopy, and the role of qFIT in lower GI investigation. Management of benign colorectal disease has also been revised to reflect current approaches to rectal prolapse and haemorrhoidal disease including updated guidelines for functional bowel conditions. The authors hope that this specialist handbook will be of interest to surgical trainees at all levels, including specialist nurses, general practitioners, and allied healthcare professionals who may be involved in the management of this patient group.

The aim of the e-book is to present the theoretical, cognitive and practical aspects of the essence and complexity of operational management in a production company. The presented modern production methods together with the challenges and problems of contemporary enterprises should better help to understand the issues of sustainable development, with particular emphasis on waste. The book consists of six chapters devoted to relevant and topic issues relating to the core business of an industrial enterprise. Chapter 1 The nature of the industrial enterprise is an introduction to further considerations and deals with the essence of the basic aspects of the company. Both popular and less known definitions of an enterprise, its features, functions and principles of operation are presented. An important part of the chapter is the presentation and formulation of strategic, tactical and operational goals. Moreover, the division of enterprises is presented with the use of various criteria and the features of the industrial market, which make it distinct. Chapter 2 The operational management evolution and its role in the industrial enterprise discusses the evolution and concept of production and operational management. The management levels were also presented, indicating their most important functions. An integral part of the chapter is the essence of the production system, viewed through the prism of the five elements. Chapter 3 Functions and role in operations management presents the issues concerning the organization of production processes, production capacity and inventory management. This part also presents considerations on cooperation and collaboration between enterprises in the process of creating value. Chapter 4 Traditional methods used in operational activities focuses on methods such as benchmarking, outsourcing, core competences, JIT, MPR I and MRP II, as well as TQM and kaizen. Knowledge of these methods should contribute to understanding the activities of modern enterprises, the way of company functioning, the realization of production activities, as well as aspects related to building a competitive position. Chapter 5 Modern methods used in production-operations management discusses the less common and less frequently used production methods, based on a modern and innovative approach. In particular, it was focused on: Shop Floor Control and cooperative manufacturing, environment-conscious manufacturing (ECM) and life-cycle assessment ( LCA), waste management and recycling, Electronic Data Interchange (EDI), virtual enterprise, World Class Manufacturing (WCM), Quality Function Deployment (QFD) and House of Quality (HOQ), theory of constraints (TOC), Drum Buffer Rope (DBR), group technology (GT) and cellular manufacturing (CM), Demand Chain Management and competitive intelligence (CI). In the last section discusses: the role of sustainable statistical process control and Computer-Aided Process Planning in context formatting of information management. Chapter 6 Problems of sustainable development and challenges related to production and operations management describes the problem and challenges related to production and operations activities. In particular, attention was paid to the threats related to changes in global warming, the growing scale of waste, or the processes of globalization. It was pointed out that the emerging problem may be both a threat and a chance for the development of enterprises. An integral part of the chapter are also considerations on technical progress, innovation and the importance of human capital in operational activities.

Nationalism: Past as Prologue began as a single volume being compiled by Ad Akande, a scholar from South Africa, who proposed it to me as co-author about two years ago. The original idea was to examine how the damaging roots of nationalism have been corroding political systems around the world, and creating dangerous obstacles for necessary international cooperation. Since I (Bruce E. Johansen) has written profusely about climate change (global warming, a.k.a. infrared forcing), I suggested a concerted effort in that direction. This is a worldwide existential threat that affects every living thing on Earth. It often compounds upon itself, so delays in reducing emissions of fossil fuels are shortening the amount of time remaining to eliminate the use of fossil fuels to preserve a livable planet. Nationalism often impedes solutions to this problem (among many others), as nations place their singular needs above the common good. Our initial proposal got around, and abstracts on many subjects arrived. Within a few weeks, we had enough good material for a 100,000-word book. The book then fattened to two moderate volumes and then to four two very hefty tomes. We tried several different titles as good submissions swelled. We also discovered that our best contributors were experts in their fields, which ranged the world. We settled on three stand-alone books:” 1/ nationalism and racial justice. Our first volume grew as the growth of Black Lives Matter following the brutal killing of George Floyd ignited protests over police brutality and other issues during 2020, following the police assassination of Floyd in Minneapolis. It is estimated that more people took part in protests of police brutality during the summer of 2020 than any other series of marches in United States history. This includes upheavals during the 1960s over racial issues and against the war in Southeast Asia (notably Vietnam). We choose a volume on racism because it is one of nationalism’s main motive forces. This volume provides a worldwide array of work on nationalism’s growth in various countries, usually by authors residing in them, or in the United States with ethnic ties to the nation being examined, often recent immigrants to the United States from them. Our roster of contributors comprises a small United Nations of insightful, well-written research and commentary from Indonesia, New Zealand, Australia, China, India, South Africa, France, Portugal, Estonia, Hungary, Russia, Poland, Kazakhstan, Georgia, and the United States. Volume 2 (this one) describes and analyzes nationalism, by country, around the world, except for the United States; and 3/material directly related to President Donald Trump, and the United States. The first volume is under consideration at the Texas A & M University Press. The other two are under contract to Nova Science Publishers (which includes social sciences). These three volumes may be used individually or as a set. Environmental material is taken up in appropriate places in each of the three books. * * * * * What became the United States of America has been strongly nationalist since the English of present-day Massachusetts and Jamestown first hit North America’s eastern shores. The country propelled itself across North America with the self-serving ideology of “manifest destiny” for four centuries before Donald Trump came along. Anyone who believes that a Trumpian affection for deportation of “illegals” is a new thing ought to take a look at immigration and deportation statistics in Adam Goodman’s The Deportation Machine: America’s Long History of Deporting Immigrants (Princeton University Press, 2020). Between 1920 and 2018, the United States deported 56.3 million people, compared with 51.7 million who were granted legal immigration status during the same dates. Nearly nine of ten deportees were Mexican (Nolan, 2020, 83). This kind of nationalism, has become an assassin of democracy as well as an impediment to solving global problems. Paul Krugman wrote in the New York Times (2019:A-25): that “In their 2018 book, How Democracies Die, the political scientists Steven Levitsky and Daniel Ziblatt documented how this process has played out in many countries, from Vladimir Putin’s Russia, to Recep Erdogan’s Turkey, to Viktor Orban’s Hungary. Add to these India’s Narendra Modi, China’s Xi Jinping, and the United States’ Donald Trump, among others. Bit by bit, the guardrails of democracy have been torn down, as institutions meant to serve the public became tools of ruling parties and self-serving ideologies, weaponized to punish and intimidate opposition parties’ opponents. On paper, these countries are still democracies; in practice, they have become one-party regimes….And it’s happening here [the United States] as we speak. If you are not worried about the future of American democracy, you aren’t paying attention” (Krugmam, 2019, A-25). We are reminded continuously that the late Carl Sagan, one of our most insightful scientific public intellectuals, had an interesting theory about highly developed civilizations. Given the number of stars and planets that must exist in the vast reaches of the universe, he said, there must be other highly developed and organized forms of life. Distance may keep us from making physical contact, but Sagan said that another reason we may never be on speaking terms with another intelligent race is (judging from our own example) could be their penchant for destroying themselves in relatively short order after reaching technological complexity. This book’s chapters, introduction, and conclusion examine the worldwide rise of partisan nationalism and the damage it has wrought on the worldwide pursuit of solutions for issues requiring worldwide scope, such scientific co-operation public health and others, mixing analysis of both. We use both historical description and analysis. This analysis concludes with a description of why we must avoid the isolating nature of nationalism that isolates people and encourages separation if we are to deal with issues of world-wide concern, and to maintain a sustainable, survivable Earth, placing the dominant political movement of our time against the Earth’s existential crises. Our contributors, all experts in their fields, each have assumed responsibility for a country, or two if they are related. This work entwines themes of worldwide concern with the political growth of nationalism because leaders with such a worldview are disinclined to co-operate internationally at a time when nations must find ways to solve common problems, such as the climate crisis. Inability to cooperate at this stage may doom everyone, eventually, to an overheated, stormy future plagued by droughts and deluges portending shortages of food and other essential commodities, meanwhile destroying large coastal urban areas because of rising sea levels. Future historians may look back at our time and wonder why as well as how our world succumbed to isolating nationalism at a time when time was so short for cooperative intervention which is crucial for survival of a sustainable earth. Pride in language and culture is salubrious to individuals’ sense of history and identity. Excess nationalism that prevents international co-operation on harmful worldwide maladies is quite another. As Pope Francis has pointed out: For all of our connectivity due to expansion of social media, ability to communicate can breed contempt as well as mutual trust. “For all our hyper-connectivity,” said Francis, “We witnessed a fragmentation that made it more difficult to resolve problems that affect us all” (Horowitz, 2020, A-12). The pope’s encyclical, titled “Brothers All,” also said: “The forces of myopic, extremist, resentful, and aggressive nationalism are on the rise.” The pope’s document also advocates support for migrants, as well as resistance to nationalist and tribal populism. Francis broadened his critique to the role of market capitalism, as well as nationalism has failed the peoples of the world when they need co-operation and solidarity in the face of the world-wide corona virus pandemic. Humankind needs to unite into “a new sense of the human family [Fratelli Tutti, “Brothers All”], that rejects war at all costs” (Pope, 2020, 6-A). Our journey takes us first to Russia, with the able eye and honed expertise of Richard D. Anderson, Jr. who teaches as UCLA and publishes on the subject of his chapter: “Putin, Russian identity, and Russia’s conduct at home and abroad.” Readers should find Dr. Anderson’s analysis fascinating because Vladimir Putin, the singular leader of Russian foreign and domestic policy these days (and perhaps for the rest of his life, given how malleable Russia’s Constitution has become) may be a short man physically, but has high ambitions. One of these involves restoring the old Russian (and Soviet) empire, which would involve re-subjugating a number of nations that broke off as the old order dissolved about 30 years ago. President (shall we say czar?) Putin also has international ambitions, notably by destabilizing the United States, where election meddling has become a specialty. The sight of Putin and U.S. president Donald Trump, two very rich men (Putin $70-$200 billion; Trump $2.5 billion), nuzzling in friendship would probably set Thomas Jefferson and Vladimir Lenin spinning in their graves. The road of history can take some unanticipated twists and turns. Consider Poland, from which we have an expert native analysis in chapter 2, Bartosz Hlebowicz, who is a Polish anthropologist and journalist. His piece is titled “Lawless and Unjust: How to Quickly Make Your Own Country a Puppet State Run by a Group of Hoodlums – the Hopeless Case of Poland (2015–2020).” When I visited Poland to teach and lecture twice between 2006 and 2008, most people seemed to be walking on air induced by freedom to conduct their own affairs to an unusual degree for a state usually squeezed between nationalists in Germany and Russia. What did the Poles then do in a couple of decades? Read Hlebowicz’ chapter and decide. It certainly isn’t soft-bellied liberalism. In Chapter 3, with Bruce E. Johansen, we visit China’s western provinces, the lands of Tibet as well as the Uighurs and other Muslims in the Xinjiang region, who would most assuredly resent being characterized as being possessed by the Chinese of the Han to the east. As a student of Native American history, I had never before thought of the Tibetans and Uighurs as Native peoples struggling against the Independence-minded peoples of a land that is called an adjunct of China on most of our maps. The random act of sitting next to a young woman on an Air India flight out of Hyderabad, bound for New Delhi taught me that the Tibetans had something to share with the Lakota, the Iroquois, and hundreds of other Native American states and nations in North America. Active resistance to Chinese rule lasted into the mid-nineteenth century, and continues today in a subversive manner, even in song, as I learned in 2018 when I acted as a foreign adjudicator on a Ph.D. dissertation by a Tibetan student at the University of Madras (in what is now in a city called Chennai), in southwestern India on resistance in song during Tibet’s recent history. Tibet is one of very few places on Earth where a young dissident can get shot to death for singing a song that troubles China’s Quest for Lebensraum. The situation in Xinjiang region, where close to a million Muslims have been interned in “reeducation” camps surrounded with brick walls and barbed wire. They sing, too. Come with us and hear the music. Back to Europe now, in Chapter 4, to Portugal and Spain, we find a break in the general pattern of nationalism. Portugal has been more progressive governmentally than most. Spain varies from a liberal majority to military coups, a pattern which has been exported to Latin America. A situation such as this can make use of the term “populism” problematic, because general usage in our time usually ties the word into a right-wing connotative straightjacket. “Populism” can be used to describe progressive (left-wing) insurgencies as well. José Pinto, who is native to Portugal and also researches and writes in Spanish as well as English, in “Populism in Portugal and Spain: a Real Neighbourhood?” provides insight into these historical paradoxes. Hungary shares some historical inclinations with Poland (above). Both emerged from Soviet dominance in an air of developing freedom and multicultural diversity after the Berlin Wall fell and the Soviet Union collapsed. Then, gradually at first, right wing-forces began to tighten up, stripping structures supporting popular freedom, from the courts, mass media, and other institutions. In Chapter 5, Bernard Tamas, in “From Youth Movement to Right-Liberal Wing Authoritarianism: The Rise of Fidesz and the Decline of Hungarian Democracy” puts the renewed growth of political and social repression into a context of worldwide nationalism. Tamas, an associate professor of political science at Valdosta State University, has been a postdoctoral fellow at Harvard University and a Fulbright scholar at the Central European University in Budapest, Hungary. His books include From Dissident to Party Politics: The Struggle for Democracy in Post-Communist Hungary (2007). Bear in mind that not everyone shares Orbán’s vision of what will make this nation great, again. On graffiti-covered walls in Budapest, Runes (traditional Hungarian script) has been found that read “Orbán is a motherfucker” (Mikanowski, 2019, 58). Also in Europe, in Chapter 6, Professor Ronan Le Coadic, of the University of Rennes, Rennes, France, in “Is There a Revival of French Nationalism?” Stating this title in the form of a question is quite appropriate because France’s nationalistic shift has built and ebbed several times during the last few decades. For a time after 2000, it came close to assuming the role of a substantial minority, only to ebb after that. In 2017, the candidate of the National Front reached the second round of the French presidential election. This was the second time this nationalist party reached the second round of the presidential election in the history of the Fifth Republic. In 2002, however, Jean-Marie Le Pen had only obtained 17.79% of the votes, while fifteen years later his daughter, Marine Le Pen, almost doubled her father's record, reaching 33.90% of the votes cast. Moreover, in the 2019 European elections, re-named Rassemblement National obtained the largest number of votes of all French political formations and can therefore boast of being "the leading party in France.” The brutality of oppressive nationalism may be expressed in personal relationships, such as child abuse. While Indonesia and Aotearoa [the Maoris’ name for New Zealand] hold very different ranks in the United Nations Human Development Programme assessments, where Indonesia is classified as a medium development country and Aotearoa New Zealand as a very high development country. In Chapter 7, “Domestic Violence Against Women in Indonesia and Aotearoa New Zealand: Making Sense of Differences and Similarities” co-authors, in Chapter 8, Mandy Morgan and Dr. Elli N. Hayati, from New Zealand and Indonesia respectively, found that despite their socio-economic differences, one in three women in each country experience physical or sexual intimate partner violence over their lifetime. In this chapter ther authors aim to deepen understandings of domestic violence through discussion of the socio-economic and demographic characteristics of theit countries to address domestic violence alongside studies of women’s attitudes to gender norms and experiences of intimate partner violence. One of the most surprising and upsetting scholarly journeys that a North American student may take involves Adolf Hitler’s comments on oppression of American Indians and Blacks as he imagined the construction of the Nazi state, a genesis of nationalism that is all but unknown in the United States of America, traced in this volume (Chapter 8) by co-editor Johansen. Beginning in Mein Kampf, during the 1920s, Hitler explicitly used the westward expansion of the United States across North America as a model and justification for Nazi conquest and anticipated colonization by Germans of what the Nazis called the “wild East” – the Slavic nations of Poland, the Baltic states, Ukraine, and Russia, most of which were under control of the Soviet Union. The Volga River (in Russia) was styled by Hitler as the Germans’ Mississippi, and covered wagons were readied for the German “manifest destiny” of imprisoning, eradicating, and replacing peoples the Nazis deemed inferior, all with direct references to events in North America during the previous century. At the same time, with no sense of contradiction, the Nazis partook of a long-standing German romanticism of Native Americans. One of Goebbels’ less propitious schemes was to confer honorary Aryan status on Native American tribes, in the hope that they would rise up against their oppressors. U.S. racial attitudes were “evidence [to the Nazis] that America was evolving in the right direction, despite its specious rhetoric about equality.” Ming Xie, originally from Beijing, in the People’s Republic of China, in Chapter 9, “News Coverage and Public Perceptions of the Social Credit System in China,” writes that The State Council of China in 2014 announced “that a nationwide social credit system would be established” in China. “Under this system, individuals, private companies, social organizations, and governmental agencies are assigned a score which will be calculated based on their trustworthiness and daily actions such as transaction history, professional conduct, obedience to law, corruption, tax evasion, and academic plagiarism.” The “nationalism” in this case is that of the state over the individual. China has 1.4 billion people; this system takes their measure for the purpose of state control. Once fully operational, control will be more subtle. People who are subject to it, through modern technology (most often smart phones) will prompt many people to self-censor. Orwell, modernized, might write: “Your smart phone is watching you.” Ming Xie holds two Ph.Ds, one in Public Administration from University of Nebraska at Omaha and another in Cultural Anthropology from the Chinese Academy of Social Sciences, Beijing, where she also worked for more than 10 years at a national think tank in the same institution. While there she summarized news from non-Chinese sources for senior members of the Chinese Communist Party. Ming is presently an assistant professor at the Department of Political Science and Criminal Justice, West Texas A&M University. In Chapter 10, analyzing native peoples and nationhood, Barbara Alice Mann, Professor of Honours at the University of Toledo, in “Divide, et Impera: The Self-Genocide Game” details ways in which European-American invaders deprive the conquered of their sense of nationhood as part of a subjugation system that amounts to genocide, rubbing out their languages and cultures -- and ultimately forcing the native peoples to assimilate on their own, for survival in a culture that is foreign to them. Mann is one of Native American Studies’ most acute critics of conquests’ contradictions, and an author who retrieves Native history with a powerful sense of voice and purpose, having authored roughly a dozen books and numerous book chapters, among many other works, who has traveled around the world lecturing and publishing on many subjects. Nalanda Roy and S. Mae Pedron in Chapter 11, “Understanding the Face of Humanity: The Rohingya Genocide.” describe one of the largest forced migrations in the history of the human race, the removal of 700,000 to 800,000 Muslims from Buddhist Myanmar to Bangladesh, which itself is already one of the most crowded and impoverished nations on Earth. With about 150 million people packed into an area the size of Nebraska and Iowa (population less than a tenth that of Bangladesh, a country that is losing land steadily to rising sea levels and erosion of the Ganges river delta. The Rohingyas’ refugee camp has been squeezed onto a gigantic, eroding, muddy slope that contains nearly no vegetation. However, Bangladesh is majority Muslim, so while the Rohingya may starve, they won’t be shot to death by marauding armies. Both authors of this exquisite (and excruciating) account teach at Georgia Southern University in Savannah, Georgia, Roy as an associate professor of International Studies and Asian politics, and Pedron as a graduate student; Roy originally hails from very eastern India, close to both Myanmar and Bangladesh, so he has special insight into the context of one of the most brutal genocides of our time, or any other. This is our case describing the problems that nationalism has and will pose for the sustainability of the Earth as our little blue-and-green orb becomes more crowded over time. The old ways, in which national arguments often end in devastating wars, are obsolete, given that the Earth and all the people, plants, and other animals that it sustains are faced with the existential threat of a climate crisis that within two centuries, more or less, will flood large parts of coastal cities, and endanger many species of plants and animals. To survive, we must listen to the Earth, and observe her travails, because they are increasingly our own.