An increasing number of psychiatrists are now working partly in primary care settings. This paper describes how the movement began and how both psychiatrists and other members of the specialist psychiatric treatment team have explored ways of working with family doctors in the diagnosis and management of psychiatric disorders. Various styles of collaborative work, the declared advantages of such attachment schemes, the reservations being expressed about their further extension, and their research and educational potential are explored. If such enterprises, designed to help the family doctor identify psychiatric morbidity in the practice and to extend his skills in managing such patients and their relatives, are to be commanded, they must be carefully monitored so that the cost-benefit balance can be established.

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Being able to work well in a team is valued in industry and beyond. As such, many university educators strive to help their students to collaborate effectively. However, it is typically the case that more than ad-hoc experience is needed to master teamwork. Often, students need to become reflective practitioners who learn from their experiences and enact change. Self and peer evaluation can help evoke such reflection. However, the facilitating conditions for effective learning from peer evaluation during group projects in computing are not yet well-defined. This research is an initial step in identifying these conditions. In this study, students engaged in a long-term multidisciplinary software engineering project in which they produced a digital game. They completed regular exercises in which they reflected upon and wrote about their contributions to the project as well as those of their peers. Thematic analysis of 200 responses to an open-ended question about the purpose of these exercises illustrated the student perspective: giving and receiving feedback; prompting personal reflection and improvement; supporting supervision; aiding marking; informing project planning and management; coming to a shared understanding of the status and progress of the project; exploring and reshaping group dynamics; improving project outputs; providing a system to hold group members accountable; and giving a sense of safety to raise issues without repercussion. Giving consideration to these differing perceptions will help educators to address concerns about group projects and lay the foundations for a model of effective learning from peer evaluation during student collaborations.

Ta 465 rand pushing at this stage may court disaster, particularly with chloroform. The tendency to failure of lheart and respiration seems greater than at home, probably climatic in origin, and is undoubtedly aggr&vated by the hiiglhly nervous condition in whiclh so many patients come to operation.