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101.
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Catherine P. Slade 《Minerva》2011,49(1):71-86
Public values failure occurs when the market and the public sector fail to provide goods and services required to achieve
the core values of society such as equity (Bozeman 2007). That public policy for emerging health technologies should address intrinsic societal values such as equity is not a novel
concept. However, the ways that the public values discourse of stakeholders is structured is less clear and rarely studied
through the lens of public interests. This is especially true in the health sciences discourse. Using the public value mapping
(PVM) model I present a case study of the intrinsic value of equity in nanomedicine for cancer and the imperatives for translational
research, an instrumental value to achieve equity. After reviewing and coding nearly 700 value statements from several hundred
public documents, I find that that the discourse on values varies between documents that address basic research and documents
that address the application of the knowledge produced in basic research, with some especially notable disconnections. This
paper demonstrates the importance of further refinement of methods for testing the PVM framework if the societal goal is to
improve consistency of the public value discussion by those involved in developing and applying new technologies. The paper
also demonstrates the value of a PVM approach for complex science policy analysis, especially for emerging technologies like
nanomedicine. 相似文献
103.
Keating L Carter H Darwent M Bateman S Mackay DM Pullinger R 《Health information and libraries journal》2004,21(Z1):46-51
This article describes a working partnership between the Cairns Clinical Librarian Service, Health Care Libraries, University of Oxford and the Emergency Department (ED) at the John Radcliffe Hospital, Oxford. This collaboration resulted in the establishment of a guideline development group in June 2002. The aim of the group is to produce a set of easily accessible, user-orientated, evidence-based guidelines for the use of clinicians in the Emergency Department, within a realistic timescale. The Cairns Clinical Librarian Project was built on previous models of clinical librarianship and incorporated an evaluation of previous programmes. The objective was to provide information to clinicians at the time and point of need. Consultation with the ED from the outset determined the approach adopted by the Cairns team. Clinical guidelines have been shown to improve clinical practice. Pending the introduction of nationally available protocols, we have begun to establish a collection of evidence-based guidelines using web-based architecture in conjunction with the Oxford Radcliffe Hospitals NHS Trust's IT department. A piece of diagnostic analysis was undertaken to ensure a coherent strategy was developed for the guideline project. An 'intermediate approach' was adopted, where existing valid guidelines were modified to fit local circumstances. We strove to be transparent at all times about all aspects of the guideline development process. Formative evaluation has shown how the application of evidence-based health care needs adequate resources and requires people with appropriate knowledge and skills. This article charts the progress of the project and highlights how the partnership between the clinical team and the Clinical Librarian has been deemed to be essential to the success of the project. 相似文献
104.
This article describes a mixed‐methods needs assessment, or developmental evaluation, that was conducted for the providers and stakeholders of Oklahoma's community‐based organizations (CBOs). The needs assessment, which was the first phase in developing training on outcome monitoring for their HIV prevention programs, relied on three evaluation approaches: Behavioral‐objectives, participatory, and empowerment. This article describes the background for the needs assessment, the needs assessment process, and the lessons learned. When dealing with such a complex issue as HIV prevention where multiple goals must be achieved for success, a mixed‐methods approach to needs assessment may better capture real‐world needs. Furthermore, it may increase acceptance of the needs assessment findings and conclusions by the diverse groups that have a stake in the evaluation. However, as this study exemplified, implementing and reporting a mixed‐methods needs assessment that is based on differing evaluation approaches is complex, challenging, and resource intensive. This study can contribute to theory building for mixed‐methods evaluation. 相似文献
105.
South African institutions still confront gendered inequalities, irrespective of transformative national policies, compounded by the absence of a national gender equality policy for higher education. We therefore explore the potential of the capabilities approach (CA) to inform policy formation and argue for the development of a policy for higher education institutions based on opportunities for valuable functionings as the informational basis for gender equality. Using one university as our case study, data from 38 interviews with female and male students were analysed as part of a longitudinal study on Gender, Empowerment, Agency and Higher Education. The data reveal which opportunities these women and men find important for their personal development and directly and indirectly for gender equality. We conclude by discussing the implications of the data for stimulating public dialogues towards formulating a capabilities-based gender equality policy, as well as reflecting on the broader contributions the CA brings to policy development. 相似文献
106.
Manjima Dhar Jessica Wong Armin Karimi James Che Corinne Renier Melissa Matsumoto Melanie Triboulet Edward B. Garon Jonathan W. Goldman Matthew B. Rettig Stefanie S. Jeffrey Rajan P. Kulkarni Elodie Sollier Dino Di Carlo 《Biomicrofluidics》2015,9(6)
Circulating tumor cells (CTCs) are important biomarkers for monitoring tumor dynamics and efficacy of cancer therapy. Several technologies have been demonstrated to isolate CTCs with high efficiency but achieve a low purity from a large background of blood cells. We have previously shown the ability to enrich CTCs with high purity from large volumes of blood through selective capture in microvortices using the Vortex Chip. The device consists of a narrow channel followed by a series of expansion regions called reservoirs. Fast flow in the narrow entry channel gives rise to inertial forces, which direct larger cells into trapping vortices in the reservoirs where they remain circulating in orbits. By studying the entry and stability of particles following entry into reservoirs, we discover that channel cross sectional area plays an important role in controlling the size of trapped particles, not just the orbital trajectories. Using these design modifications, we demonstrate a new device that is able to capture a wider size range of CTCs from clinical samples, uncovering further heterogeneity. This simple biophysical method opens doors for a range of downstream interventions, including genetic analysis, cell culture, and ultimately personalized cancer therapy. 相似文献
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Including children with special educational needs in mainstream classrooms: implications for pedagogy from a systematic review 总被引:1,自引:0,他引:1
This paper reports on the outcomes of the first in a series of three systematic literature reviews in inclusive education. The aims include establishing what research has been undertaken in the area of effective pedagogical approaches to enable children with special educational needs to be included in mainstream classrooms, synthesising themes in a purposive sample of the literature and examining how this research might inform practice. One outcome of this first literature review was an overview of the various ways that teachers are effectively including children with special educational needs. In this paper, using the literature, we share some of the characteristics of the teaching approaches that have been shown to lead to positive outcomes in the areas of academic attainment, social involvement and improved behaviour. We discuss how these approaches, particularly those involving peer group interactions, might be used by teachers to support all learners. 相似文献