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In 1996 the Irish legislature (the Oireacthas) enacted radical legislation as part of a new initiative to deal with organised crime, and with it a specialist agency, called the Criminal Assets Bureau, to enforce the new provisions. In proposing the new measures the Minister for Finance said:

MY VOTE for the Most Depressing Spectacle of the Month goes to a shelf of leather‐bound, gold‐tooled ‘video classics’ seen in my local video rentals shop. The leather binding and gold lettering looked quite impressive until you touched one of the volumes—Wuthering heights, for example—and realised that this ‘book’ was plastic, every single molecule of it. And empty, unless you counted the video tape.

Data are utilized collected from the American Association of Health Plans, a trade association representing HMOs, to study differences in utilization patterns between Medicare beneficiaries enrolled in Medicare risk and cost contracts with health plans. Utilization is measured by the number of ambulatory procedures performed, outpatient and emergency room visits, and acute and nonacute discharges. Compared to elders enrolled in risk plans, those in cost arrangements appear to exhibit higher inpatient and outpatient use. Members of for‐profit plans experienced greater outpatient visits, accreditation did not appear to influence utilization, and IPA arrangements resulted in a decrease in outpatient utilization. Financial and policy issues are discussed.

A Legacy Community is a living and learning community supported by broader institutional departments (e.g., student affairs, academic affairs, foundation, and alumni affairs) that dedicate resources, opportunities, and supports intended to: (a) undo legacies of educational disparities that Black/African American males have historically witnessed and (b) build capacity for students engaged in these communities (i.e., Black/African American males) to create and leave positive legacies on their terms. In this qualitative study of Black and African American undergraduate male living and learning community (LLC) participants at a primarily white institution (Legacy House), we investigate the LLC program elements that impact participants' educational and social experiences, and foster pathways for student legacy building. Legacy house participants describe brotherhood, sense of belonging, and leaving a legacy as elements that enable positive student academic and social outcomes, campus involvement, and career readiness.

The purpose of this paper is to consider the pedagogical, disciplinary, and institutional implications of social media for higher education.

The paper examines current theories on educational technology and social media in the context of specific social media (Second Life and iTunesU) used in pilot programs.

The paper finds that social media dramatically alter the material contexts in which we make decisions about how to organize people and information in higher education. The operation of social media, particularly the low costs of group formation and risk‐taking, is difficult to accommodate within the traditional institutional structures of higher education.

This paper expands the conversation of social media in higher education beyond the limited (though certainly significant) tasks of technical innovation and policy making to recognize the larger institutional and disciplinary challenges and opportunities they represent.

Stakeholders groups in the educational community are not immune to wider socio‐political events when responding to educational concerns and the purpose of this paper is to use a case study approach to examine how questions over teaching, learning and assessment can become the focus of wider political debates. In particular, this article focuses on the New Zealand Education and Science Parliamentary Select Committee investigation into the 2004 history examination, that was set up in the wake of increasing dissonance over the place of the Treaty of Waitangi in New Zealand and the newly‐implemented senior secondary school standards‐based assessment system.

The contestation of the curriculum is a highly political process that works to reproduce social class patterns and keep particular elite groups in control of the official curriculum. This paper draws on a range of documentary sources to provide a socio‐historical perspective, as well as interviews with key participants in this process.

It is argued that while the educational community’s response to this investigation was varied, all shared aims that were largely educational in orientation. Political debates however are typically polarized and in this case politicians were able to use the contested nature of the school history curriculum to manipulate this educational issue (and the media) to their own political advantage.

This investigation saw history education in New Zealand come under unprecedented public and political scrutiny and as such it provides a rare glimpse into the nature of history curriculum matters in New Zealand in the first decade of the twenty‐first century.

The purpose of this paper is to examine the microstructure and evaluate the intermetallic compounds in the following lead‐free solder alloys: Sn_98.5Ag_1.0Cu_0.5 (SAC105) Sn_97.5Ag_2.0Cu_0.5 (SAC205) Sn_96.5Ag_3.0Cu_0.5 (SAC305) and Sn_95.5Ag_4.0Cu_0.5 (SAC405).

X‐ray diffraction (XRD) and scanning electron microscopy (SEM) were employed to identify the main intermetallics formed during solidification. Differential scanning calorimetry (DSC) was used to investigate the undercooling properties of each of the alloys.

By using XRD analysis in addition to energy dispersive spectroscopy (EDS) it was found that the main intermetallics were Cu₆Sn₅ and Ag₃Sn in a Sn matrix. Plate‐like ε‐Ag₃Sn intermetallics were observed for all four alloys. Solder alloys SAC105, SAC205 and SAC305 showed a similar microstructure, while SAC405 displayed a fine microstructure with intermetallic phases dense within the Sn matrix.

Currently, low‐silver content SAC alloys are being investigated due to their lower cost, however, the overall reliability of an alloy can be greatly affected by the microstructure and this should be taken into consideration when choosing an alloy. The size and number of Ag₃Sn plate‐like intermetallics can affect the reliability as they act as a site for crack propagation.

WORDS, the currency of human thought, are easily debased. Frequent repetition can empty them of serious meaning. Rightly used they can, with the brevity and directness of a road sign, provide the pith of a subject. Only when they are widely adopted and used as a label to stick on every package do they lose significance.

To measure the relationships between varieties of patriotism and fan reactions to anthem-linked athlete activism and to test the effects of teammate allyship.

In this study of US sport fans (n = 519), the authors examine whether two varieties of patriotism—the affective “symbolic patriotism” and the cognitive “uncritical patriotism”—might explain fans' reactions (support v. opposition) to anthem-linked athlete activism. The authors also consider whether fans' acceptance of nonactivist teammate allyship moderates patriotism influences on those reactions.

Using partial least squares structural equation modelling (PLS-SEM), the authors posit and show that fans' reactions to athlete activism are driven more strongly by uncritical patriotism than by symbolic patriotism. The authors also show that fans' acceptance of nonactivist teammate allyship significantly moderate the strength and direction of fans' reactions to athlete activism.

The authors contribute substantive, new knowledge into the sways of athlete activism, teammate allyship and fan patriotism within the sport world. By way of novel heterotrait-monotrait ratio of correlations, the authors show evidence of discriminant validities of symbolic patriotism and uncritical patriotism. Using PLS-SEM moderation tests, the authors also show that fans' acceptance of teammate allyship moderates the influences of these patriotism types differently.

Few empirical studies to date have investigated sport fans' reactions to athletes' displays of social activism (e.g. taking a knee to protest racism).