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Introductory anatomy and physiology provide a core knowledge base to students within clinical health science courses. Increased student numbers, as well as reduced access to laboratory-based cadaveric resources, have created a need for enhanced learning approaches to support learning. The streamlining of courses has also resulted in the need to effectively engage course sub-groups within large units. The purpose of this paper is to utilize the eLearning activities to investigate engagement and satisfaction levels within students undertaking an anatomy and physiology unit.

A total of 19 formative quizzes were made available to students. Online practical anatomy laboratories covered anatomical content, and physiology quizzes covered physiological content. Student engagement was compared using frequency analysis across students studying varying courses. Satisfaction was determined by analyzing student’s feedback using frequency analysis.

Students accessed the learning activities 29,898 times over semester, with the peak access (37 percent) prior to the closed book exams. The resources were utilized primarily as an exam preparation tool rather than consistently throughout semester. Out of the various courses, the Paramedicine, Physiotherapy and Podiatry students were the most engaged, with the highest percent of “engaged/highly engaged” students. Students from various courses shared very similar views of the perceived benefit of the eLearning activities.

These results indicated a difference in engagement levels between the students of various course sub-groups, and therefore suggests that the development of course-specific eLearning activities is necessary in large, streamlined units to achieve a more focused approach to support students’ learning, engagement and success, so that positive and beneficial learning experiences are ensured for all students.

These results suggest that in the future, development of eLearning activities is necessary to achieve a more focused approach to support students’ learning, engagement and success, so that positive and beneficial learning experiences are ensured for all.

Human performance, particularly that of the warfighter, has been the subject of a large amount of research during the past few decades. For example, in the Medline database of medical and psychological research, 1,061 papers had been published on the topic of “military performance” as of October 2003. Because warfighters are often pushed to physiological and mental extremes, a study of their performance provides a unique glimpse of the interplay of a wide variety of intrinsic and extrinsic factors on the functioning of the human brain and body. Unfortunately, it has proven very difficult to build performance models that can adequately incorporate the myriad of physiological, medical, social, and cognitive factors that influence behavior in extreme conditions. The chief purpose of this chapter is to provide a neurobiological (neurochemical) framework for building and integrating warfighter performance models in the physiological, medical, social, and cognitive areas. This framework should be relevant to all other professionals who routinely operate in extreme environments. The secondary purpose of this chapter is to recommend various performance metrics that can be linked to specific neurochemical states and can accordingly strengthen and extend the scope of the neurochemical model.

Purpose – The purpose of this chapter is to examine the field of criminal justice and assess how diversity influences what is taught and, how research is conducted in the field.

Methodology/approach – This chapter looks at the historical exclusion of feminist and integrative theories on crime and criminal justice. A socio-legal analysis of how the increase in the number of women faculty and faculty of color has influenced teaching and research in the field of criminal justice.

Findings – As more women and persons of color become faculty and practitioners in the field of criminal justice, then more diverse perspectives will be promoted. It is not enough to change a discriminatory law or engage in affirmative action to hire more women and persons of color, it is important to understand how preconceived biases about women and non-white persons impact who we define as criminal, how we educate students in the field, and how we respond to the needs of offenders and victims.

Originality/value – Research on diversity in the field of criminal justice has focused on historical discrimination. More research is needed on the impact that diversity has in research performed and what is being taught in the field of criminal justice.

The purpose of this paper is to show that “common sense” is rooted in genetic and memetic legacies developed early in life and is not so common based on where those legacies were developed. To show that managers who are unable to review and adjust their common sense are not likely to be effective managers locally or globally.

The logic developed here is based on eclectic literature sources in psychology, anthropology, and management and from personal consulting activities all over the globe. The logic converges on the border between common and uncommon “sense” and reports data from sessions held in every quarter of the globe.

This discussion finds that much of management behavior is based on “common sense” that is neither accurate nor effective. For example, managers who focus on visible professional behavior and results at the expense of feel, which is common sense to most, may find their results to be, ironically, less than they could be.

Managers can learn to be more self aware particularly at “Level Three,” to understand better the bases for their own behavior and that of others and let go of commonly held non‐sensical assumptions about the way the business world operates. If they can, and the data suggests that most cannot, do this, they have a chance to develop a world‐class performing organization operating on a new and more functional “common sense.”

While many of the individual concepts and sources are not new, the convergence of logic on the importance of distinguishing between visible behavior, conscious thought and underlying values, assumptions, beliefs, and expectations about the way the world is or should be and how those elements affect behavior is not widely nor commonly held “sense.” Hence, the links drawn in this discussion will likely be counter‐intuitive to the vast majority of managers. Examples of companies of all sizes who understand are introduced to ground the case made here.

It is arguable that the central questions requiring explanation by the behavioural and social sciences are those falling under the rubric “nature vs. nurture”. To be sure, the issue is oversimplified when stated so simply; there are both physiological and environmental elements in the causation of behaviour, as well as feedback through which each alters the other. Moreover, discussions of this dichotomy can often be seen to be sterile arguments about definition, rather than answers to the empirical question of what is, in fact, happening. What matters is not “nature” or “nurture” in the abstract, but the roles physiology, environment, and the interaction of the two play in generating specific behaviour.

The Georgetown University Medical Center Library was awarded a U.S. Department of Education grant in collaboration with the Physiology Department of the Medical School to create an “electronic textbook.” The purpose of the project is to enhance learning and visualization by developing a prototype knowledge base of core instructional materials stored in digitized format on Macintosh computers. This self‐instructional program is based on the principle that certain physiological concepts need to be translated by the human brain into dynamic images from the static pictures and words with which they are presented. Computer graphics and the animation designed on the Macintosh allow detailed demonstration of physiologic concepts in color. Today, the project includes chapters on cardiovascular, renal, and endocrine systems. The electronic textbook has been used for two years by the medical students.