Safety officers, managers, and designers face a constant dilemma. Some accidents are unlikely to occur, and are unlikely to kill or injure anyone if they do occur. Nevertheless, they might happen, and so they feel they must do something about them lest they be partly responsible for someone's death or injury. But to remove every possible risk, however slight, is impossible. How do we decide which risks should be dealt with first, and which can be left, at least for the time being? In short, how do we allocate our resources? 相似文献
The authors evaluated the effectiveness of a brief training intervention with graduate counseling students who used the HIRE (history, interest in change, reasons for engaging in the behavior, and exposure to risk; Buser & Buser, 2013b ) model for the informal assessment of nonsuicidal self‐injury. The intervention group demonstrated improvements in nonsuicidal assessment self‐efficacy and assessment skill. Findings suggest that HIRE is an evidence‐informed model for teaching nonsuicidal self‐injury assessment. 相似文献
The commitment to establish a ‘school-led’ system of teacher education in England, announced by the Coalition Government in 2011 and relentlessly pursued thereafter, represented a radical departure from previous kinds of initial teacher education partnership. While it is entirely consistent with a neoliberal agenda, with its strong regulatory framework and appeal to market mechanisms, it is also underpinned by a particular conception of teaching as a craft – ‘best learnt as an apprentice observing a master craftsman or woman’. In 2014, the government established a Review of Initial Teacher Training, led by a primary school head teacher, Sir Andrew Carter. This signalled the recognition of teacher education as a ‘policy problem’, adopting Cochran-Smith’s term. The ensuing report, published in early 2015, was more nuanced than might have been anticipated, although a number of profound tensions emerge from a closer analytical reading; four of these tensions are similar to those previously defined by Cochran-Smith and two are newly emergent. This paper identifies and discusses these tensions as they appear in the Carter Review and relates them to wider debates about the links between teaching, teacher education, evidence and research and to policy-making processes in education. 相似文献
This study investigated whether the use of word processing in the creation and submission of written essays by tertiary students, resulted in the achievement of higher grades compared with conventional methods. The study was conducted among 240 student teachers in the first year of a degree course and studying a pre-service unit in teacher education. Students' marks in an essay were gathered along with details of the submission method used; word processed, typed or hand-written. Initial statistical tests showed that students who used word processing as a method for essay submission scored significantly higher essay marks that students whose essays were typed or hand-written. Further tests, however, revealed than it was the level of revision carried out rather than the submission method that accounted for the differences in achieved scores. 相似文献
The ethics of the use of genetic screening and reproductive technologies to select against and for deafness is presented. It is argued that insofar as deafness is a disability it is ethical to act in such a way as to avoid the conception or birth of children with genetic or congenital deafness. The discovery and recognition of signing deaf communities as cultural and linguistic communities (minorities) does not alter this basic ethical position, although the consequences of widespread application of this technology appears destined to lead to the eventual disappearance of these communities. The argument that acting to avoid deafness is unethical because it will lead to the elimination of a linguistic or cultural group (genocide or ethnocide) or conversely that acting to ensure deafness is ethical, if not praiseworthy, can only be sustained if deafness is not regarded as a disability at all. I argue that the premise that deafness is not a disability of some sort is false and thus the claim that genetic selection against deafness is unethical is untenable. 相似文献
This article seeks to explain political persuasion in relation to second screening—people’s use of a second screen (i.e., smartphone/laptop) while watching television to access further information or discuss TV programs. Employing a two-wave-panel survey in the United States, results show this emergent practice makes people more open to changing their political opinions, particularly among those who habitually use social media for news or frequently interact with others in social media contexts. 相似文献
This paper explores urban teachers’ published responses to education reform. These compositions published online are examined as sources of cultural knowledge that are relevant to teacher education. Using sociolinguistic theory and method, the compositions’ arguments and rhetorical moves are analyzed to interpret the use of digital compositions to respond to education reform initiatives in the United States. The patterned speech contained in these compositions demonstrates forms of agency important to the pursuit of professional autonomy. This finding has implications for teacher education and raises questions about whether and how cultural resources being developed by urban (and other) teachers through online composition may be ethically appropriated to benefit pre-service and in-service teachers.
This paper introduces and analyses three broad discourses of academic achievement and failure, specifically those that speak of students' deficits, disadvantages and differences. It draws on interview data collected from teachers working in Australian primary (elementary) and secondary (high) schools and on academic literature that speaks to the field. The paper argues that 'deficit', 'disadvantage' and 'difference' represent discourses of considerable influence in determining how teachers, students and parents define what constitutes success or failure in schools, which respective approaches educators employ, and the beliefs we hold about students who fail and those who succeed. In this respect, the paper is concerned with matters of inclusion and exclusion in schooling. In particular, we seek to tease out the stories that these discourses tell about student diversity, as a way of unmasking how students are differently represented and how these representations serve to include some and exclude others from the benefits of schooling and society more broadly. 相似文献