Current screening instruments for eating disorders are cumbersome to administer and have not been validated in primary care populations. We compared the performance characteristics of 2 screening tools, the SCOFF clinical prediction guide, and a new set of questions, the Eating disorder Screen for Primary care (ESP), using the Questionnaire for Eating Disorders Diagnosis as the independent standard, in 104 consecutive patients from a primary care practice and 129 university students. Twelve percent of the combined population had an eating disorder. One or no abnormal responses to the ESP ruled out an eating disorder (likelihood ratio [LR] 0.0), whereas 3 or more abnormal responses ruled one in (LR 11). The SCOFF questions were less sensitive than predicted (1 or no abnormal responses, LR 0.25), but were as effective at ruling in an eating disorder (3 or more abnormal responses, LR 11).

This study compared three different ways autobiographical memories are elicited involuntarily: (1) cued by an active goal common to memory and retrieval contexts in combination with sensory information associated with this goal-directed activity; (2) cued by sensory information that does not relate to goal-directed activity common to both memory and retrieval contexts; and (3) activated when no identifiable cue present in retrieval context. Two hundred and twenty eight participants recorded details of a single autobiographical memory that resulted naturally from a spontaneous, nondeliberate retrieval. Nearly all recorded memories described specific events (83%) with very few memories less than 7 days old (8%) and many memories more than 5 years old (44%). No significant differences resulted between the three retrieval types for the age, specificity or prior rehearsal of memories reported. However, the level of attention at retrieval was significantly more diffuse for retrievals without a clearly identifiable cue. The authors discuss the implications of these findings for current models of involuntary autobiographical memory retrieval.

Many different approaches have been developed to quantify and evaluate sustainability. Here a review is performed on sustainability assessment based on Life Cycle Thinking, which mostly means Life Cycle Sustainability Assessment (LCSA). Until the end of 2018, 258 publications can be found, from which 146 include a case study. The highest number of publications appeared between 2016 and 2018 and, compared to the years before 2016, the number of authors has increased. However, in recent years the focus has been more on case studies than on methodological aspects of LCSA. The presented holistic approaches for LCSA are either too broad or too narrow for scientific guidance. Therefore, many questions concerning LCSA are still open, e.g., regarding definition of sustainability dimensions and the desire or need for multi-criteria decision-analysis. An underlying problem is the lack of discussion about sustainability concepts. The momentum in the community to perform case studies for LCSA should be used to also develop more guiding principles.

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Three experiments were conducted to examine fact finders' judgments of children's answers to cued recall questions about a recent dental visit. Participants performed better than chance at judging the correctness of the children's answers in all 3 experiments, and judgment accuracy was consistently better when the children's answers were correct. Judgment performance did not decline when confidence information was removed, and when all confidence information was removed, the best performance was obtained by parents and by professionals who work with children. The findings of these experiments provide support for the use of written transcripts in presentations of child testimony and highlight the importance of child- and event-related knowledge in judgments of children's testimony.