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O modelo bioético principialista para a análise da moralidade da pesquisa científica envolvendo seres humanos ainda é satisfatório?O artigo discute a aplicação do principialismo à pesquisa envolvendo seres humanos a partir da pergunta se o modelo é ainda pertinente na situação de pluralização paradigmática nas ciências e de multiplicação dos modelos de avaliação ética, vigentes nas sociedades complexas contemporâneas. Destaca o fato do desenvolvimento da moderna medicina científica ter-se dado fortemente calcado na experimentação em humanos e que, até meados do século XX, bastava a princípio a boa intenção do pesquisador para que uma pesquisa fosse justificada moralmente, mas que, com a dupla transição paradigmática em Ciência e em Ética, delineou-se uma pluralização e complexificação tanto do campo do saber-fazer científico como do campo da ética aplicada à pesquisa científica, a qual se encontrará na inconfortável situação de ter que lidar, no plano normativo, com uma contestação permanente dos paradigmas científicos e éticos. No campo da ética, outros princípios passam também a orientar as decisões, como o princípio de proteção, aplicável às situações de carência em que se encontram, sobretudo, as populações do Terceiro Mundo. O artigo defende a pertinência do principialismo devido a sua postura filosófica geral e método, mas destaca suas insuficiências quando aplicado à saúde pública e à pesquisa nos países dependentes.
The Current Status, Perceptions, and Impact of Honors Program ReviewWhile the National Collegiate Honors Council (NCHC) supports routine, systematic program review, research suggests that only about half of honors programs engage in some form of assessment. This study examines the current state of honors program evaluation by gauging honors administrators’ perceptions of program review and assessing the impact of the NCHC’s review process on those programs that have employed it. A census of all NCHC honors directors was taken using questionnaires. Fifteen percent (n = 121) completed the census, with results suggesting substantial increases (87–91%) in program assessment from 2011 and a majority of respondents (87%) describing the review process as beneficial . Survey participants also indicated challenges in evaluation, with 60% of directors naming specific problems and concerns. Interviews (n = 5) with honors directors who have completed an NCHC program review further attested to the benefits of NCHC review, pointing to critical improvements and positive outcomes for honors programs.
Historical Analysis on Fundamentalism Movement of High School Students in Kediri City East JavaThis article aims to reveal the historical roots and patterns of the fundamentalism movement among students in the City of Kediri. This article is based on the field a qualitative case study. Fundamentalism is a movement that is very close to radicalism. However, the spread of fundamentalism was also found in educational institutions. This article concludes that after going through a series of in-depth studies, this article concludes that historically it cannot be found when this fundamentalism movement began to spread in State Senior High School 1 (SMAN) and State Senior High School 2 (SMAN) Kediri. What is found is that there are Islamic study activities that have allegedly been around since the school began operating. Both in SMAN 1 and SMAN 2 Kediri, no definitive clue was given as to when the spread of the religious fundamentalism movement began. The fundamentalist movement patterns in SMAN 1 and SMAN 2 Kediri City have similarities, namely through Islamic study activities. In SMAN 1, Kediri City, there are SKI activities. Meanwhile, at SMAN 2 Kediri, there were a number of activities, such as PETUAH (Saturday Sunday Pesantren) BAO, Mabīt (the night of devotion), and Aqidah. There is also the At-Tholab association (a collection of several schools). Some of these activities are a forum for the spread of Islamic religious fundamentalism, which is claimed to teach Islamic teaching in accordance with the Qur’an and Hadīth.
Inquiry-based learning in an inclusive classroom: a self studyThis research study was conducted to explore the research question: ‘How do I make pedagogical decisions about implementing inquiry-based practices when considering the needs of all learners in an inclusive classroom?’ I conducted a self-study as my research method, examining my own professional learning and design in how I teach my students, which allowed me to improve in my own pedagogy. It is hoped that other teachers, administrators, parents and students will be able to relate to my reflections and findings, considering this question for themselves. Through my self-study I reflected on the many different practices I used in my teaching, attentive to the choices I made, and their alignment with my beliefs about student learning and inclusion. In this study, I have explored my own decision making while implementing inquiry, linking my own experiences, journal reflections, and literature to the teaching and learning activities that took place. Through reviewing literature on different learning models as well as approaching this work through the lens of diversity, my findings show students should be given the opportunity to learn in a ‘strength based’ environment. Providing students with new opportunities where they can collaborate in groups based on shared interest, and not always ability, and focus beyond academics to include relationship building is essential. We must let students be creators of their own learning via inquisition and curiosity and align programing outcomes and objectives to support all learners in an inclusive environment. It is my hopes that my findings will give other teachers insights that may be exploring the same question; ‘How do I make pedagogical decisions about implementing inquiry-based practices when considering the needs of all learners in an inclusive classroom?’
Inquiry-based learning and the new BC curriculum: supporting all students in inclusive classroomsThere is currently a massive shift occurring in the field of education in British Columbia. With a new curriculum being implemented across the province, teachers are now expected to shift the focus towards the development of core competencies and skills to help prepare them for life in the 21st century. One model that teachers are encouraged to use in order to enhance these skills is called inquiry-based learning. The question of how to effectively implement this model in an inclusive classroom setting, while supporting all students with a Universal Design for Learning approach, was the focus of this study. Conducted over four months in a primary classroom, this action research study demonstrates how Knowledge Building Circles, multimodal methods of instruction, sociodramatic skits, video modeling, and collaborative group work projects can be used as effective teaching strategies. Key themes emerged around: speaking and listening skills, ways of learning, means of expression, fostering collaboration and higher order thinking skills, student engagement, and experiential learning. Overall, this study demonstrates how the inquiry process can be a meaningful way to enhance the learning of all students while implementing the new curriculum. It is hoped that other teachers may apply these findings to their own practice, and that further research will be done in this area.