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The purpose of this paper is to establish the effect of incorporating Centor scoring into antibiotic prescribing in primary care in London, UK, before and after the introduction of an educational package and prescribing software tool.

A quality improvement project with analysis of all sore throat presentations in patients aged 3-14 years, in two phases. Phase 1 (retrospective): 1 January-31 December 2013, followed by an intervention (software tool/education package) and Phase 2 (prospective): 1 March 2014-28 February 2015.

In the initial analysis, 162 out of 202 (80.2 per cent) patients were prescribed antibiotics. Following the educational/software intervention, 191 out of 231 (82.7 per cent) patients were prescribed antibiotics (p=0.56, χ² test). The mean Centor score decreased significantly following the education/software intervention (3.1 vs 2.7, p<0.001, χ² test). In all, 100 per cent of patients with tonsillar exudate were prescribed antibiotics in both phases. The apparent order of importance for predictive signs/symptoms given by the prescribers in both phases of the study was tonsillar exudate>lymphadenopathy>fever>absence of cough.

This is the first time a differential importance given by practitioners on individual Centor criteria has been described. With a low probability of bacterial infection, children with exudate or anterior lymphadenopathy almost always received antibiotics. This is interesting, since studies have previously found that the presence of tonsillar exudate had no significant association with culture-confirmed streptococcal tonsillitis.

As they say, “Change is the only constant.” Thriving and surviving during a period of extraordinary collision of technological advances, globalization, and climate change can be daunting. At any given point in one’s life, a transition can be interpreted in terms of the magnitude of change (how big or small) and the individual’s ontological experience of change (whether it disrupts an equilibrium or adapts an emergent way of life). These four quadrants represent different ways to live in a highly dynamic and complex world. We share the resulting four-quadrant framework from a quantitative and a mixed methods study to examine responses to various ways we respond to transitions. Contingent upon these two dimensions, one can use a four-quadrant framework to mobilize resources to design a response and hypothesize a desired outcome. Individuals may find themselves at various junctions of these quadrants over a lifespan. These four quadrants provide “requisite variety” to navigate individual ontology as they move into and out of fluid spaces we often call instability during a time of transition. In this chapter, we identified social, cognitive, psychological, and behavioral factors that contribute to thriving transition experiences, embracing dynamic stability. Two new constructs were developed, the first measures the receptivity to change, Transformation Quotient (TQ) and second measures the range of responses to transitions from surviving to thriving, Thriving Transitional Experiences (TTE). We hope our work will pave the way for Thriving to become a “normal” outcome of experiencing change by transforming the lexicon and expectation of engaging with transitions.

The Soweto revolt of 1976 was mounted by black students in South Africa mobilized under the banner of the Black Consciousness (BC) ideology. However, when thousands of these youths were driven into exile by state repression, they joined the African National Congress (ANC) or its military wing. When hundreds of them returned as guerrillas after 1978, some were arrested and tried, while others were involved in spectacular shootouts with the police. The resulting press coverage began to revive ANC ideology in popular consciousness. With further publicity in 1980 from a Free Mandela campaign, and from luridly successful sabotage attacks, popular support for the ANC soared, shaping political events for the rest of the decade. The only other noteworthy tendency among blacks was the Zulu‐based Inkatha movement led by Chief Gatsha Buthelezi, whose support among young people was slight because of his hostile stance to both BC and the ANC.

Using five categories summarized by Bass (1990), this chapter attempts to address three key questions about charismatic leadership:

• (1)

  What are the key behavioral dimensions of charismatic leadership?

• (2)

  How does charismatic leadership differ from other forms of leadership?

• (3)

  Who may become followers of charismatic leaders and when do they become followers?

What are the key behavioral dimensions of charismatic leadership?

How does charismatic leadership differ from other forms of leadership?

Who may become followers of charismatic leaders and when do they become followers?

By focusing on Weber’s original view of charisma, we suggest that his three dimensions of charismatic leader behaviors underlie most contemporary approaches. By considering these three dimensions in more detail, we demonstrate how this view allows for different views of leadership and is distinguishable from management. Finally, by extending Weber’s view and by identifying two types of charismatic leaders who differ in their power motives, we suggest how the characteristics of followers and the context influence followers’ acceptance of charismatic leaders as legitimate. Some implications for leadership effectiveness are discussed.

This chapter is based on a study investigating the effect of downward mobbing on employees' stress-related growth (SRG) with the mediator role of burnout and the moderator role of personality hardiness and coworker support. Data were collected from 367 employees (177 females, 186 males) through MTurk. Self-report measures were administered to participants who have been exposed to mobbing by their supervisor/manager in at least one of their previous work experiences. Moderated mediation analysis suggested that burnout mediates the relationship between mobbing and SRG where burnout and growth were negatively associated. Coworker support appeared as a significant but inadequate moderator to promote growth. Post hoc analysis suggested that there is a curvilinear relationship between burnout and growth, and hardiness is a significant – but insufficient – moderator in the direct relationship. Implications for science and practice will be discussed.

This paper aims to offer practical guidance on teaching about digital extremism – defined here as the intersection of digital disinformation campaigns with political extremism – by highlighting four pedagogical challenges: the danger of unintentionally “redpilling” students; the slippery slope to false equivalency and “bothsidesism” in turbulent partisan waters; the difficulty of separating empirical analyses from prescriptive debates circulating in popular media; and the trouble of getting students to understand digital extremism as a sociotechnical problem rather than as a social-or-technical problem. The conclusion proposes opportunities for educators to integrate practical approaches to confronting digital extremism with digital civics curricula.

This paper reviews pedagogical challenges and outlines a curricular program for teaching about digital extremism drawn from the author’s experience designing undergraduate courses and open teaching modules between 2016 and 2021.

Educators should shift focus from the substance of digital extremism to its tools – social media platforms’ surveillance and data-gathering methods, advertising technologies and monetized user-generated content, personalized recommendation algorithms and media manipulation strategies that amplify some narratives while suppressing others – and the media and political institutions that benefit most from it. Proposed lessons include: how digital extremists manipulate social media metadata; engagement with data creation and targeting practices; and analysis of information production, circulation and consumption exploring media manipulation tools and their effects.

This paper’s added values are the insights and practical recommendations for undergraduate educators teaching on a topic of urgent contemporary concern: digital extremism.

NATIONAL RESEARCH PROMOTING WELL‐BEING: Developing a preventive approach with older people shows housing as a central part of the preventive agenda. Research launched by the Preventative Task Group at the first national prevention conference on 8 June 1999 (an event supported by the Department of Health and the Local Government Association) has shown that housing is a central part of the prevention agenda for older people.

Although the particular policies that groups establish may serve to differentiate those groups from others in the broader community, policies are better envisioned as aspects of group life in the making than as structures or rules that define the character or operations of the groups under consideration. Addressing instances of policy as humanly engaged ventures, this statement attempts to demystify policy by (a) examining organizational directives in process terms, (b) explicitly incorporating people into the study of the policy‐making process. This paper also addresses policy in ways that (c) are more amenable to ethnographic research on actual instances of policy and (d) contribute to a sustained, comparative analysis of “policy in the making”.