This thesis examines resistances to debt in the afterlives of financial crisis in the United Kingdom (UK) and the United States (US) in order to develop a novel account of democratic subjectivity for International Political Economy (IPE). The global financial crisis has transformed debt into a topic of heated public debate, giving rise to new social movements as well as individual political resistances. However, IPE scholars have yet to substantively conceptualise this new democratic politics of debt, despite considerable research on the problems of debt-based models of economic citizenship. I trace this blind spot to the pictures of agency animating the field, before developing a novel conceptual account of democratic subjectivity in finance based on an original application of Stanley Cavell’s ordinary language philosophy in IPE. I then use this account to show how ordinary democratic subjects of debt are opposing debt-based economic citizenship in the UK and the US. To this end, I offer a comparative examination of three prominent tactics of debt resistance: avoiding debt, auditing debt and refusing debt. My central argument is that although contemporary debt resistances are marked by conventional cultural-economic imaginaries of financial capability, transparency and liability, debt’s ‘ordinary democrats’ are reconstructing debt relations as a site of democratic selfhood, exchange and community in finance. In an era marked by an increasingly top-down, managerial politics of finance, I conclude, people’s resistances to debt represent important practices of civic freedom that improve the prospects for democratic financial governance. / Doctorat en Sciences politiques et sociales / info:eu-repo/semantics/nonPublished

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This thesis describes the design and implementation of the IPE, an interactive proof editor for first-order intuitionistic predicate calculus, developed at the University of Edinburgh during 1983-1986, by the author together with John Cartmell and Tatsuya Hagino. The IPE uses an attribute grammar to maintain the state of its proof tree as a context-sensitive structure. The interface allows free movement through the proof structure, and encourages a "proof-byexperimentation" approach, since no proof step is irrevocable. We describe how the IPE's proof rules can be derived from natural deduction rules for first-order intuitionistic logic, how these proof rules are encoded as an attribute grammar, and how the interface is constructed on top of the grammar. Further facilities for the manipulation of the IPE's proof structures are presented, including a notion of IPE-tactic for their automatic construction. We also describe an extension of the IPE to enable the construction and use of simply-structured collections of axioms and results, the main provision here being an interactive "theory browser" which looks for facts which match a selected problem.

Class of 2012 Abstract / Specific Aims: To identify areas of commonality between the health profession curriculums on the University of Arizona campus, encompassing nursing, pharmacy, medicine, and public health. Methods: This descriptive, cross sectional study used a set of predetermined interprofessional education (IPE) topics including communication, professional ethics, quality assurance and patient safety, evidence based medicine, and public health to compare the core curricula of the colleges. Syllabi for each class were analyzed to determine which, if any, of the topics mentioned previously were covered, and if needed professors were contacted for clarification purposes on their lectures. Main Results: Each of the health professional colleges covers all 5 of the interprofessional topics studied. Evidence based medicine was the most covered IPE topic with 233.5 hours followed by communication (153.5 hours), public health (133.75 hours), quality assurance and patient safety (106.5 hours), and professional ethics (59 hours). Conclusions: The University of Arizona Health Sciences Campus is capable of developing an interprofessional curriculum based on the shared aims amongst the colleges. Although we were unable to identify a specific time slot that could be used to teach IPE curricula, we are able to recommend that an IPE course be implemented in the first professional year for all the colleges as this was the time in which all the colleges spent the most time teaching IPE topics.

Developing effective interprofessional education (IPE) training activities can be challenging, and faculty at individual programs and schools often take on this task independently. In doing so, similar ideas are frequently recreated for implementation at multiple institutions, and considerable time may be spent in these duplicative efforts. This paper describes a new state-wide effort in Tennessee to compile classroom-based IPE curricular resources and activities being used across the state in order to reduce redundancy, increase efficiency and effectiveness, and ultimately improve training outcomes for students entering health-related professions. We focus on processes involved in developing this contribution to IPE education in order to emphasize feasibility and encourage similar initiatives in other regions.

East Tennessee State University has successfully integrated clinical environments into its IPE curriculum, providing over 200 students from several different health professions training programs with first hand experiences in team based care. Seven partner sites host IPE groups comprised of entry-level students, providing opportunities to interact with members of the health care team, tour the active facility and interact with a patient. Our team will discuss how we navigated complex logistics and partnerships to build these experiences into our paradigm. Attendees will be challenged to think creatively about working with clinical sites outside the university setting and provided with guidance for their program. At least 40 minutes of the workshop will utilize active learning techniques. This workshop will consist of four sections, three similarly structured followed by a final reflective section. The first three sections (Building the Framework, Faculty Facilitators, and Clinical Partners) will be structured similarly. A brief introduction will prompt participants to identify potential barriers, helpful resources, and/or logistical concerns associated with each topic. This will be a small group activity where attendees share and record their discussion on a provided template. This will be followed by a brief overview of how the topic was approached for implementation of the ETSU IPE curriculum, while incorporating group responses to create a large group discussion. Our team brings the value of each representing the perspective of the various roles involved in the implementation: faculty, site leader, and director.In the fourth section, attendees will use content from the prior sections to develop a blue print for their program’s opportunities in clinical environments. Our team will answer specific questions and provide consultations with the draft of attendees’ individualized blue print. The blue print can then serve as a tool to spark the development of a strategic plan for the integration of clinical environments at their program. Learner Outcomes:At the end of this workshop, attendees are expected to be able to:1) identify potential barriers, helpful resources and logistical details for partnering with clinical sites to create IPE experiences in clinical environments;2) identify barriers and helpful resources to assist faculty in facilitating IPE groups in the clinical environment;3) create a blueprint as a guide to incorporating clinical environments into the IPE curriculum.

The lack of interprofessional training for providers entering the healthcare system was identified as a major omission in the preparation of healthcare workers in the early 2000's. Subsequently, the World Health Organization identified a need for the development of Interprofessional education (IPE) programs to adequately prepare providers to work in teams. Since then, the pedagogy and evidence base for IPE has grown.However, there has been little focus on preparing faculty to teach from an interprofessional model. Ratka et al. conducted a literature review of articles appearing in several data bases up until December 2015 and found only 17 published papers describing an Interprofessional Education Faculty Development (IPEFD) program or providing empirical support. Further, in a comparative study of global interprofessional education initiatives researchers identified several barriers to implementing IPE programs including “teaching,” “faculty attitudes,” “training of implementors” and “professional development of IPE educators”.To address the shortage in trained educators, some accrediting bodies have included a standard for adequately trained faculty to provide IPE instruction. Therefore, an important first step in implementing IPE is increasing the awareness of IPE across a Health Sciences Center campus as well as meeting the need for faculty training and support.This poster describes the complexity of an institution-wide approach to increasing awareness, then interest, and finally engagement with & development in a structured IPE program at an Academic Health Sciences Center campus within a regional, state-funded university. The use of various programmatic structures including IPE Grand Rounds, IPE Course Innovation Development, IPE Emerging Leaders Program, and a formal IPE Faculty Meta Development Process will be described.This multifaceted approach included new programming that both increased awareness of the IPE philosophy at our institution as well as increasing opportunities for formal development of faculty within our IPE programming. This multi-pronged approached allowed for a ladder of engagement for faculty at all levels of interest.

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