You Talk Like a Monkey: Reflections on a Teacher's Personal Study of Growing Up with a Cleft Palate

As teacher confidence in helping children with speech impairments is reported as being low, mainstream teachers may welcome the introduction of specialist speech therapist support in schools through the National Service Framework for Children, Young People and Maternity Services (NSF). This reflexive account is offered to develop awareness and understanding of the psycho-social effects of cleft palate and to encourage mainstream teachers and careers of young people who have speech difficulties and disorders to develop individual and classroom-based strategies that facilitate the young person's personal, social and emotional development alongside the parallel, more technical work of specialist speech therapists.
This article reviews the literature related to the nature and treatment of cleft palates, parental coping, adolescent social development and adult coping. This is interwoven with personal stories from the life course of the author, a former teacher who herself has cleft palate speech. Current clinical focus is critiqued for being overly focused on the functional effects of speech disorder in childhood and this leaves a significant gap in the adolescent's social development and ill prepares them for the possibility of speech impairments persisting into adulthood.
Some supportive factors are identified to facilitate and encourage cooperation between teachers and other professionals involved in the care and treatment of young people with cleft palates.     

信任对持续性团队绩效的作用机理研究

在已有文献基础上,依据团队循环阶段模型,把团队发展过程分为三个阶段:过渡阶段、行动阶段和人际阶段,对每个阶段选择了具有代表性的团队过程变量,提出信任对团队绩效影响机制的概念模型,并基于持续性团队进行了实证分析。研究发现,对于持续性团队,信任对团队绩效有显著的影响,且团队自省、团队监督和团队努力三个变量在二者关系中起完全中介作用,研究结果对于持续性团队的管理具有重要的启示意义。     

Bridging the Gap Between Degree Programme Curricula and Employability Through Implementation of Work-related Learning

This article investigates the gap between employers' requirements of graduates and the skills which graduates are furnished with through degree programmes in the higher education (HE) sector in the UK. A survey of 88 subject review reports prepared by the Quality Assurance Agency (QAA) for environmentally related units in the UK showed little emphasis on employability issues. Surveys of first destination statistics of a cohort of graduates from two biological degrees and from national data showed that a significant proportion of graduates were in non-science-based activities. The non-knowledge-based learning outcomes from one degree were investigated, and showed that employability aspects were partially covered in the programme, but were not always associated with secure assessments. The concept of work-related learning is defined and a conceptual framework for HE practitioners is presented that could be used when designing curricula to better map programme learning outcomes onto graduate employment.     

Ethical review and reflexivity in research of children's sexuality

Research in the area of children's sexuality is largely based on observational and retrospective studies. Childhood studies literature increasingly calls upon the inclusion of children's voices, yet with sensitive topics ethical positions often close research possibilities in the territories of children's worlds. Children are perceived as a vulnerable group, especially when the investigation focuses on their sexual development and activity – and it is perceived that this research area is too sensitive and potentially harmful to children. Within the context of beginning a qualitative study on children's sexuality in New Zealand (including interviews with children), this paper reviews a number of studies of childhood research. These studies provide a glimpse at how research focusing on children has been conducted, and explores ethical issues arising in such research. The significance of researcher reflexivity is acknowledged for ethical research practice. The paper concludes that in research on children's sexuality a process of ethical review is limited, and that researcher competence in sensitive investigations is required. Among other difficulties for this researcher (with a professional background in child and family therapy) is the vulnerability of being a man choosing to research children.     

Embodied moments: revisiting the field and writing vulnerably

In this essay, I revisit past dissertation fieldwork to interrogate the presence and absence of my pregnancy in performances and textual accounts. I return to time spent in the former Yugoslavia working with the Swedish organization Kvinna till Kvinna (Woman to Woman) and their local partner organizations. Through a series of brief flashbacks, I work through ongoing moments of tension surrounding reflexive research, emerging subjectivities, and vulnerable writing. This essay contributes to conversations on how feminist ethnographers locate themselves within the field in relation to participants and on reflexivity as an evolving practice that expands across temporal and spatial boundaries.     

布赖恩·温的公众理解科学理论研究:内省模型

温是英国公众理解科学理论研究领域中的一位重要人物,通过对坎布里亚羊事件进行详细分析,温认为,在英国的公众理解科学中,有问题的不是公众对科学的无知,而是科学自身和科学机构的无知;但是科学及其机构却没有意识到他们自身的缺点,缺乏内省性。相反,这种内省性在坎布里亚地区的公众中却表现得非常明显。因此,温对传统的英国公众理解科学理论模型提出了批评,提出了他对公众理解科学的看法。本文讨论分析了他的可称为内省模型(reflexivitymodel)理论。     

自反视角下高管团队团队过程、团队信任对决策绩效的影响

把团队自反性和团队信任相结合引入高管团队(TMT)理论,并对相关文献进行梳理,提出研究假设及理论模型,通过对有效样本数据进行层级回归分析,探究TMT团队信任对团队过程和决策绩效的中介作用及TMT团队自反性对团队过程和团队信任的调节作用。研究结果表明,TMT团队过程对决策绩效具有显著的正向影响;TMT团队过程对团队信任也具有显著的正向影响;TMT团队信任对决策绩效也具有显著的正向影响;因此,TMT团队信任能中介团队过程对决策绩效的正向影响。另外,TMT团队自反性能调节团队过程对团队信任的正向影响。     

Issues of Power and Representation: Adapting Positionality and Reflexivity in Community‐Based Design

Increasingly designers from an array of different disciplinary backgrounds work in international and community development, yet design education rarely prepares them for the challenges and roles in this context. The article reflects on issues of power and representation during design research in The Gambia by adapting reflexivity and positionality which are key concepts established in development studies. Reflections are based on research carried out in The Gambia since 2010 which is comprised of phases of immersion, mapping and co‐design. They provide in‐depth insights currently lacking in design literature that demonstrate the value of reflexivity and positionality to iterate roles and methods in community‐based design. Whilst not suggesting particular teaching methods, the article proposes the integration of these concepts into existing structures to better prepare students for increasingly common futures in the workplace. Broader themes that emerge and can be adapted to different design contexts include building trust, entanglement in power dynamics between different actors, personal vulnerability, as well as the need to challenge problems as starting points for design interventions.     

解读"强纲领"的四个信条

20世纪70年代,以布鲁尔、巴恩斯为代表的一批学者总结概括了科学知识社会学(简称SSK)中的“强纲领”,确立了SSK的理论核心。在接下去的理性主义与SSK的交锋中,“强纲领”自然成为了这场争论的风暴中心。文章从“强纲领”所包含的四个信条(因果性、客观公正性、对称性和反身性)入手,分析了“强纲领”作为一种方法论原则和认识论主张的理论地位和意义。     

Learning to learn in higher education: developing a modus vivendi

This paper examines the ways in which learning in higher education can influence a person’s modus vivendi or way of life. The cases of three individuals following transition to higher education from an apprenticeship in England are presented. Data from individual interviews were analysed according to approaches to reflexivity. In all three cases, the findings show changes to practice in various areas of life and work, which in turn prompted them to revisit their initial concerns. The modus vivendi was influenced by different approaches to reflexivity in addition to new concerns or tensions that arose. Also permeating lived experiences were the role of networks (both personal and at work) and the enjoyment of higher level learning that could act as pivotal enablements or constraints.