Felix Mitterer's reputation as a European dramatist of the first rank is by now firmly established. With his gift for sketching social milieu in a few salient strokes and creating almost unbearably intense moments of dramatic suspense, he has for over thirty years been riveting the attention of viewers on the suffering of such oppressed groups as the aged (Siberia), the mentally challenged (No Room for Idiots) and the workingmen and women in thrall to corrupt corporations (One Everyman). The two plays offered here, In the Lions' Den and The Panther, fall well within the purview of Mitterer's social concerns, portraying as they do, respectively, the plight of the Jews in the Third Reich and, once again, the aged in contemporary society. Yet they also reveal a deeper and more personal thematic vein having to do with the intimate symbiosis of language and individual identity. In Lions' Den the Jewish protagonist Kirsch affects Tyrolean dialect to create an Aryan persona for survival purposes, in effect corroborating the idealist doctrine, esse est percipi (to be is to be perceived, as this or that). You are what you can persuade others you are, and God help you if your powers of persuasion fail you! In The Panther the old man's self-image, his very sense of himself, erodes with the chipping-away of age at his memory of the lines that make up Rilke's immortal Dinggedicht. In both plays the bedrock ordering of experience imposed by language is strained to the breaking point, leaving the protagonists teetering on the brink of the abyss that looms just beyond personal identity. Of his own life the self-effacing Felix Mitterer has said: "Its only unusual aspect is that I became a writer, that I was saved and others weren't". His words allude obliquely to the grinding poverty and backbreaking work he had to endure labouring on the farms of the Tyrol as he grew up. They also convey his solidarity with those "others" who could not make it out of the Alpine ghetto and suggest his deep commitment to make their plight, and that of other oppressed groups, the driving force of his dramatic art. Felix Mitterer has done what all true artists do, transformed his personal demons into angels of art. And in tracing, through that art, the correspondence between his own demons and those of society, he masters them, not only in himself but in the receptive viewer (or reader) as well.

Dime-a-dozen ideas for reforming education seem to be everywhere these days; few actually transform the everyday experience of the 50-million-plus students who are regularly subjected to traditional lecturing, note-taking, and rote learning - often with dismal results. Enter Deeper Learning, 'a fast read [that] will interest educators who want to produce self-motivated, passionate learners' (Library Journal) by education strategist Monica R. Martinez and sociologist Dennis McGrath.

This volume reflects on how anthropologists have engaged in medical education and aims to positively influence the future careers of anthropologists who are currently engaged or are considering a career in medical education. The volume is essential for medical educators, administrators, researchers, and practitioners, those interested in the history of medicine, global health, sociology of health and illness, medical and applied anthropology. For over a century, anthropologists have served in many roles in medical education: teaching, curriculum development, administration, research, and planning. Recent changes in medical education focusing on diversity, social determinants of health, and more humanistic patient-centered care have opened the door for more anthropologists in medical schools. The chapter authors describe various ways in which anthropologists have engaged and are currently involved in training physicians, in various countries, as well as potential new directions in this field. They address critical topics such as: the history of anthropology in medical education; humanism, ethics, and the culture of medicine; interprofessional and collaborative clinical care; incorporating patient perspectives in practice; addressing social determinants of health, health disparities, and cultural competence; anthropological roles in planning and implementation of medical education programs; effective strategies for teaching medical students; comparative analysis of systems of care in Japan, Uganda, France, United Kingdom, Mexico, Canada and throughout the United States; and potential new directions for anthropological engagement with medicine. The volume overall emphasizes the important role of anthropology in educating physicians throughout the world to improve patient care and population health.

The use of the relatively new tau-leap algorithm to model the kinematics of regulatory systems and other chemical processes inside the cell, is of great interest. We introduce a new method that enables us to establish the accuracy of the tau-leap method effectively. Our approach takes advantage of the fact that the stochastic simulation algorithm (SSA) and the tau-leap method can be represented as a special type of counting process, that can essentially "couple," or tie together, a single realization of the SSA process to one of the tau-leap. Because the SSA is exact we can evaluate the accuracy of the tau-leap by comparing it to the SSA. Our approach gives error estimates which are unrivaled by any method currently available. Moreover, our coupling algorithm allows us to propose an adaptive parameter selection algorithm which finds the appropriate parameter values needed to achieve a pre-determined error threshold in the tau-leap algorithm. This error-controlled adaptive parameter selection method could not have been proposed before the introduction of our coupling algorithm, and it is a novel approach to the use of the tau-leap algorithm.

This volume reflects on how anthropologists have engaged in medical education and aims to positively influence the future careers of anthropologists who are currently engaged or are considering a career in medical education. The volume is essential for medical educators, administrators, researchers, and practitioners, those interested in the history of medicine, global health, sociology of health and illness, medical and applied anthropology. For over a century, anthropologists have served in many roles in medical education: teaching, curriculum development, administration, research, and planning. Recent changes in medical education focusing on diversity, social determinants of health, and more humanistic patient-centered care have opened the door for more anthropologists in medical schools. The chapter authors describe various ways in which anthropologists have engaged and are currently involved in training physicians, in various countries, as well as potential new directions in this field. They address critical topics such as: the history of anthropology in medical education; humanism, ethics, and the culture of medicine; interprofessional and collaborative clinical care; incorporating patient perspectives in practice; addressing social determinants of health, health disparities, and cultural competence; anthropological roles in planning and implementation of medical education programs; effective strategies for teaching medical students; comparative analysis of systems of care in Japan, Uganda, France, United Kingdom, Mexico, Canada and throughout the United States; and potential new directions for anthropological engagement with medicine. The volume overall emphasizes the important role of anthropology in educating physicians throughout the world to improve patient care and population health.