Opening the Regulatory Black Box of Clinical Cancer Research: Transnational Expertise Networks and “Disruptive” Technologies     

Alberto Cambrosio  Pascale Bourret  Peter Keating  Nicole Nelson 《Minerva》2017,55(2):161-185

Building on previous work on “regulatory objectivity,” the paper examines recent translational research and cancer genomics to explore the bundle of scientific and regulatory activities that generate and manage the platforms at the core of clinical trials, the “gold standard” of clinical research and evidence-based medicine. In particular, the paper explores the activities of a chain of mediators within a seamless regulatory web characterized by the interaction of endogenous and hybrid regulatory activities that are neither hierarchical nor linear. We contend that a full understanding of the dynamics of regulation in the biomedical domain ought to consider this chain of mediations; that their analysis necessitates understanding the content of the practices they regulate; and that in addition to examining the interactions between different regulatory modalities, we need to pay attention to their development insofar as regulation, far from being mere routine, leads to the emergence of novelty by coproducing the entities it regulates. These activities include not only setting out the conditions that must be respected in order to produce reliable test results, but also the conditions that define the relations (within a clinical context) between the different components of diagnosis as well as the consequences of such relations on clinical judgment. This is why we cannot treat organizational practices as distinct from the content of bio-clinical activities.  相似文献   

Not fit for purpose: a call for separate and distinct pedagogies as part of a national framework for those with severe and profound learning difficulties     

Peter Imray  Viv Hinchcliffe 《Support for Learning》2012,27(4):150-157

The introduction of the National Curriculum in 1988 caused much discussion (some of it angst‐ridden) among both academics and practitioners working with pupils with severe and profound learning difficulties, and much of the meat (and the angst) of these discussions is still going on today. We argue that 24 years is a long experiment; that despite the best intentions of many, the experiment has failed; it is therefore well past time for separate and distinct pedagogies to be formulated for both severe and profound learning difficulties. Such pedagogies can only exist as part of the current National Curriculum if they are recognised as distinct curriculum models for those with severe and profound learning difficulties.  相似文献   

Miss Arbuckle     

Peter Meinke 《The Educational forum》2013,77(1)

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Books,Teachers, and Committees‐‐a Comparative Essay on Authority in Science Education     

Peter J. Fensham 《International Journal of Science Education》2013,35(3):245-252

Summaries

English

In this essay, Professor Peter Fensham examines the respective roles of books, teachers and committees as source and authority of scientific information in the context of school science education. In his comparative analysis of recent curriculum development trends in the USA, England and Australia, he detects significant differences in what is accepted in the different countries as ‘authority about science knowledge’ and argues that these differences emerge from the different historical, political and economic development of the three apparently similar countries.  相似文献   

Higher Education Policy and Legitimacy Building: the Making of a New Academic Credential in Ontario     

Peter Hurley  Creso M. Sá 《Higher Education Quarterly》2013,67(2):157-179

Canada's province of Ontario introduced a new policy in 2000 allowing community colleges to offer a new type of undergraduate degree. This decision was a significant policy change for the government considering the nature of Ontario's binary system, where a rigid separation has historically prevailed between the university and college sectors. Drawing on multiple sources of data, this study indicates that the decision to create a new type of applied bachelor's degree generated a series of uncertainties and challenges for higher education institutions, students and government agencies. The paper highlights the need for policy makers to consider the socio‐cultural aspects of higher education systems in policy design, particularly the role of legitimacy.  相似文献   

Aboriginalizing methodology: Considering the canoe     

Peter Cole 《International journal of qualitative studies in education》2013,26(4):447-459

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Signature concepts of key researchers in North American higher education teaching and learning     

Peter Kandlbinder 《Higher Education》2015,69(2):243-255

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Corrigendum     

Andrew J. Howes  Peter Grimes  M. Mahruf C. Shohel 《Compare》2012,42(1)

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The Importance of Being Colorful and Able to Fly: Interpretation and implications of children's statements on selected insects and other invertebrates     

Gabriele B. Breuer  Peter Kauf  Reto Rupf 《International Journal of Science Education》2013,35(16):2664-2687

Children have served as research subjects in several surveys on attitudes to insects and invertebrates. Most of the studies have used quantitative scoring methods to draw conclusions. This paper takes a different approach as it analyzes children's free-text comments to gain an understanding of their viewpoints. A total of 246 children aged 9–13 completed a standard questionnaire regarding their attitudes toward 18 invertebrates indigenous to Switzerland. Fourteen insect species and four other invertebrates were individually presented in a color photograph without any further background information. The children were given the opportunity to provide comments on each animal to explain the attitude score they had awarded. Nearly 5,000 comments were coded and categorized into 7 positive and 9 negative categories. A significant correlation between fear and disgust was not detected. Based on a hierarchical cluster analysis, we concluded that flying in the air versus crawling on the ground was a major differentiator for attitude and underlying reasons, only being trumped by the fear of getting stung. The visualization of our findings in a cluster heat map provided further insights into shared statement categories by species. Our analysis establishes that fear and disgust are separate emotions with regard to insects and other invertebrates. Based on our findings, we believe that prejudice-based fear and culturally evolved revulsion can be overcome. We suggest promoting environmental education programs, especially if they allow for personal experience, provide information in emotion-activating formats, and include content that resolves existing misinformation and myths.  相似文献   

Non‐executive Leadership in a Secondary School [1]     

Peter James 《School Leadership & Management》2013,33(3):313-319

This enquiry sought to identify, in one secondary school, the day‐to‐day work that teachers below senior management level identified as being leadership tasks. Such approaches to non‐executive leadership are becoming more prevalent as schools move towards more open styles of management. This is accepted by practitioners, as well as being evident in the literature. In identifying these tasks it became possible to offer the teachers involved in the enquiry support and training in the skills necessary to perform these tasks.

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