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Irma van der Ploeg Brit Ross Winthereik Roland Bal 《Ethics and Information Technology》2006,8(2):73-83
In this paper we discuss expected and reported effects on care provider-patient relations of the introduction of electronic
patient records (EPRs) in consultation settings by reviewing exemplary studies and literature on the subject from the past
decade. We argue that in order for such assessments to be meaningful, talk of effects of “the” EPR needs to be replaced by
an “unpacking” of EPR systems into their constituent parts and functionalities, the effects of which need to be assessed individually.
Following from this principle, the paper discusses EPR systems ranging from simple data entry and retrieval systems to more
sophisticated multi-user and multifunctional on-line systems. On a second level, our analysis of the literature is informed
by the question which model of ideal patienthood underlies the assessment of effects of EPRs. To this end, we identify three
“models of patienthood” implicit in writing about benefits and drawbacks of EPRs for patients: the autonomy, the consumer,
and the holistic models, and argue that assumptions concerning these models need to be reflected upon more critically to improve
understanding of what exactly EPR use does to the doctor-patient relationship. 相似文献
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Jorge Balán 《Higher Education》1993,25(1):45-59
The paper describes university policies proposed by the constitutional government in Argentina since 1983. The focus is upon the shift in policies proposed by the Menem administration during the last three years. A new financial regime for national universities has been proposed, stimulating them to increase cost recovery through student fees and other mechanisms. The proposal, largely rejected by the university community which favors the traditional tuition free system, involves a broader change in the relations between the universities on the one hand, and the state and the market, on the other. Other policy issues, like university accreditation and research support at the universities, are also discussed within this context.
Resumen El trabajo describe las políticas universitarias de los gobiernos constitucionales argentinos desde 1983, enfocando en particular aquellos cambios sugeridos por la administración del Presidente Menem a partir de 1989. Una importante reforma al sistema financiero de las universidades nacionales ha sido propuesta. La proquesta de lay estimula a las universidades nacionales a incrementar los fondos propios mediante el cobro de aranceles estudiantiles y otros mecanismos. Esta reforma encuentra oposición en grupos universitarios tradicionalmente favorales a la educación universitaria gratuita, pero ella implica además cambios fundamentales en la relación de las universidades con el Estado y el mercado. Otras políticas relevantes, como ser, el credenciamiento de nuevas universidades públicas y privadas y la política de financiamiento de la investigación en las universidades, también son analizadas dentro de este contexto.相似文献
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Adopting a self-conscious form of co-generative writing and employing a bricolage of visual images and literary genres we
draw on a recent critical auto/ethnographic inquiry to engage our readers in pedagogical thoughtfulness about the problem
of culturally decontextualised mathematics education in Nepal, a country rich in cultural and linguistic diversity. Combining
transformative, critical mathematics and ethnomathematical perspectives we develop a critical cultural perspective on the need for a culturally contextualized mathematics education that enables Nepalese students to develop (rather than
abandon) their cultural capital. We illustrate this perspective by means of an ethnodrama which portrays a pre-service teacher’s
point of view of the universalist pedagogy of Dr. Euclid, a semi-fictive professor of undergraduate mathematics. We deconstruct
the naivety of this conventional Western mathematics pedagogy arguing that it fails to incorporate salient aspects of Nepali
culture. Subsequently we employ metaphorical imagining to envision a culturally inclusive mathematics education for enabling
Nepalese teachers to (i) excavate multiple mathematical knowledge systems embedded in the daily practices of rural and remote
villages across the country, and (ii) develop contextualized pedagogical perspectives to serve the diverse interests and aspirations
of Nepali school children.
相似文献
| Peter Charles TaylorEmail: |
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