试论《献血法》对血站法律责任的规定

《献血法》中对法律责任的规定较粗疏，提出了对《献血法》中行政法律责任、刑事法律责任应予以修改完善的建议。并对血站几种承担民事责任的观点进行评析。     

Shared Power,Risk-taking,and Innovation: Participatory Action Research in Jewish Education

ABSTRACT

In this article, the authors describe and discuss applications of the Group-Level Assessment/Understanding (GLA/GLU) process, an innovative participatory action research methodology. The authors first describe the GLA/GLU application in the Mandel Teacher Educator Institute (MTEI) and the creation of an MTEI interpretive community to deeply analyze the collected data. The authors then describe adaptations of the process in their home communities to address community-identified dilemmas, tensions, and problems. The article concludes with reflections on common themes that emerged in the GLA/GLU applications–shared power, risk-taking, and methodological innovation.     

Retraction Note to: Radiofrequency ablation versus hepatic resection for breast cancer liver metastasis: a systematic review and meta-analysis

The authors have retracted this article (Xiao et al., 2018). After publication, they became aware that a number of studies included in the meta-analysis did not meet the eligibility criteria and that errors were made in classification and statistical analysis. The conclusions presented are therefore unreliable. All authors agree with this retraction.

Retraction Note to: J Zhejiang Univ-Sci B (Biomed & Biotechnol) 2018 19(11):829-843 https://doi.org/10.1631/jzus.B1700516The authors have retracted this article (Xiao et al., 2018). After publication, they became aware that a number of studies included in the meta-analysis did not meet the eligibility criteria and that errors were made in classification and statistical analysis. The conclusions presented are therefore unreliable. All authors agree with this retraction.     

The collaborative book review as an opportunity for undergraduate research skill development

ABSTRACT

In this article, the authors, based on a process developed in the context of US higher education, demonstrate a model for undergraduate student research skill development that involves academic staff writing collaborative book reviews with undergraduate students and librarians, especially librarians that are also academic staff with relevant content expertise. This model can and should be modified to fit various disciplinary contexts and academic circumstances, potentially around the world. The authors acknowledge that this model will be more useful for academic staff in the social sciences and humanities as compared to the so-called hard or natural sciences. The authors reimagine book reviews based on the notion of ‘scholarship as conversation’ in library science. As evidence, the authors describe the origins of this unique collaborative process and document the impact of academic staff, librarians, and undergraduate students partnering to increase the academic rigor of book reviews. Contributing to scholarship at the intersection of research skill development, information literacy, and embedded librarianship, this article identifies a strategic opportunity for collaboration that makes writing reviews more engaging and educationally productive for students, academic staff, and librarians.     

Racial experiences influence us as teachers: Implications for gifted education curriculum development and implementation

As African American faculty members, the authors share one narrative from their collective experiences to elucidate how race manifests itself in lived experiences and, thus, curriculum development and implementation. In sharing their experiences and telling this story, the authors make the cogent point that race dces matter (C. West, 1993) in curriculum development and implementation. Because the authors believe that race matters in the curriculum, they challenge gifted education professionals to move beyond colorblindness (D. Y. Ford, J. J. Harris III, C. A. Tyson, & M. Frazier Trotman, 2002; D. Y. Ford, J. L. Moore III, & H. R. Milner, 2004), to think seriously about their own racial experiences, and to think about the racial experiences of their students in developing and implementing curricula. The authors urge and challenge all education professionals to consider how race penetrates the curriculum in a number of ways and what the implications may mean for all students. The authors do not stop at putting out a call for action; in this article, they share a personal, race‐central story, and connect that story to curriculum development and implementation. The authors conclude the article with a discussion of strategies for educators to consider and, ideally, adopt when developing and implementing curricula.     

Magnet Schools: Reform and Race in Urban Education

Popular film impacts the work of educators and education in a variety of ways. In this article, the authors examine popular films' portrayals of education and K-12 schooling and higher education instructors from a variety of perspectives. The authors also investigate how education provides a platform for the examination of contemporary cultural concerns. The authors and education graduate students offer recommendations for fruitful viewing. In addition, the authors provide some rationales for further study of education in popular film.     

Building Better Bridges: Toward a Transdisciplinary Science Communication

ABSTRACT

In this article the authors envision a more durable and portable model of scholarship on public engagement with science through partnerships between rhetoricians of science and quantitative social scientists. The authors consider a number of barriers and limitations that make such partnerships difficult, with an eye toward discovering ways that researchers may overcome them. The authors conclude by articulating guidelines for reciprocal transdisciplinary work as well as specific recommended practices for such collaborations.     

Learning from the Past,Looking to the Future: issues and agendas in education

This year, EJE has marked its 50^th anniversary with a special set of four linked issues, the organisation of which was inspired in part by the four pillars of learning first set out in the 1996 Delors Report, Learning: the treasure within. In this article, the authors highlight key themes that have emerged. Several of the contributing authors suggest that deepening tensions have driven education systems further away from the holistic, humanist vision of the Delors Report. At the same time, there are innovative policies and practices that address a broader range of aims of learning and have flourished despite challenges. Moving forward, the authors examine the challenges of citizenship, creativity and innovation in education. The article concludes with suggestions on important themes for the education agenda in the near future to which EJE may contribute further insights.     

Where have all the flowers gone? An investigation into the retention of religious education teachers

The authors dedicate this article to the memory of Canon Gordan Pavey 1919–2007: priest, teacher and loving friend.

This article reports on an investigation into the retention of secondary religious education teachers trained at one institution over a ten‐year period. The initial hypothesis was that many of these teachers would no longer be teaching, or would no longer be teaching religious education. However, the authors found that a high percentage of respondents were still teaching religious education. The article then analyses the ‘push’ and ‘pull’ factors that underlie this finding. Factors affecting retention are described and illustrated, making extensive use of qualitative data. The authors found that the overriding reason for continuing to teach religious education, despite the discouragements, was commitment to the subject: love of subject, belief in the value of the subject for pupils, a sense of vocation. The authors suggest therefore that, should these findings be replicated in other studies, a more useful hypothesis might be that a strong sense of vocation is a predominant factor in the retention of religious education teachers.     

The inveterate tinkerer

In this series of articles, the authors discuss various phenomena in fluid dynamics, which may be investigated via tabletop experiments using low-cost or home-made instruments. The eighth article in this series explores and demonstrates Kelvin–Helmholtz instability     

Parallel Structures of Computer-Assisted Signature Pedagogy: The Case of Integrated Spreadsheets

This article was motivated by the authors’ work on a project with a group of 2nd-grade students in a computer lab of a rural school in upstate New York. From this project, one goal of which was to provide a capstone experience for a teacher candidate in teaching application-oriented mathematics with technology, the ideas about parallel structures of two universes—the teacher's and the students’—that echo Shulman's structures of signature pedagogy have been developed. In the article the authors introduce the notion of computer-assisted signature pedagogy and explore its features through the combined lens of teaching and learning using the concept of Type I/Type II technology integration.     

The inveterate tinkerer 9. Rayleigh–Taylor instability

In this series of articles, the authors discuss various phenomena in fluid dynamics, which may be investigated via tabletop experiments using low-cost or home-made instruments. The ninth article in this series explores and demonstrates Rayleigh–Taylor instability.     

The inveterate tinkerer

In this series of articles, the authors discuss various phenomena in fluid dynamics, which may be investigated via tabletop experiments using low-cost or home-made instruments. The seventh article in this series explores the formation, structure, and properties of antibubbles.     

The inveterate tinkerer 3. Experiments with vortex rings

In this series of articles, the authors discuss various phenomena in fluid dynamics, which may be investigated via tabletop experiments using low-cost or home-made instruments. The third article in this series is about vortex rings and some interesting experiments based on them.     

Targeting Parenting in Early Childhood: A Public Health Approach to Improve Outcomes for Children Living in Poverty

In this article, the authors posit that programs promoting nurturing parent–child relationships influence outcomes of parents and young children living in poverty through two primary mechanisms: (a) strengthening parents' social support and (b) increasing positive parent–child interactions. The authors discuss evidence for these mechanisms as catalysts for change and provide examples from selected parenting programs that support the influence of nurturing relationships on child and parenting outcomes. The article focuses on prevention programs targeted at children and families living in poverty and closes with a discussion of the potential for widespread implementation and scalability for public health impact.     

Parents' representations of their children's mathematics learning in multiethnic primary schools

There is a growing concern that governmental calls for parental involvement in children's school mathematics learning have not been underpinned by research. In this article the authors aim to offer a contribution to this debate. Links between children's home and school mathematical practices have been researched in sociocultural studies, but the origins of differences within the same cultural group are not well understood. The authors have explored the notion that parents' representations of school mathematics and associated practices at home may play a part in the development of these differences. This article reports an analysis of interviews with parents of 24 children of Pakistani and White origin enrolled in primary schools in England, including high and low achievers in school mathematics. The extent to which the parents represented their own school mathematics and their child's school mathematics as the ‘same’ or ‘different’ are examined. In addition, ways in which these representations influenced how they tried to support their children's learning of school mathematics are examined. The article concludes with reflections on the implications of the study for education policy.     

Meta-Analysis in Higher Education: An Illustrative Example Using Hierarchical Linear Modeling

The purpose of this article is to provide higher education researchers with an illustrative example of meta-analysis utilizing hierarchical linear modeling (HLM). This article demonstrates the step-by-step process of meta-analysis using a recently-published study examining the effects of curricular and co-curricular diversity activities on racial bias in college students as an example (Denson, Rev Educ Res 79:805–838, 2009). The authors present an overview of the meta-analytic approach and describe a meta-analysis from beginning to end. The example includes: problem specification; research questions; study retrieval and selection; coding procedure; calculating effect sizes; visual displays and summary statistics; conducting HLM analyses; and sensitivity analyses. The authors also offer guidelines and recommendations for improving the conduct and reporting of research which in turn can provide the information necessary for future and more comprehensive meta-analytic reviews.     

Teaching gender and sexuality diversity in foundations of education courses in the US

This article is a summary of comprehensive units on gender and sexuality diversity that the authors have used in teacher education courses in undergraduate and graduate social foundations of education classes over several years. The course lesson plan includes a five‐part analysis of the following categories: biological sex; gender identity/sexual identity; gender roles; sexual behavior; and sexual orientation. The authors have experienced much success and positive student evaluation by using this approach. This is true even in religiously and politically conservative universities. The authors introduce the complexity of biology, gender roles, and gender identity, before addressing human sexuality. This helps to diffuse many stereotypes and misconceptions in the initial lessons.