Government does U-turn over genetics watchdog     

Motluk A 《New scientist (1971)》1996,149(2021):10

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Testing times: is it possible to predict whether children will become drug users?     

Motluk A 《New scientist (1971)》1998,159(2148):23

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Genes at work     

Motluk A 《New scientist (1971)》1999,163(2196):24

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Experts alone should not decide on animal tests     

Motluk A 《New scientist (1971)》1995,146(1976):10

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Beyond Care?     

Nicki Hedge  Alison Mackenzie 《Journal of Philosophy of Education》2012,46(2):192-206

Care is a feature of all of our lives, all of the time. An analysis of Scotland's Curriculum for Excellence reveals that care and caring permeate complex dimensions of life in and after school and we ask here, if, on some accounts, care can do the work required of it. Acknowledging the significance of her contribution to care, we focus on the work of Nel Noddings suggesting that she pays insufficient attention to other emotions implicated in the work of morally appropriate care. We argue here that Noddings' version of care would benefit from the support of an ethical theory of the emotions, including a moralized form of compassion, if care in schools is to be both better understood and more likely realised.  相似文献   

Developing University Managers     

Alison Bone  & Tom Bourner 《Higher Education Quarterly》1998,52(3):283-299

This article reports the results of a study of the extent of management development programmes for managers of universities. The method used was a postal survey of all UK universities, which produced a response of over 60 per cent of universities. According to the responses received, about half of UK universities provide some organised management development for their managers with the other half doing nothing to develop their managers in any systematic way. On this basis, universities provide less management development for their managers than most other UK organisations. A few universities have achieved, and some are intending to seek, the Investors in People standard. Personnel managers within the universities are convinced of the need for management development for those who manage our universities. However, lack of resources and lack of commitment from vice-chancellors and other senior academics are the main barriers to the successful implementation of systematic management development.  相似文献   

One library's experience with live, virtual reference.     

Alison M Bobal  Cynthia M Schmidt  Roxanne Cox 《Journal of the Medical Library Association》2005,93(1):123-125

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Evidence‐Based Strategies for Reading Instruction of Older Students with Learning Disabilities     

Greg Roberts  Joseph K. Torgesen  Alison Boardman  Nancy Scammacca 《Learning disabilities research & practice》2008,23(2):63-69

Over a quarter of 8th‐grade students and more than one‐third of 4th graders do not read well enough to understand important concepts and acquire new knowledge from grade‐level text. For students with learning disabilities, the numbers are more troubling. This article describes features of evidence‐based instruction for students who continue to struggle with reading in late elementary, middle, and high school. Recommendations are organized into 5 areas that are critical to the reading improvement of older struggling readers: (1) word study, (2) fluency, (3) vocabulary, (4) comprehension, and (5) motivation. Much of the content in this article reflects our efforts with the Special Education and Reading Strands at the National Center on Instruction, funded by the Office of Special Education Programs and the Office of Elementary and Secondary Education. Two reports, both available at http://www.centeroninstruction.org/ , have particular relevance—Interventions for Adolescent Struggling Readers: A Meta‐Analysis with Implications for Practice and Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction.  相似文献   

Pierre Bourdieu: Education and Training by Michael James Grenfell     

Alison Phipps 《Journal of Philosophy of Education》2009,43(4):669-671

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Using Theater and Drama to Expose and Expand the Epistemic Insights of Youth Regarding the Nature of Science     

Lydia E Carol-Ann Burke  Anne Wessels  Alison McAvella 《Research in Science Education》2018,48(6):1151-1169

Students learn about science in a range of life contexts. Unfortunately, science classrooms are often disconnected from the ways of knowing about science that are embedded in, and embodied by, the life experiences of students. Drama has been identified as a potential means by which deeper understandings of the nature of science can be derived and nurtured but research on how this might be achieved is sparse. This study uses drama methodology to explore epistemologies of science with two groups of secondary school students from very different social contexts: one from a private university preparatory school and another from an after-school community group in a low-income neighborhood. We use a combination of traditional instruments and contemporary methodologies to elucidate students’ perspectives on the nature of science. Despite the similarity in perspectives revealed by the two groups when using the more traditional nature of science testing format, we have shown how drama activities can uncover very different ways in which the two cohorts mobilize their understandings about science. We propose ways in which these methodologies may be employed by teachers to explore and expand the epistemic insights that students bring to the science classroom.  相似文献