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This highly original and compelling book offers an introduction to the art and science of social inquiry, including the theoretical and methodological frameworks that support that inquiry.

Purpose>This viewpoint paper calls for research on the social impact that comes with implementing algorithmic pricing in hospitality and tourism, in particular online price discrimination. It seeks to broaden the literature on consumer backlash and corporate social responsibility (CSR) to include algorithmic pricing.Design/methodology/approach>As algorithmic pricing will become increasingly important in hospitality and tourism, the authors argue that scholarly attention should be directed to two topics.Findings>First, there is a need for research on how algorithmic pricing triggers consumer backlash and online firestorms, and how these can be detected, prevented, and mitigated. Second, the authors need to increase our understanding of how deception, misconduct, dishonesty, and injustice in algorithmic pricing impact CSR performance, especially when differential pricing is enticed by deceptive yet legal algorithmic applications of indirect behavioral “self-selection” mechanisms.Social implications>Algorithmic price discrimination has been criticized for its potential to harm consumers, and doubt is cast upon the current ability of legal frameworks to set minimum standards of behavior.Originality/value>Algorithmic pricing includes a variety of computerized pricing applications aimed at increasing revenue and minimizing opportunity costs. With early use by airlines decades ago its diffusion has gradually extended to other sectors including hospitality and tourism. While algorithms are expected to increasingly impact pricing decisions, little research can be found on the topic, with the exception of a vigorous debate in the policy literature on its ethical implications and regulatory needs.

When they get into those sources, they find that they are contradictory and incomplete, and lead to different conclusions depending on the frame from which you look at them, and that's exactly what historians find. There's all kinds of research from around the world working with young children, showing how they can learn to do things like appreciate chronology in more complex ways, to appreciate things like cause and consequence in more ways, to make arguments about historical significance: 'What are important or significant events in history?' That's the really exciting thing about this. Since about the 1980s, there's been a growing body of theory and research on history education that actually has pretty solid documented evidence that children can learn this, can learn to think in complex ways, and if they do history this way they are more inclined to engage civically and to show respect for things like gender rights, immigrant rights and other kinds of factors. VVV What are the consequences if we don't teach the complexity of history? AS Well, it's hard to make direct links but I can tell you I'm an editor of a journal that just published a special issue on what's happened in social education in Europe since the economic disruption of 2008-2009. There was a turning away across the European Union from a focus on civics or citizenship education, including the teaching of history, to these more economically-oriented subjects that I talked about before, a narrowing of the curriculum.

The past decade has seen an explosion of interest in civics and citizenship education. There have been unprecedented developments in citizenship education taking place in schools, adult education centers, or in the less formally structured spaces of media images and commentary around the world. This book provides an overview of the development of civics and citizenship education policy across a range of nation states. The contributors, all widely respected scholars in the field of civics and citizenship education, provide a thorough understanding of the different ways in which citizenship has been taken up by educators, governments and the wider public. Citizenship is never a single given, unproblematic concept, but rather its meanings have to be worked through and developed in terms of the particularities of socio-political location and history. This volume promotes a wider and more grounded understanding of the ways in which citizenship education is enacted across different nation states in order to develop education for active and participatory citizenry in both local and global contexts. Alan Reid is Professor of Education in the School of Education, University of South Australia. Judith Gill is Associate Professor of Education in the School of Education, University of South Australia. Alan Sears is a Professor of Social Studies Education and a member of the Citizenship Education Research and Development Group at the University of New Brunswick in Canada. Section A: Introduction 1. The Forming of Citizens in a Globalising World Alan Reid, Judith Gill and Alan Sears Section B: Case Studies 2. In Whose Interest? Australian Schooling and the Changing Contexts of Citizenship Alan Reid and Judith Gill 3. Education, Citizenship and the Construction of a New Democracy in Brazil Tristan McCowan and Cleonice Puggian 4. South African Post-Apartheid Realities and Citizenship Education Kogila Moodley 5. Citizenship Education in Pakistan: Changing Policies and Practices in Changing Social-Political Contexts Bernadette Dean 6. The Dilemmas of Singapore’s National Education in the Global Society Mark Baildon and Jasmine B-Y Sim 7. State and Civil Society Embattled in Colonialism, Capitalism and Nationalism: Civic Education and its Politics in Hong Kong Thomas Kwan-choi Tse 8. England: Searching for Citizenship Ian Davies 9. Perceptions of the Past and Education of Future Citizens in Contemporary Russia Nelli Piattoeva 10. ‘Common-sense Citizenship’, ‘Citizenship Tourism’ and Citizenship Education in an Era of Globalisation: The Case of Ireland during the Celtic Tiger Era Audrey Bryan 11. A Paradigm Shift in the Political Culture and in Educating for Citizenship? The Case of the United States of America Thomas J. Scott and John Cogan 12. The State and the Citizen in Mexican Civic Education: An Evolving Story Bradley Levinson 13. Possibilities and Problems: Citizenship Education in a Multinational State: The Case of Canada Alan Sears Section C: Reflections and Analysis 14. Oppositions and Possibilities Walter Parker 15. Citizenship and the Nation-State: Affinity, Identity and Belonging Audrey Osler 16. Neo-Statism and Post-Globalisation as Contexts for New Times Kerry Kennedy 17. Politics, Citizenship Education Policy in Twelve Countries, and Cosmopolitanism: A Commentary Yvonne Hébert

To date, pricing and revenue management literature has mostly concerned itself with how firms can maximize revenue growth and minimize opportunity cost. Rarely has the ethical and legal nature of the field been subjected to substantial comment and discussion. This viewpoint article draws attention to some inherent ethical concerns and legal challenges that may come with future developments in pricing, in particular online personalized pricing, thereby seeking to initiate a broader discussion about issues such as dishonesty, unfairness, injustice, and misconduct in pricing and revenue management practices. Reflecting on how legislators and regulators in Europe seek to limit recent developments in personalized pricing, we argue that not much is to be expected from the legal system, at least not in the short run, with regard to guiding the pricing and revenue field in setting and implementing minimum standards of behavior. Scholarly attention should however not only be directed to the legal challenges of new forms of direct price discrimination, such as algorithmic personalized dynamic pricing, but also to the ethical and legal implications of more granular forms of indirect price discrimination, through which consumers will be allowed to ‘freely’ sort themselves into different microsegments, especially when the ‘self-selection’ is enticed by deceptive personalized applications of psychological pricing and neuromarketing.

Regulatory T cells (T Reg), CD4 +CD25 +FOXP3 +, are implicated in suppressing tumor immune responses. We analyzed peripheral blood lymphocytes (PBL) from breast cancer patients receiving a modified HLA class II HER2/ neu peptide (AE37) vaccine for T Reg cells and correlated their levels with vaccine-specific immune responses. The mean CD4 +CD25 +FOXP3 + T Reg cells decreased in patients with vaccination with no significant difference in serum TGF-β levels. IFN-γ ELISPOT and DTH increased after vaccination with a good correlation between T Reg cell reduction and size of DTH to AE37. The T Reg cell reduction and associated immune response suggest that AE37 may be clinically useful.

There is enthusiasm for using vaccines to stimulate the immune system to treat cancer. In this article, the authors review the evolution of vaccines evaluated in clinical trials, starting with Phase III trials in metastatic disease and progressing to trials in the adjuvant setting. Data from these trials suggest that cancer vaccines may be more effective in patients with lower volume disease, and data from the E75 peptide vaccine trials suggest that vaccines may be most effective in less aggressive disease.

The period following the initial articulation of the multiculturalism policy saw a shift in approaches to diversity education from more assimilationist models to ones more focused on inclusion and social justice. (2010) document these changes in detail arguing that while the general trend has been toward policies more oriented to social justice there has been some retrenchment in recent years with an increasing focus on promoting social cohesion. [...]in an extensive review of research in the area, Bickmore (2014) concludes that \"research shows that Canadian citizenship education about intercultural diversity and equity issues is increasingly inclusive and justice-oriented in policy pronouncements but still practiced and understood in much less inclusive or thoughtful terms by teachers and students in actual schools\" (p. 265). While it is possible that this implies an openness to multiple, possible Canadian identities, based on our other data we believe that it is more a case of our participants exerting (perhaps unknowingly) a form of White or dominant society privilege (Carr & Lund, 2007) masked in an ideal of liberal neutrality.

In recent years a number of popular books have savaged religion arguing it is a dangerous delusion that poisons human societies and relationships. This is but the most recent manifestation of a secularising agenda that has been sweeping contemporary democratic societies since the Enlightenment. This book pushes back against that agenda, examining its key assumptions and arguing that the exclusion of religious people and ideas from education and the public square is both undemocratic and unwise. For the most part the book draws arguments and examples from Christianity, the religious tradition of the authors, but it recognises that many religions share the concerns and possibilities examined. The book examines contemporary expressions of the secularising agenda in Western democracies with particular focus on how that is played out in education. It demonstrates how republican theory understood within a faith perspective provides a shared understanding and substantive basis for education within a Western democracy. It explores the historical connections and disconnections between religion and civic life in the West from ancient to contemporary times and examines religiously based civic action and pedagogical approaches contending both have the potential to contribute greatly to democracy. It will be of value to any who are interested in exploring how democracies can include the voices of all their citizens: the religious and the secular. Introduction An Argument for Enchantment Section I: Educational, Political and Theological Theory 1. Christianity, Citizenship and Identity 2. Republican Theory, Citizenship and Religion Section II: Challenges of Historical and Philosophical Interpretation 3. Christianity, Citizenship and Education: From Antiquity to Enlightenment and its Aftermath 4. Religion, Education and Extremism: From Totalitarian Democracy to Liberal Autocracy Section III: Pragmatic and Pedagogical Approaches 5. Religious Faith, Citizenship Education and the Public Square 6. Citizenship Education as Transformation: The Possibilities of Religious Approaches to Education Biblography James Arthur is Professor of Education and Civic Engagement at the University of Birmingham, UK. Liam Gearon is a Professor of Education at the University of Plymouth, UK. Alan Sears is Professor of Education at the University of New Brunswick, Canada.

We have performed multiple adjuvant clinical trials using immunogenic peptides from the HER2/neu protein (AE37/E75/GP2) plus (GM-CSF) given intradermally to breast cancer patients. Four trials were performed with similar dose-escalation design with increasing doses of peptide (AE37/E75/GP2) and varying amounts of GM-CSF. Dose reductions (DRs) were made for significant local and/or systemic toxicity by decreasing GM-CSF for subsequent inoculations. Ex vivo and in vivo immunologic responses were used to compare groups. Of 132 patients, 39 required DR (30 for robust local reactions [DR-L]). DR patients, particularly DR-L, had greater immune responses both ex vivo and in vivo. Postvaccine delayed-type hypersensitivity in DR-L patients compared with all others was larger for E75 (p = 0.001), AE37 (p = 0.077) and GP2 (p = 0.076). All three peptide vaccines were safe and well-tolerated. These findings have led to a clinically relevant optimal vaccine dosing strategy, which may be applicable to other peptide-based cancer vaccines.