The Ignatian Pedagogy Paradigm and the Global Imperative of Biotechnology

The potential of the Ignatian Pedagogical Paradigm (IPP) is realized in the reflective actions of students after they leave the Jesuit educational setting and go out into the world. With developments in science and technology accelerating, and worldwide dissemination immediate, the imperative to infuse the IPP into areas driven by science and technology is clear. It is this imperative which draws us to the global biotechnology industry. This paper presents a short overview of the industry, describes how “science-business” differs from traditional business, and discusses the process by which the IPP – context, experience, reflection, action and evaluation – has been developed in the Business of Biotechnology program at the University of San Francisco (USF). The cases developed to exemplify the IPP are “Organized Religion and the Business of Biotechnology,” “Humanist Measures for Success in Bio-Business,” and “The Poor and Marginalized.” In addition, the Business of Biotechnology program utilizes the Biotechnology Innovation Expertise Model (BIEM 2.0), which identifies a recognized complement of the disciplines needed to bring breakthrough bioscience to a commercial product. These disciplines are readily present at Jesuit universities, which can, in turn, directly support education of value to the global biotechnology industry

The incidence and make up of ability grouped sets in the UK primary school

The adoption of setting in the primary school (pupils ability grouped across classes for particular subjects) emerged during the 1990s as a means to raise standards. Recent research based on 8875 children in the Millennium Cohort Study showed that 25.8% of children in Year 2 were set for literacy and mathematics and a further 11.2% of children were set for mathematics or literacy alone. Logistic regression analysis showed that the best predictors of being in the top set for literacy or mathematics were whether the child was born in the Autumn or Winter and cognitive ability scores. Boys were significantly more likely than girls to be in the bottom literacy set. Family circumstances held less importance for setting placement compared with the child’s own characteristics, although they were more important in relation to bottom set placement. Children in bottom sets were significantly more likely to be part of a long-term single parent household, have experienced poverty, and not to have a mother with qualifications at NVQ3 or higher levels. The findings are discussed in relation to earlier research and the implications for schools are set out

Whatever happened to curriculum theory? Critical realism and curriculum change

In the face of what has been characterised as a ‘crisis’ in curriculum – an apparent decline of some aspects of curriculum studies combined with the emergence of new types of national curriculum which downgrade knowledge – some writers have been arguing for the use of realist theory to address these issues. This paper offers a contribution to this debate, drawing upon critical realism, and especially upon the social theory of Margaret Archer. The paper first outlines the supposed crisis in curriculum, before providing an overview of some of the key tenets of critical realism. The paper concludes by speculating on how critical realism may offer new ways of thinking to inform policy and practice in a key curricular problematic. This is the issue of curriculum change

School organizational culture: The peak of research in the context of neoliberal policies

Inscrita numa matriz teórica multirreferencial, a problemática da cultura organizacional tem sido objecto de múltiplos desenvolvimentos conceptuais e diversificadas apropriações políticas e ideológicas. No campo da educação e no contexto mais específico das organizações escolares, as abordagens culturais e simbólicas sofreram algumas inflexões teóricas apenas compreensíveis quando contextualizadas no quadro mais global das políticas internacionais de cariz neoliberal e neoconservador. Neste trabalho, procura-se reflectir criticamente sobre a forma como a problemática da cultura organizacional em contexto escolar passa a ser (re)perspectivada numa altura em que se expandem alguns objectivos e valores políticos associados às ideologias da modernização e da racionalização. Num segundo momento, tomando como ponto de partida a análise de um vasto número de investigações integradas em quatro bases de dados electrónicas de âmbito internacional, debatemos as principais tendências teóricas, conceptuais e metodológicas deste campo de estudo, fazendo sobressair o lugar e o estatuto da escola enquanto contexto privilegiado de investigação, designadamente nos domínios crítico-reflexivos.Within a multi-referential theoretical framework, the issue of organizational culture has been a subject for multiple conceptual developments and different ideological and political appropriations. In the field of education and in the specific context of school organizations, the cultural and symbolic approaches were subjected to some theoretical inflections. These can only be understood in the global framework of international policies of neoliberal and neoconservative nature. First, this paper critically discusses how the issue of organizational culture in school context was put in perspectives at a time when some political-ideological objectives and values were associated to modernization and rationalization ideologies. Based on the analysis of a great number of researches included in four electronic databases with an international scope, it then discusses the main theoretical, conceptual and methodological trends of this field of study, stressing the place and statute of school as a privileged research context, namely in the reflexive and critical domain.info:eu-repo/semantics/publishedVersio

Habitat use and site fidelity of neonate and juvenile green sawfish Pristis zijsron in a nursery area in Western Australia

The largest of the sawfishes is the Critically Endangered green sawfish Pristis zijsron, a species believed to have undergone a major decline (38%) in extent of occurrence. Conservation efforts are hampered by the lack of information on the habitat requirements of this species. We used passive acoustic telemetry to document the movement patterns of 37 juvenile P. zijsron (<3000 mm total length) in a recently discovered nursery area in a remote estuary and adjacent mangrove creeks in the Pilbara region of Western Australia. All age classes had a high site fidelity near the mouth of the Ashburton River (<700 m upstream) or in the adjacent tidal mangrove creeks. Neonates stayed close to the river mouth for several months, with movement in creasing with growth. For larger individuals, movement between the river mouth or creeks and nearshore coastal habitats was largely tidally driven, with nearshore coastal habitats used during low tide and protected tidal waters (mangrove creeks) used during high tide. Emigration from the river estuary appeared to be influenced by increases in freshwater discharge and high turbidity brought on by cyclonic rainfall events. The high relative abundance and site fidelity of multiple age classes of P. zijsron over multiple years confirms that the study area provides important nursery habitats for the species. Additionally, the localised movements of juveniles suggest that this population may be sensitive to disturbances within these habitats. Given the significance of this region for P. zijsron, it is imperative to focus conservation efforts here to ensure that the population remains in a relatively healthy condition