The knowledge work of professional associations: approaches to standardisation and forms of legitimisation

This paper examines how professional associations engage themselves in efforts to develop, regulate and secure knowledge in their respective domains, with special emphasis on standardisation. The general emphasis on science in society brings renewed attention to the knowledge base of professionals, and positions professional bodies as key regulatory agencies. At the same time, knowledge takes distinctive forms in different areas of expertise, and the ‘knowledge work’ of professional associations is embedded in complex settings of actors and interests that need to be negotiated. Based on documents and interviews with core representatives, we examined approaches to standardisation in three associations that represent the main bodies of nurses, teachers and auditors in Norway. The analysis shows that all associations engage themselves in efforts to develop standards for knowledge and professional practice, but that they do so in different ways and with alternative sources of legitimisation. Standardisation is initiated for variegated purposes, and involves the ongoing negotiation of tensions between different concerns. We discuss the approaches taken in relation to conditions for professionalism, and argue that the knowledge work of professional associations is becoming increasingly important in a society where knowledge, as well as the market for professional services, is becoming internationalised.     

Current status of the lateral flow immunoassay for the detection of SARS-CoV-2 in nasopharyngeal swabs

Early detection of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and diagnosis of coronavirus disease 2019 (COVID-19) are priorities during the pandemic. Symptomatic and suspected asymptomatic individuals should be tested for COVID-19 to confirm infection and to be excluded from social interactions. As molecular testing capacity is overloaded during the pandemic, rapid antigen tests, such as lateral flow immunoassays (LFIAs), can be a useful tool as they allow greater test availability and obtain results in a very short time. This short review aims to present the analytical properties of LFIAs in the detection of SARS-CoV-2 in nasopharyngeal swabs. Lateral flow immunoassay is a method that combines thin-layer chromatography and indirect immunochemical sandwich method and allows the detection of a specific SARS-CoV-2 antigen in nasopharyngeal swabs. Swab specimens should be adequately collected and tested as soon as possible. Users should pay attention to quality control and possible interferences. Antigen tests for SARS-CoV-2 show high sensitivity and specificity in cases with high viral loads, and should be used up to five days after the onset of the first symptoms of COVID-19. False positive results may be obtained when screening large populations with a low prevalence of COVID-19 infection, while false negative results may happen due to improper specimen collection or insufficient amount of antigen in the specimen. So as to achieve reliable results, a diagnostic accuracy study of a specific rapid antigen test should be performed.     

Does Teacher Education Matter? An Analysis of Relations to Knowledge among Norwegian and Finnish Novice Teachers

This article examines relations to knowledge among novice teachers educated in a research-based program in Finland and a general professional program in Norway. The curricula of the 2 programs differ in distinct ways with regard to selection and organization of knowledge. We ask whether such differences also play out in the relations to knowledge of the 2 groups of teachers. Bernstein's concepts of knowledge discourses, classification, and framing are employed to analyze in-depth interviews with 12 teachers. The analysis revealed many similarities on the surface, but a closer examination of the teachers' use of professional language revealed significant differences. The Finnish teachers used more specialized language to frame their conceptions, and their knowledge relations reflected a stronger classification and framing than those of the Norwegian teachers. We discuss how these differences may be related to their educational programs, and the possible implications for the teachers' professional identities.