Objective To systematically review and critique the evidence regarding the diagnostic accuracy of physical examination tests for the scapula in patients with shoulder disorders. Methods A systematic, computerised literature search of PubMED, EMBASE, CINAHL and the Cochrane Library databases (from database inception through January 2012) using keywords related to diagnostic accuracy of physical examination tests of the scapula. The Quality Assessment of Diagnostic Accuracy Studies tool was used to critique the quality of each paper. Results Eight articles met the inclusion criteria; three were considered to be of high quality. Of the three highquality studies, two were in reference to a 'diagnosis' of shoulder pain. Only one high-quality article referenced specific shoulder pathology of acromioclavicular dislocation with reported sensitivity of 71% and 41% for the scapular dyskinesis and SICK scapula test, respectively. Conclusions Overall, no physical examination test of the scapula was found to be useful in differentially diagnosing pathologies of the shoulder.

Objective To systematically review and critique the evidence regarding the diagnostic accuracy of physical examination tests for the scapula in patients with shoulder disorders. Methods A systematic, computerised literature search of PubMED, EMBASE, CINAHL and the Cochrane Library databases (from database inception through January 2012) using keywords related to diagnostic accuracy of physical examination tests of the scapula. The Quality Assessment of Diagnostic Accuracy Studies tool was used to critique the quality of each paper. Results Eight articles met the inclusion criteria; three were considered to be of high quality. Of the three highquality studies, two were in reference to a 'diagnosis' of shoulder pain. Only one high-quality article referenced specific shoulder pathology of acromioclavicular dislocation with reported sensitivity of 71% and 41% for the scapular dyskinesis and SICK scapula test, respectively. Conclusions Overall, no physical examination test of the scapula was found to be useful in differentially diagnosing pathologies of the shoulder.

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Classroom-based projects are insufficient, in of themselves, when preparing students for positions in the digital media field today. David Kolb and Roger Fry argue that effective learning entails the possession of four different abilities: concrete experience, reflective observation, abstract conceptualization and active experimentation.2 Encouraging students to participate in community-based projects outside the classroom can help build the necessary skill sets in learning how to work in a real-world environment. Community-based learning teaches the student on three distinct levels: intellectually, socially, and emotionally including feelings, values, and meanings. Digital Media students should involve themselves in community projects to exercise their skills and broaden their experience. Working on community-based projects allows them to build their portfolio while affording the opportunity to start working under the constraints of actual projects with timelines and budgets. Students learn what an individual's time is worth, what mistakes can cost, and how to deal with a client. Students also learn how to manage a real world project with deadlines. This paper describes our approach in having students come together to enhance their digital media skills by contributing in the development of a community-based animation festival. This paper also addresses how students learned to plan and manage a festival event while working with a community-based organization.

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Executive clemency is assumed to be a mechanism to correct miscarriages of justice brought about by the criminal justice system, yet little empirical research exists to confirm this assumption. This research study examined the types of rationales cited in 799 cases of executive clemency from six states from 2005 to 2012. Rationales based upon retributive philosophies, in which a miscarriage of justice was cited, were further analyzed. This analysis revealed that only seven percent of all clemency decisions from the examined states cited retributive rationales. Of the fifty-six grants of clemency that cited retributive rationales, most were granted in the forms of pardons. The analysis indicated that executive clemency is utilized as a mechanism to correct injustices, specifically in cases of innocence. This study concludes with a discussion of policy implications and the reliance on executive clemency as a fail-safe to the criminal justice system.

Social entrepreneurs utilize the traits of commercial entrepreneurs; organizational abilities, opportunity identification, combining resources in novel ways, willingness to accept and manage risk and explosive growth or returns, to create enterprises that return high social value. As educators, we see opportunities where entrepreneurial skills can be applied to education, not-for-profit organizations, government offices and programs and philanthropic concerns and create service learning opportunities for students beyond the boundaries of the university. Many of us involved in higher education are frustrated with students who do not attend class, turn in assignments late or exhibit a lack of effort in classes where they pay tuition and receive a grade. It is a challenge, therefore, to gain the involvement of students in social entrepreneurship efforts where the reward (grade, pay or recognition) is not immediate or minimal and the trade-off (time management for their schedule) may be more fun or financially rewarding. This paper discusses the evolution for the process of enlisting student involvement in two distinct social entrepreneurship programs at our university. The first program involves linking university skill sets in the arts, digital media, technology and project management to the planning, implementation and evaluation of a regional arts and music festival held in the city where our university operates. Students involved in this social entrepreneurial venture work with community volunteers, city government officials and local business owners for a period of nine to ten months. In the first two years of sponsoring this program the strategy has evolved from enlisting the help of a student technology club (Edge Club, Digital Media) to working with a small volunteer student team (3 to 4 students). In each case, the organization or student team that worked on the project received no academic credit for the work involved beyond enhancement of their resume. Initial enthusiasm was high but tended to decline as the time horizon for finishing the project extended beyond the current semester and other activities or demands competed for the students' participation. The second program also utilizes a student organization (Students In Free Enterprise, SIFE) to work on social entrepreneurship projects. In SIFE we have found that the students prefer projects that entail an afternoon of preparation for a short presentation, or service within a 3-4 day period. In that this group is involved in a "competition" with SIFE teams from other institutions at the end of the year, it is important that they seek projects that will differentiate themselves. The short-term projects that they prefer do little to accomplish this differentiation. The projects that truly differentiate are those that require a high degree of preparation for an event that culminates at the end of the semester, or even the following year. To that end, all students of this select team are required to create a long-term project that they will spearhead throughout the year. This leads to an escalation of commitment due to their "ownership" of that project. They are also required to assist another team member on their long-term project. Their efforts on these projects tend to be greater in that they realize that the other members will be assisting them on their project and they want to receive a conscientious effort from their teammates. This synergistic performance enhances both the number and quality of the projects. Using this method, we typically create 5 to 6 viable projects each year. Most teams that we compete with tend to have one major project per year. Using this system our university team has completed an average of 10 projects per year for presentation, of which 2 to 3 have been major projects.

Shoulder injuries may be associated with proprioceptive deficits, however, it is unknown whether these changes are due to the experience of pain, tissue damage, or a combination of these. The aim of this study was to investigate the effect of experimentally-induced sub-acromial pain on proprioceptive variables. Sub-acromial pain was induced via hypertonic saline injection in 20 healthy participants. Passive joint replication (PJR) and threshold to detection of movement direction (TTDMD) were assessed with a Biodex System 3 Pro isokinetic dynamometer for baseline control, experimental pain and recovery control conditions with a starting position of 60° shoulder abduction. The target angle for PJR was 60° external rotation, starting from 40°. TTDMD was tested from a position of 20° external rotation. Repeated measures ANOVAs were used to determine differences between PJR absolute and variable errors and TTDMD for the control and experimental conditions. Pain was elicited with a median 7 on the Numeric Pain Rating Scale. TTDMD was significantly decreased for the experimental pain condition compared to baseline and recovery conditions (≈30%, P=0.003). No significant differences were found for absolute (P=0.152) and variable (P=0.514) error for PJR. Movement sense was enhanced for the experimental sub-acromial pain condition, which may reflect protective effects of the central nervous system in response to the pain. Where decreased passive proprioception is observed in shoulders with injuries, these may be due to a combination of peripheral tissue injury and neural adaptations that differ from those due to acute pain.