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SUMMARY: To make a valid will, a person should be able to understand the nature and consequences of doing so, the extent of their estate and the claims others may have on it. No disorder of mind should be present that would affect their testamentary decisions, and clinicians are therefore often asked to give an opinion on whether a person has testamentary capacity. This article discusses the legal issues involved, with reference to UK case law (in particular, the legal test of Banks v Goodfellow (1870)), and outlines the requirements of testamentary capacity assessment (including retrospective assessments), the clinician's responsibilities when requested by a solicitor to make an assessment of capacity ('the golden rule') and what they might expect if appearing in court to give expert witness regarding testamentary capacity. Fictitious case studies are presented illustrating certain points in testamentary capacity assessment. [ABSTRACT FROM AUTHOR]

Since early 2020 the world has been disrupted by COVID-19, and higher education has certainly not been exempt. While an initial widespread strategy was to move to remote teaching and learning, colleges and universities began to quickly develop alternative strategies that would allow students to have more of a traditional college experience. As the pandemic stretched into its second year, the toll began to show for students, faculty, and institutions. This quantitative study provides empirical data to highlight the impressions of students enrolled in a Midwestern university with a regional campus structure (n=447) regarding their collegiate experiences from spring 2021 until the end of fall 2021, a time span of a full calendar year during the second year of the global pandemic. Three populations of students are represented in the data: residential, regional commuter campus, and e-learning (fully online) students. In a time of continued flux in higher education, it is critical to understand the needs and expectations of the student population while trying to navigate the decisions that a university must make regarding course formats, budget issues, and a "return to normal" plan. It is possible that in the haste to "return to normal," universities might overlook the fact that students have now experienced variations in their educational experiences that they would like to retain. Further, student perceptions of the fairness of an institution's policies and decisions presumably impact student persistence and success (Berger and Braxton, 1998). Has taking a full schedule of online course during the pandemic changed what students are looking for in their courses moving forward? Our analyses revealed that students seem to appreciate the flexibility of online course offerings while expecting strong academic support systems. Many of the findings led to the conclusion that perhaps a "return-to-normal" university structure should not look like it did prior to the pandemic. More variation and flexibility in course offerings, more emphasis on academic and mental health support systems, and more recognition that students' needs are diverse should be at the core of university decisions moving forward. [ABSTRACT FROM AUTHOR]

Average soil transport rates over a period of approximately 3500 yr on a convex soil-mantled hillslope have been quantified using a mass-balance model that incorporates the soil concentration of the cosmogenic isotope (super 10)Be. The (super 10)Be model results support the assumption used in most geomorphic models that the soil creep rate is proportional to surface gradient. The predicted diffusion coefficient is 360 + or - 55 cm cubed central dot yr to the negative 1 central dot cm to the negative 1 contour length and the average rate of soil production is 0.026 + or - 0.007 cm/yr. Within the uncertainty of this technique, the data do not reject G. K. Gilbert's hypothesis that some hillslopes may exist in a condition of dynamic equilibrium with a uniform soil production rate. However, the model does not require an assumption of dynamic equilibrium and may be an approach that uniquely allows the quantification of a local soil-production rate law.

We propose a graphical technique to analyze the entirety of land-forms in a catchment to define quantitatively the spatial variation in the dominance of different erosion processes. High-resolution digital elevation data of a 1.2 [km.sup.2] hilly area where the channel network had been mapped in the field were used in the digital terrain model, TOPOG, to test threshold theories for erosion. The land surface was divided into 20 [m.sup.2] elements whose shapes were then classified as convergent, planar, or divergent. The entire landscape plotted on a graph of area per unit contour length against surface gradient shows each planform plotting as a separate field. A simple steady-state hydrologic model was used to predict zones of saturation and areas of high pore pressure to mimic the extreme hydrologic events responsible for erosive instability of the land surface. The field observation that saturation overland flow is rare outside convergent zones provided a significant constraint on the hydrologic parameter in the model. This model was used in threshold theories to predict areas of slope instability and areas subject to erosion by saturation overland flow, both of which can contribute to channel initiation. The proportion of convergent elements predicted to exceed the threshold varies greatly with relatively small changes in surface resistance, demonstrating a high sensitivity to land use such as cattle grazing. Overall, the landscape can be divided, using erosion threshold lines, into areas prone to channel instability due to runoff and stable areas where diffusive transport predominates.