Implementation of I-PASS has been associated with substantial improvements in patient safety and can be applied to a variety of disciplines and types of patient handoffs. Widespread implementation of I-PASS has the potential to substantially improve patient safety in the United States and beyond.

William Matthew Flinders Petrie is considered the father of scientific archaeology and is credited with developing a chronology of Ancient Egypt using the nondescript artefacts that other archaeologists had ignored. He occupied the first chair of Egyptology in England, and was also well-known for the museum built around his personal collection of Egyptian artifacts at University College London. Petrie's archaeological work has been studied by scholars, from various disciplines, for its scholarly, cultural, and historical value, while Petrie's life and career outside of archaeology have been the subject of relatively little study. Petrie himself wrote two life stories: the first, Ten Years Digging in Egypt, 1881–1891 (1892), detailed the years before his professorship at UCL; in 1932 he published his second, more complete autobiography, Seventy Years in Archaeology. After he died in 1942 there were various obituaries and memorials that outlined his life and major achievements in archaeology. There was very little written about Petrie the man until 1985, when Margaret Drower's Flinders Petrie: A Life in Archaeology was published; it remains the most comprehensive work on Petrie's life. A thin volume of the correspondence of Hilda and Flinders Petrie also allows a glimpse into life on excavation. In short, much of what is known about Petrie focuses on his excavations in Egypt, his time as Professor of Egyptology at University College London, or the museum that bears his name. Subsequently, as a historical matter, Petrie's work in the discipline of eugenics has rarely been discussed as part of his career

To combat high dropout rates and low motivation for online courses, we gamified a history of science course. To do so, we used an online educational program called 3DGameLab to convert what had been a well-liked face-to-face lecture and discussion course to an online format, for the purposes of long-distance teaching and learning. Within 3DGameLab, we prepared approximately three times as much content as would be taught in a face-to-face class. Clear tasks and immediate rewards in the form of experience points (XP) contributed to a transparent motivational system as compared to traditional grading. In this course, students completed their assignments asynchronously. Sustaining engagement is challenging in this format due to student self-management, but, with the game mode, students could repeat their attempts to pass a quest (a lesson) until they succeed (submit a passable response). The feedback cycle was short, and we found that students tend to persevere in the face of failure when they get rapid feedback, rather than quit. To test the adaptability of the asynchronous, gamified format, we also designed this course as a hybrid course. Students remained engaged when the feedback was quick, and the tasks were clearly set. We did not perform a quantitative study; the purpose of this article is to share a design study of our methods and subsequent experience with these modalities.

ArgumentThis article explores the history of mummy unwrappings in the West, culminating in Margaret Murray's public unrolling of two mummies in Manchester in 1908. Mummy unwrappings as a practice have shifted often between public spectacles which displayed and objectified exotic artifacts, and scientific investigations which sought to reveal medical and historical information about ancient life. Although others have looked at Murray's work in the context of the history of mummy studies, I argue that her work should be viewed culturally as poised between spectacle and science, drawing morbid public interest while also producing ground-breaking scientific work that continues to this day. Murray's main goal was to excite the interest of the public while at the same time educating them in the true history of ancient Egypt, while ascertaining new scientific information and contributing to the scholarly interpretations of ancient Egypt.

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