Stretching and Challenging the Boundaries of Law: Varieties of Knowledge in Biotechnologies Regulation

The paper addresses the question of adaptation of existing regulatory frameworks in the face of innovation in biotechnologies, and specifically the roles played in this by various expert knowledge practices. We identify two overlapping ideal types of adaptation: first, the stretching and maintenance of a pre-existing legal framework, and second, a breaking of existing classifications and establishment of a novel regime. We approach this issue by focusing on varieties of regulatory knowledge which, contributing to and parting of political legitimacy, in principle enable the making of legally binding decisions about risks and benefits of technologies. We base the discussion around two case studies, one of animal biotechnology ethical regulation, the other of ‘advanced therapy’ medicinal product regulation, both in the context of European Union frameworks. Specifically, we explore the knowledge configurations constituting expert committees and other institutional formations of expert regulatory knowledge in their political context. We show that where sectoral and moral boundaries are challenged, different modes of regulatory knowledge beyond scientific forms – legal, procedural, moral, economic and industrial – can shape regulatory innovations either by maintenance of regimes through commensuration and stretching, or through differentiation and separation creating new frameworks. We conclude that establishing an essential techno-scientific difference between pre-existing and novel technologies does not in itself require new regulatory structures, and that the regulatory strategy that is followed will be determined by a combination of different forms of knowledge.     

A Systematic Review of Financial Literacy as a Termed Concept: More Questions Than Answers

Financial literacy, as a concept by that name, has only been explored in library science literature for a little over a decade. The concept, and especially the role of libraries in furthering this literacy, is still evolving. This systematic literature review examines the current definition of financial literacy, why financial literacy matters, where the public has been accessing financial literacy education to date, the difficulties encountered, by libraries and others, in providing this education, and how these challenges might be addressed moving forward.     

Exercise and mental health: it's just not psychology!

Exercise has been suggested as an effective adjunctive treatment for a range of mental health conditions. In this study, we explored the perceptions of exercise held by course directors of doctoral training programmes in clinical psychology in England. Given the exploratory nature of the study, we used a qualitative design incorporating semi-structured interviews. Although most participants held favourable attitudes regarding exercise, this was related more to exercise being seen as a positive lifestyle activity that is worth encouraging, rather than exercise being recommended as an adjunctive treatment for mental health problems. Inductive analysis identified four themes that underpinned such a response: inconsistent positions on the evidential criteria used to evaluate the role of exercise, which masked themes regarding the perceived 'simplicity' of exercise interventions, a practical adherence to a mind-body dichotomy, and the incompatibility of exercise with traditional models of understanding and treating clinical conditions. The barriers we have highlighted will continue to hinder the consideration of exercise as a common therapeutic adjunct at present. Although further research is required to examine the relationship between exercise and mental health, consideration must also be given to how such research should be disseminated to mental health professionals.     

Impact and educational outcomes of a small group self‐directed teaching strategy in a clinical neuroscience curriculum

The complexity of the material being taught in clinical neuroscience within the medical school curriculum requires creative pedagogies to teach medical students effectively. Many clinical teaching strategies have been developed and are well described to address these challenges. However, only a few have been evaluated to determine their impact on the performance of students studying clinical neuroscience. Interactive, 2‐hour, self‐directed small‐group interactive clinical case‐based learning sessions were conducted weekly for 4 weeks to integrate concepts learned in the corresponding didactic lectures. Students in the small groups analyzed cases of patients suffering from neurological disease that were based on eight learning objectives that allowed them to evaluate neuroanatomical data and clinical findings before presenting their case analysis to the larger group. Students’ performances on the formative quizzes and summative tests were compared to those of first‐year medical students in the previous year for whom the self‐directed, small‐group interactive clinical sessions were not available. There was a significant improvement in the summative performance of first‐year medical students with self‐directed clinical case learning in the second year (Y2) of teaching clinical neuroscience (P < 0.05) when compared with first‐year students in the first year (Y1) for whom the self‐directed learning approach was not available. Student performance in the formative assessments between Y1 and Y2 was not significantly different (P = 0.803). A target of ≥70% student scoring above 80% in the final summative examination was met. The current study revealed evidence for the impact and educational outcomes of a self‐directed, clinical teaching strategy in a clinical neuroscience curriculum for first‐year medical students. Anat Sci Educ 11: 478–487. © 2017 American Association of Anatomists.     

Expected versus actual responses to disclosure in relationships of HIV‐positive African American adolescent females

Ten HIV‐positive African American adolescent females were interviewed regarding disclosure of their HIV infection in various relationships. Communication Boundary Management (Petronio, 1991) provided a framework for understanding disclosure patterns in these relationships. Participants described expected (n = 113) and actual (n = 94) responses to disclosing an HIV diagnosis. The findings indicate that expected response and the target of disclosure affect adolescents’ disclosure decisions. Participants expected targets of disclosure to respond as follows: experience negative emotional reactions, provide support, treat them differently, tell others, or were unsure of a target's response. On the basis of these findings, five themes were identified related to actual responses to disclosure of HIV infection: different treatment, negative emotional reaction, received support, target told others, and treated no differently. Implications, limitations, and directions for future research are discussed.     

Validating English Language Proficiency Assessment Uses for English Learners: Academic Language Proficiency and Content Assessment Performance

States use standards‐based English language proficiency (ELP) assessments to inform relatively high‐stakes decisions for English learner (EL) students. Results from these assessments are one of the primary criteria used to determine EL students’ level of ELP and readiness for reclassification. The results are also used to evaluate the effectiveness of and funding allocation to district or school programs that serve EL students. In an effort to provide empirical validity evidence for such important uses of ELP assessments, this study focused on examining the constructs of ELP assessments as a fundamental validity issue. Particularly, the study examined the types of language proficiency measured in three sample states’ ELP assessments and the relationship between each type of language proficiency and content assessment performance. The results revealed notable variation in the presence of academic and social language in the three ELP assessments. A series of hierarchical linear modeling (HLM) analyses also revealed varied relationships among social language proficiency, academic language proficiency, and content assessment performance. The findings highlight the importance of examining the constructs of ELP assessments for making appropriate interpretations and decisions based on the assessment scores for EL students. Implications for policy and practice are discussed.     

The effects of 4 weeks normobaric hypoxia training on microvascular responses in the forearm flexor

Intermittent exposure to hypoxia can lead to improved endurance performance. Currently, it is unclear whether peripheral adaptions play a role in improving oxygen delivery and utilization following both training and detraining. This study aimed to characterize skeletal muscle blood flow (mBF), oxygen consumption (mV?O₂), and perfusion adaptations to i) 4-weeks handgrip training in hypoxic and normoxic conditions, and ii) following 4-weeks detraining. Using a randomised crossover design, 9 males completed 30-min handgrip training four times a week in hypoxic (14% FiO₂ ~ 3250m altitude) and normoxic conditions. mBF, mV?O₂ and perfusion were assessed pre, post 4-weeks training, and following 4-weeks detraining. Hierarchical linear modelling found that mV?O₂ increased at a significantly faster rate (58%) with hypoxic training (0.09 mlO₂·min^?1 · 100g^?1 per week); perfusion increased at a significantly (69%) faster rate with hypoxic training (3.72 μM per week). mBF did not significantly change for the normoxic condition, but there was a significant increase of 0.38 ml· min^?1 · 100ml^?1 per week (95% CI: 0.35, 0.40) for the hypoxic condition. During 4-weeks detraining, mV?O₂ and perfusion significantly declined at similar rates for both conditions, whereas mBF decreased significantly faster following hypoxic training. Four weeks hypoxic training increases the delivery and utilisation of oxygen in the periphery.     

Dyslexia in Higher Education: an abuse of the system?

Following on from a previous article which examined concerns regarding the growing demand for public examination concessions on the basis of specific learning difficulties, this article further argues against the much used one‐off psychometric assessment procedure. The appropriateness is queried of a process which does not take into account such other factors as anxiety and emotional disturbance, inappropriate teaching, parental pressure, and socio‐cultural opportunity, all of which can produce a very similar pattern of failure. The nature of specific learning difficulties is also examined, plus a comment on differing assessment techniques. It was concluded that the ‘specific’ needs to be put back into an assessment of ‘specific learning difficulty’. So‐called dyslexia should be identified as the student's major special educational need and not merely as part of a more general learning problem. To do otherwise leaves the system open to abuse, and the long‐term interests of the students concerned will not be best served. The article does not necessarily reflect the views of Carolyn Blyth's employing authority.