Matthew Tindal’s Rights of the Christian Church (1706) and the Church-State Relationship

Matthew Tindal's Rights of the Christian church (1706), which elicited more than thirty contemporary replies, was a major interjection in the ongoing debates about the relationship between church and state in late seventeenth- and early eighteenth-century England. Historians have usually seen Tindal's work as an exemplar of the ‘republican civil religion’ that had its roots in Hobbes and Harrington, and putatively formed the essence of radical whig thought in the wake of the Glorious Revolution. But this is to misunderstand the Rights. To comprehend what Tindal perceived himself as doing we need to move away from the history of putatively ‘political’ issues to the histories of ecclesiastical jurisprudence, patristic scholarship, and biblical exegesis. The contemporary significance of Tindal's work was twofold: methodologically, it challenged Anglican patristic scholarship as a means of reaching consensus on modern ecclesiological issues; positively, it offered a powerful argument for ecclesiastical supremacy lying in crown-in-parliament, drawing on a legal tradition stretching back to Christopher St Germain (1460–1540) and on Tindal's own legal background. Tindal's text provides a case study for the tentative proposition that ‘republicanism’, whether as a programme or a ‘language’, had far less impact on English anticlericalism and contemporary debates over the church–state relationship than the current historiography suggests

Role of rivaroxaban in the management of atrial fibrillation: insights from clinical practice.

© 2018 Vimalesvaran et al. This work is published and licensed by Dove Medical Press Limited.Atrial fibrillation (AF) is the most common sustained cardiac arrhythmia, and it leads to significant morbidity and mortality, predominantly from ischemic stroke. Vitamin K antagonists, mainly warfarin, have been used for decades to prevent ischemic stroke in AF, but their use is limited due to interactions with food and other drugs, as well as the requirement for regular monitoring of the international normalized ratio. Rivaroxaban, a direct factor Xa inhibitor and the most commonly used non-vitamin K oral anticoagulant, avoids many of these challenges and is being prescribed with increasing frequency for stroke prevention in non-valvular AF. Randomized controlled trial (RCT) data from the ROCKET-AF(Rivaroxaban once daily oral direct Factor Xa inhibition compared with vitamin K antagonism for prevention of stroke and embolism trial in atrial fibrillation) trial have shown rivaroxaban to be non-inferior to warfarin in preventing ischemic stroke and systemic embolism and to have comparable overall bleeding rates. Applicability of the RCT data to real-world practice can sometimes be limited by complex clinical scenarios or multiple comorbidities not adequately represented in the trials. Available real-world evidence in non-valvular AF patients with comorbidities - including renal impairment, acute coronary syndrome, diabetes mellitus, malignancy, or old age - supports the use of rivaroxaban as safe and effective in preventing ischemic stroke in these subgroups, though with some important considerations required to reduce bleeding risk. Patient perspectives on rivaroxaban use are also considered. Real-world evidence indicates superior rates of drug adherence with rivaroxaban when compared with vitamin K antagonists and with alternative non-vitamin K oral anticoagulants - perhaps, in part, due to its once-daily dosing regimen. Furthermore, self-reported quality of life scores are highest among patients compliant with rivaroxaban therapy. The generally high levels of patient satisfaction with rivaroxaban therapy contribute to overall favorable clinical outcomes.Peer reviewedFinal Published versio

Computer Data Banks and Personal Information: Protection Against Negligent Disclosure

The common law has for centuries recognized the protection of certain interests which fall under the rubric of what is commonly referred to as the right of privacy.\u27 While these safeguards have not always satisfied the concerns of the aggrieved individual, they have and continue to afford some measure of protection. The recognition of a need for a more specific means of protecting such interests is more recent in origin, dating to the later part of the last century

Creating Visionaries Through Positive Leadership: Shifting Educational Paradigms Towards Strengths

Elements of strength-based pedagogy are evident in current practices being implemented in Canadian schools as well as internationally. Classroom teachers appreciate the importance of creating a positive learning environment for students where the latter feel a sense of belonging, choice, and self-efficacy toward their learning (Deci & Ryan, 2008; Rickabaugh, 2016). While many educators apply such practices at the classroom level, strength-focused pedagogies can be organized through the conceptualization of a unifying framework. Building on research which proposed a dual-dimensional approach to student support services, this article explores the role of school leadership in shifting a school’s culture toward one that values, identifies, and leverages the strengths of students and educators to promote flourishing within their schools. Employing an Appreciative Inquiry action research design (Cooperrider et al., 2000; Stowell, 2012) to engage research participants, this study used Keyes’ (2002) dual-dimensional model as a lens through which to investigate the application of strength-based concepts and practices within school and classroom settings. An Appreciative Inquiry (AI) Action Research Design (Stowell, 2012; Cooperrider et al., 2000) was used to engage research participants, using Keyes’ dual-dimensional model (Keyes, 2002) as a lens through which to investigate the use of strength-based concepts and practices within school and classroom settings.Les éléments de la pédagogie fondée sur les forces sont évidents dans les pratiques actuelles mises en œuvre dans les écoles canadiennes ainsi qu'à l'échelle internationale. Les enseignants en salle de classe apprécient l'importance de créer un environnement d'apprentissage positif pour les élèves où ils éprouvent un sentiment d'appartenance, de choix et d'auto-efficacité à l'égard de leur apprentissage (Deci et Ryan, 2008 ; Rickabaugh, 2016). Bien que de telles pratiques soient appliquées par de nombreux éducateurs au niveau de la classe, les pédagogies axées sur les forces pourraient être organisées par la conceptualisation d'un cadre unificateur. S'appuyant sur la recherche qui a proposé une approche bidimensionnelle des services de soutien aux étudiants, cet article explore le rôle du leadership scolaire dans l'évolution d'une culture scolaire vers une culture qui valorise, identifie et exploite les forces des étudiants et des éducateurs pour promouvoir l'épanouissement au sein de leurs écoles. Une conception de recherche-action basée sur l'enquête appréciative (IA) (Stowell, 2012 ; Cooperrider et al., 2000) a été utilisée pour impliquer les participants à la recherche, en utilisant le modèle bidimensionnel de Keyes (Keyes, 2002) comme une lentille à travers laquelle étudier l'utilisation de concepts et de pratiques basés sur les forces dans les écoles et les classes

Applying Appreciative Inquiry to Research in the Field of Inclusive Education

Inclusionary educational models affirm that every student can learn. The ever-changing scope of the field of education and the pedagogical practices used to meet the diverse needs in the classroom requires research designs which have the capacity to explore the various facets of the field. This article follows the vein of Action Research and the various designs currently used within educational research. While Participatory Action Research designs and methods typically have a problem-based approach, Appreciative Inquiry reframes such views through a Positive Psychology lens to draw out strengths, promising practices, dreams, and potential innovations in the roles of educators and operational structures for the promotion of student flourishing within the context of inclusionary education. The purpose of this article is to support the increased use of the Appreciative Inquiry research design within current inclusionary education investigations, allowing for active participation, collaboration, co-construction, and an appreciative focus on “what is good” and “what works well” in current practice.&nbsp

Children’s social perceptions and metaperceptions during an initial interaction with an unfamiliar peer

Background. Interacting with an unfamiliar social partner is a critical first step in forming a relationship (Hinde & Stevenson-Hinde, 1987). During these initial interactions, individuals tend to be more positive than negative in their impressions of others (i.e., social perception positivity bias) and tend to think others view them more positively than negatively (i.e., social metaperception positivity bias) (Sears, 1983). Interestingly, though, both children and adults show a “liking gap” where they tend to report liking their social partner more than they think their social partner likes them (Boothby et al., 2018; Wolf et al., 2021). However, research on the “liking gap” in children has mostly used structured tasks such as teamwork activities (e.g., tower-building tasks) to scaffold the interaction (Wolf et al., 2021) as opposed to unstructured tasks such as conversations that are more challenging but more ecologically valid. Further, adults can, in fact, accurately detect the impressions they make on unfamiliar others after a short interaction (i.e., metaperception accuracy) (Carlson & Furr, 2009; Tissera et al., 2023). The goal of the current study was to bring this literature together to examine positivity bias, the liking gap, and metaperception accuracy in children following a brief, unstructured (socially challenging) initial interaction with a previously unfamiliar peer. Research Aims. Following a five-minute, online, unstructured interaction with a previously unfamiliar peer, I examined a) whether children rate themselves and others more positively than negatively (i.e., positivity bias), b) whether children rate their social partner more positively (and less negatively) than they believe their partner rates them (i.e., liking gap), and c) whether children are accurate in identifying what others think of them (i.e., metaperception accuracy). Methods. Age- and gender-matched unfamiliar dyads (N = 182, 91 dyads, Mage = 11.50, 79 males) were observed during a five-minute unstructured conversation where children were instructed to ‘get to know each other’ (Usher et al., 2015). Positive and negative social perceptions (e.g., “How happy is [name of partner]?”) and metaperceptions (e.g., “How happy does [name of partner] think you are?”) were assessed with the Perceptions and Metaperceptions Questionnaire (Usher et al., 2018). Means were summed for positive-trait and negative-trait social perceptions, as well as for positive-trait and negative-trait social metaperceptions. Results. Children gave higher positive than negative trait scores when rating both their social partner and what they thought their social partner rated them (i.e., positivity bias). However, the positivity bias was enhanced when children rated their partner versus when they rated their expectations of how their partner viewed them. When analyzing the data dyadically, results also supported the presence of a liking gap where children believed their social partner was rating them more negatively (and less positively) (i.e., social metaperception) than they rated their social partner (i.e., social perception). Interestingly, children were not accurate in identifying how they were being perceived by their social partner for positive or negative traits and tended to underestimate how positively they were actually viewed by their interaction partner. Instead, children’s metaperceptions (how they believed their partner viewed them) were associated with their own perceptions of their peer. Conclusion and Implications. Together, these results partially replicate past findings with adults and extend past findings with children (from structured laboratory tasks) to less structured, more socially challenging contexts that better mirror real-world contexts in which friendships develop. These results suggest that children’s initial perceptions, metaperceptions, and their accuracy are more a function of the individual than a function of the dyadic interaction. This research lays the groundwork for future studies examining within-child and interpersonal factors that impact the likelihood of relationship development in late childhood