Riches,Real Estate,and Resistance: How Land Speculation,Debt, and Trade Monopolies Led to the American Revolution

Why did the colonies of North America rebel against England in 1775? More than ideas of political freedom were at stake. It is unlikely that the colonists would have demanded independence if powerful land speculators, merchants, and urban artisans had not joined forces to protect their economic interests. England had levied taxes on the colonies, and the colonists had successfully overturned those measures. Taxation was a superficial problem. But in 1773, when England imposed a commercial monopoly on tea sales, and in 1774, when it cut off settlement in western lands, the colonists saw no choice but to rebel and create their own nation. George Washington, Thomas Jefferson, Patrick Henry, George Mason, Richard Henry Lee, and other wealthy Virginians who led the American Revolution stood to lose their huge investment in potential land sales if England maintained control of the colonies.     

Some Evidence on the Value of Instructors in Teaching Economic Principles

Using data collected from three universities, the authors of this article attempt to show that student attitude is “an important dimension of learning” and that the quality of instruction is indeed associated with attitude. The attitude referred to here is that of student opinions toward economics (as measured by Karstensson's “Questionnaire on Student Attitude Toward Economics”) rather than opinions on economic issues. Posttest scores on the TUCE and the attitude instrument were the dependent variables, while scores on the TUCE pretest, ACT scores, sex, major field, economics background, university attended, and quality of instruction were used as independent variables.     

Glycemic control among patients with type 2 diabetes who initiate basal insulin: a retrospective cohort study

Objective:

To examine changes in glycemic control for patients with type 2 diabetes mellitus (T2DM) after initiation of basal insulin and factors associated with improved glycemic control.

Methods:

An analysis of retrospective medical records of patients with T2DM was examined using Humedica’s electronic medical records database (January 2007–August 2012). Patients with T2DM, initiating basal insulin, age ≥21 years, with a recorded HbA1c test in both the 1 year prior and the 2 years post-initiation were included. A multivariate regression examined factors associated with changes in glycemic control. Logistic regressions examined factors associated with improvements or worsening of glycemic control, compared to relatively unchanged glycemic control.

Results:

Many (14,457) individuals met the inclusion–exclusion criteria. Multivariate analyses revealed that older age (p?p?p?=?0.0138), and higher household income (p?=?0.0065) were associated with improved glycemic control. Patients diagnosed with comorbid peripheral vascular disease (p?=?0.0072), cancer (p?=?0.0019), obesity (p?=?0.0002), moderate (p?=?0.0103), and severe chronic kidney disease (p?p?=?0.0075) in the pre-period were found to have significantly improved glycemic control in the post-period. Use of prandial insulin (p?=?0.0087), pre-mix insulin (p?=?0.0003) in the pre-period, a higher pre-period HbA1c score (p?p?Limitations:

Analyses rely on electronic medical records which cannot capture patient healthcare utilization occurring outside of the data capture system. Analyses do not control for insulin dosage or type of basal insulin prescribed.

Conclusions:

Among patients with T2DM treated with basal insulin, a number of factors may influence glycemic outcomes. These findings suggest a role for a more personalized approach to the treatment of patients with T2DM.     

Formative assessment in accounting education and some initial evidence on its use for instructional sequencing

Formative assessment (FA) provides instructors and students with feedback to improve learning. Across a variety of education settings FA is one of the most effective classroom interventions for improving student learning outcomes. Yet the accounting education literature is almost devoid of any work related to FA. One barrier for developing FA in accounting education is the significant background knowledge needed to implement FA successfully. The purpose of this paper is to provide some of that background. The paper includes conceptual discussion from the general education literature to explain how FA improves learning and discussion of research that has identified features that affect the efficacy of FA practice. One of these features is how instructors use FA data to adjust instruction. An empirical study illustrates that accounting educators can use FA data to inform a decision about instructional sequencing. Instructional sequencing principles have been used to develop new accounting curricula and courses, and accounting education research has used empirical data to inform an instructional sequencing decision. The current study tests, using a sample of introductory accounting students, alternate versions of two FA tasks to determine which version is better for identifying deficiencies in student learning outcomes. Results suggest that one version of each task is better for identifying deficiencies, but an adjustment to instructional sequencing may be needed to ensure efficacy of one of the tasks, depending on how the FA practice is implemented.     

Measuring Ethical Ideology in Business Ethics: A Critical Analysis of the Ethics Position Questionnaire

Individual differences in ethical ideology are believed to play a key role in ethical decision making. Forsyths (1980) Ethics Position Questionnaire (EPQ) is designed to measure ethical ideology along two dimensions, relativism and idealism. This study extends the work of Forsyth by examining the construct validity of the EPQ. Confirmatory factor analyses conducted with independent samples indicated three factors – idealism, relativism, and veracity – account for the relationships among EPQ items. In order to provide further evidence of the instruments nomological and convergent validity, correlations among the EPQ subscales, dogmatism, empathy, and individual differences in the use of moral rationales were examined. The relationship between EPQ measures of idealism and moral judgments demonstrated modest predictive validity, but the appreciably weaker influence of relativism and the emergence of a veracity factor raise questions about the utility of the EPQ typology.