Introduction to the Special Forum on Critical Making as Research Program     

Matt Ratto  Sara Ann Wylie  Kirk Jalbert 《The Information Society》2014,30(2):85-95

This special issue spotlights the growing diversity of critical making practices in a range of disciplinary contexts both inside and outside of the academy, and begins to develop perspectives that will foster the emergence of critical making as a coherent field. On one hand, we see great value in incorporating material practices into existing information systems (IS) and science and technology studies (STS) research programs. In particular, forms of material engagement can help overcome the ineffectual linguistic bias of traditional critiques of technoscience. On the other hand, we believe that current material practices can benefit from the conceptualization of knowledge and social organization that are foundational to IS and STS research. In this introduction to the special issue we call attention to the mechanisms by which such practices may combine representational and material work to foster and support the development of new knowledge-making communities and institutions. We believe such work can serve as a framework for others engaged in critical making practices to better contextualize and expand the relevance of their work. We intend this special issue to serve as a “stake in the ground” for research on new forms of material-conceptual critique and their incorporation in the repertoire of critical technoscience scholarship.  相似文献   

How to conduct External Quality Assessment Schemes for the pre-analytical phase?     

Gunn B.B. Kristensen  Kristin Moberg Aakre  Ann Helen Kristoffersen  Sverre Sandberg 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(1):114-122

In laboratory medicine, several studies have described the most frequent errors in the different phases of the total testing process, and a large proportion of these errors occur in the pre-analytical phase. Schemes for registration of errors and subsequent feedback to the participants have been conducted for decades concerning the analytical phase by External Quality Assessment (EQA) organizations operating in most countries. The aim of the paper is to present an overview of different types of EQA schemes for the pre-analytical phase, and give examples of some existing schemes. So far, very few EQA organizations have focused on the pre-analytical phase, and most EQA organizations do not offer pre-analytical EQA schemes (EQAS). It is more difficult to perform and standardize pre-analytical EQAS and also, accreditation bodies do not ask the laboratories for results from such schemes. However, some ongoing EQA programs for the pre-analytical phase do exist, and some examples are given in this paper. The methods used can be divided into three different types; collecting information about pre-analytical laboratory procedures, circulating real samples to collect information about interferences that might affect the measurement procedure, or register actual laboratory errors and relate these to quality indicators. These three types have different focus and different challenges regarding implementation, and a combination of the three is probably necessary to be able to detect and monitor the wide range of errors occurring in the pre-analytical phase.  相似文献   

Intermission for a Wood Thrush     

Mary Ann Coleman 《The Educational forum》2013,77(4)

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你我之间像歌曲一样单纯     

Ann Bennington 《中学生博览》2011,(7):65-68

你是爱，是暖，是希望，你是人间四月天 那些隐匿在黑暗中的云朵瞬间把太阳遮蔽，阳光从云朵里投射出来，映出云朵的轮廓，像一个模糊的幻境。云朵蘸满了墨水一样沉甸甸地粘在暗色的苍穹，欲来的雨云塞满了曾经湛蓝的天空。然后，雨水铺天盖地而来。  相似文献   

Faces Of The Adolescent Girl by Lillian Cohen Kovar. Englewood Cliffs,N.J.: Prentice-Hall,Inc., 1968. 178 pp. $4.95     

Jo Ann Fley 《The Educational forum》2013,77(2):277-278

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Development of an informal learning opportunities assay     

Brian L. Gerber  Edmund A. Marek  Ann M. L. Cavallo 《International Journal of Science Education》2013,35(6):569-583

Learning that takes place outside the formal classroom, called informal learning, has been a difficult parameter to assess due to the heterogeneous nature of the subjects and everyday learning situations. To date, no instrument has been developed to effectively examine the wide variety of informal experiences a child may encounter. Central to this study was the development and field testing of such an instrument, the Informal Learning Opportunities Assay (ILOA). The ILOA was administered to a total of 2128 middle and high school students and was found to be ethnically neutral, easily scored, and flexible in design to accommodate practitioners and researchers. The instrument was found to provide a reliable assessment of informal learning opportunities.  相似文献   

Student teachers’ perceptions of an after‐school practicum ‐ an interim report     

John O'Riordan  Ann FitzGibbon  Robbie Gilligan  Michelle Clarke 《Irish Educational Studies》2013,32(1):123-134

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‘And When did You Last See Your Father?’ Exploring the Views of Children with Learning Difficulties/Disabilities     

Ann Lewis 《British Journal of Special Education》2004,31(1):3-9

The Gulliford Lecture 2003 was given by Professor Ann Lewis of the School of Education at the University of Birmingham. Professor Lewis's lecture, on which this article is based, focused on the process of listening to the views of children and, in particular, children with learning difficulties. Following the near-universal ratification of the United Nations (UN) Convention on the Rights of the Child, a plethora of recent initiatives, both in the UK and internationally, has encouraged professionals to access children's views about provision (educational, health-related, social and legal). A range of materials has been developed to support this process, often by, or in liaison with, children's charities. At the same time, research provides valuable insights into effective practice in exploring the views of children with learning difficulties. In this article, Ann Lewis reviews ten strategies for gathering the views of children and raises four challenges for the further development of policy and practice. She closes her argument with a call for greater rigour and critical evaluation in this crucial and demanding area.  相似文献   

Who's afraid of the big,bad wolf?     

Ann Trousdale 《Children‘s Literature in Education》1989,20(2):69-79

Ann Trousdale is an assistant professor at Northern Illinois University, where she teaches courses in children's literature, language arts, language acquisition and development, and storytelling.  相似文献   

Changes that Occur in Families as Children with Intellectual Disability Grow Up     

Ann Gath 《International Journal of Disability, Development & Education》1993,40(3):167-174

The effect on families and the changes that occur in relation to a child with disability or independently are considered through the life span. The recent advances in prenatal screening, special care baby units and genetic counselling may increase fear of disability and have not decreased the incidence. As the rest of the family grow older, the disabled child goes through school years, faces adult life, often with disappointments, and remains having special needs and specific vulnerability until old age.  相似文献