Attempts to integrate the two predominant spatial theories of crime, social disorganization and routine activity theories, may benefit from examining empirical relationships at units of analysis smaller than the relatively large units characteristic of most ecological research (cities, SMSAs, census tracts, multiple city blocks). Small units of analysis, specifically, face blocks (both sides of a city block between two intersections) are analyzed in a study of street robbery within a medium‐size southeastern U.S. city. Models of street robbery and street‐robbery “potential” suggest a crime diffusion process. Several interaction effects between variables of social disorganization and routine activity theory are found, which may form the basis in future research for successful theoretical integration.

This paper analyses the popular RateMyProfessors (RMP) website where students evaluate instructors in higher education. A study was designed to measure (1) the awareness and utilisation of the RMP website, (2) the internal and external validity of the RMP ratings in measuring teaching effectiveness, and (3) variation in the above across disciplines. It is concluded that the category of ratings, created by the website, establishes an anti-intellectual tone that manifests itself in comments about instructors' personality, easiness of workload and entertainment value rather than knowledge attained. The Rate My Professors (RMP) website (ratemyprofessors.com) offers a community forum where 'students do the grading', anonymously sharing evaluations of instructors with other students. The website aims to make information available so students can choose better instructors and courses, thereby improving their education. The merits of the website are often contested within the walls of academe, especially by the faculty that are directly scrutinised, but largely this website lacks academic or public evaluation. Although the debate concerning the website usually centres on the quality of data provided by the website, there is little information to substantiate the credibility of the data. This paper contributes to the emerging literature (see Felton et al. 2004; Coladarci and Kornfield 2007) that provides information on the services and disservices of this popular website to the academic community. There are many similar websites, such as pickaprof.com, campusdirt.com, myprofessorsucks. com, and rateyourprof.com, but RMP is by far the most popular student rating site. Since RMP started in 1999,1 the for-profit website has observed great success and now sells ads to numerous international corporations such as VISA, Monster, MSN, Citibank and Allstate. In early 2004, RMP had almost 1.5 million ratings from nearly 4000 schools. Three years later, the number of postings increased by 300% to over six million. Currently over 6000 colleges and universities and nearly 800,000 instructors are listed across United States, Canada, England, Scotland and Wales. With over eight million student members, the daily traffic averages over 200,000 unique visitors per day. One thing is for sure, the website is not going away. Like it or not, the information on the website is very profitable.

Evaluation ofDementia Special Care Units presents particularchallenges, including measuring the attainment ofgoals for residents with limitedpotentialfor treatment and rehabilitation. Goal Attainment Scaling (GAS) has beenfound to be a sensitive measure ofindividualized tangible outcomes in geriatric rehabilitation and mental health settings. In this study, GAS was used to set individualizedfunctional and recreation goals for 10 residents ofa Dementia Special Care Unit in a chronic care and rehabilitation hospital. Goal attainment was measured over a two monthfollow-up period GAS wasfound to be afeasible and responsive method ofmeasuring individualized client goals. GAS is a promising clinical and research toolfor measurement ofclient-centered outcomes in individuals with dementia.

In assessing the integration of the Internet into society, scholars have documented that certain sectors of the population are disadvantaged by their lack of access to computer resources. The disadvantaged have traditionally included the less educated, nonwhites, females, the elderly and lower income people. Scholars are now beginning to address differences in Internet experiences among Internet users, but most studies fail to account for the type of connection people use to access the Internet. The purpose of this study is to expand the level of information surrounding Internet connections. This study finds that (1) most Internet data sources fail to ask questions about types of Internet connections; (2) broadband users experience the Internet differently; and, (3) in determining who is likely to spend more time online, the type of connection is more important than other digital divide demographics such as education, race or gender. Subsequently, those engaged in the exploration of our Internet society should start controlling for how Internet users connect to the World Wide Web.

SummaryBackgroundThe General Medical Council requires that medical students are taught human values and how to work effectively with colleagues. Health care assistants (HCAs) provide fundamental patient care as part of the wider health care team. Reports suggest that medical students gain valuable insights when working as HCAs.MethodsIn 2015, a pilot was developed for medical students to work as and with HCAs. The experience involved 3 days training in preparation for three supervised shifts. The pilot was expanded to involve more students and clinical partners.ResultsA total of 131 students completed the HCA project between 2015 and 2018. Students were asked to complete a questionnaire where they scored a set of statements using a 5‐point Likert scale, and gave open comments that were analysed thematically. A total of 119 students completed the questionnaire, of which 91% of students rated the experience as good or excellent and 98% of students agreed or completely agreed that they had met the learning outcomes. Themes centred around: feeling empathy; building confidence; appreciating the HCA team role; and how this experience may influence their future practice as doctors. A total of 87% of students said the experience should be mandatory.ConclusionsStudents find the opportunity to work as HCAs meaningful and enjoyable. This brief initiative may help students develop a number of skills and attributes that assist in shaping future doctors. Further to helping medical students understand what values‐based practice actually means and why it matters to patients, it also clarifies HCAs’ and other professionals’ contribution to the wider health care team. A research study is underway to evidence its impact.