Appropriate concerns about cost and unequal access to healthcare have resulted in the creation of powerful managed networks seeking to share the risks of high healthcare costs among plans, providers, and patients. Much to their credit, these managed networks have slowed the rise in healthcare spending by as much as 44% in markets with high HMO penetration. However, whether these savings will materially improve access and quality remains to be seen.
In early 2013, the Indian government introduced new rules governing the conduct of clinical trials involving human participants. Among other provisions, the law requires that sponsors of research compensate participants who are injured during the course of their research participation. This article examines the effects of India's compensation law and the efforts that policymakers in India have made to tailor the law since its passage. I use the legal concept of acoustic separation as a framework to explain and justify the (...) approach that India has taken in refining its regulation of research related injuries. I conclude that India's example may provide useful lessons for research sponsors and lawmakers in other regulatory states seeking to promote a well-regulated biomedical research industry. (shrink)
In the _World Library of Educationalists_, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume, allowing readers to follow the themes of their work and see how it contributes to the development of the field. Mary James has researched and written on a range of educational subjects which (...) encompass curriculum, pedagogy and assessment in schools, and implications for teachers´ professional development, school leadership and policy frameworks. She has written many books and journals on assessment, particularly assessment for learning and is an expert on teacher learning, curriculum, leadership for learning and educational policy. Starting with a specially written introduction in which Mary gives an overview of her career and contextualises her selection, the chapters are divided into three parts: Educational Assessment and Learning Educational Evaluation and Curriculum Development Educational Research and the Improvement of Practice Through this book, readers can follow the different strands that Mary James has researched and written about over the last three decades, and clearly see her important contribution to the field of education. (shrink)
Mary Hobgood rightly asserts the significance of social science analysis for theological ethics ; however, her argument that most injustice in the modern world is rooted in systemic flaws of global capitalism subverts her hope that governmental welfare policies can alleviate poverty and her support for the U.S. Catholic bishops' goals for welfare policies. On the other hand, if Hobgood's account of poverty and welfare exaggerates the role of systemic capitalism, as I contend it does, she has good reason (...) to explore connections with the strands of social and moral thought within what she calls the dominant discourse. (shrink)
Mary Hobgood employs "structural analysis" to describe the basic causes of poverty in the United States today and to critique the current debate over welfare reform. Rhetorically, the essay is monological, asserting a point of view without attending to its critics. It would be greatly strengthened by a dialogue with perspectives in both social science and Christian ethics. Giving ear to the former, Hobgood might have avoided a number of controversial causal attributions. Engaging the latter, Hobgood might have provided (...) a stronger argument for her "expanded" principle of distributive justice, which is both more egalitarian and less rooted in human needs than are other Christian ethical analyses of the moral claims of the poor. (shrink)
The author gives a brief reconstruction of Mary Hobgood's position, then poses two responses-one, a reflection on justice as restitution, is directly related to the article; the other, reflection on the welfare system itself, constitutes a a musing about how to do social ethics. In closing, the author poses a question to those who are attempting to reflect morally on welfare policy, which includes Mary Hobgood, though the question is not directed to her personally: What kind of public (...) policy is appropriate to substantiate reproductive rights in an ecological age? (shrink)