Museum Representations of Contested Spaces: The Kuril Islands

Since the turn of the twenty-first century, a boom of museums focused on the Ainu cultural subject has emerged in both Russia and Japan. By conceptualizing museums as nonneutral and culturally embedded productions which attempt to convey knowledge of foreign spaces to home spaces, this thesis will analyze the ways in which various museum institutions in Russia and Japan, as well as those produced by Ainu activist groups, choose to tell certain stories about the disputed Kuril Island territories and the Ainu people, and to map those stories within the broader colonial framework of the Kuril Islands dispute and indigenous rights in Russia and Japan. The institutions discussed in this text are the Upopoy National Ainu Museum and Park, Japanese National Museum of Territory and Sovereignty, Russian Ethnographic Museum, Omsk Oblast Museum of Fine Art, Nibutani Ainu Cultural Museum, and Ureshipa Shirarika

Choosing embryos: Ethical complexity and relational autonomy in staff accounts of PGD

Copyright @ 2008 the authors. This article is available in accordance with the Creative Commons Deed, Attribution 2.5, see http://creativecommons.org/licenses/by-nc-nd/2.5/deed.en_CA.The technique of preimplantation genetic diagnosis (PGD) is commonly explained as a way of checking the genes of embryos produced by IVF for serious genetic diseases. However, complex accounts of this technique emerged during ethics discussion groups held for PGD staff. These form part of a study exploring the social processes, meanings and institutions that frame and produce ‘ethical problems’ for practitioners, scientists and others working in the specialty of PGD in the UK. Two ‘grey areas’ raised by staff are discussed in terms of how far staff are, or in the future may be, able to support autonomous choices of women/couples: accepting ‘carrier’ embryos within the goal of creating a ‘healthy’ child; and sex selection of embryos for social reasons. These grey areas challenged the staff’s resolve to offer individual informed choice, in the face of their awareness of possible collective social effects that might ensue from individual choices. We therefore argue that these new forms of choice pose a challenge to conventional models of individual autonomy used in UK genetic and reproductive counselling, and that ‘relational autonomy’ may be a more suitable ethical model to describe the ethical principles being drawn on by staff working in this area.The Wellcome Trust Biomedical Ethics Programme, who funded the project ‘Facilitating choice, framing choice: the experience of staff workingin pre-implantation genetic diagnosis’ (no: 074935)

Educators’ Perceptions of Integrated STEM: A Phenomenological Study

The study utilized a semistructured interview approach to identify phenomena that are related to integrated STEM education by addressing the question: What are the critical components of an integrated STEM definition and what critical factors are necessary for an integrated STEM definition’s implementation? Thirteen expert practitioners were identified and interviewed. The interviews were transcribed and analyzed for content in three different ways: by person, by interview question, and across all interviews using exploratory data analysis methods. Ten identified phenomena were grouped into two classes: structural implementation phenomena and interpersonal implementation phenomena. The structural implementation phenomena were: subject integration, project-based learning, and design-based education; nontraditional assessment; STEM content; time; professional development; and outside support (from businesses and industry). The interpersonal implementation phenomena include: leadership; collaboration; willingness; authentic, relevant, and meaningful experiences for participants; and outside support (from people in business and industry). The analysis concluded that these phenomena could be considered both critical components and key implementation factors due to their interconnected nature. The data showed that the identified phenomena are necessary as part of an integrated STEM curriculum, which makes them critical components, and that the identified phenomena are critical to create and implement an integrated STEM setting, making them implementation factors as well. Implications for further research include: the possibility of looking at the interconnectedness of the phenomena, examining how each phenomenon contributes to integrated STEM, and measuring current STEM implementations to see if they incorporate the identified phenomena. Additionally, inclusion of an absent phenomenon could be researched to see if integrated STEM education is improved

Social welfare, genetic welfare? Boundary-work in the IVF/PGD clinic

Copyright @ 2006 Elsevier Ltd. All rights reserved.Through the lens of the ‘welfare of the child’ assessment, this paper explores how staff working in the area of in vitro fertilisation and preimplantation genetic diagnosis (IVF/PGD) balance reflexive relations of legitimacy and accountability between the public and private spheres, and between medicine, the citizen and the state. The wider research of which this analysis is a part uses multiple methods to study two National Health Service Assisted Conception Units in England. Research methods used included observation clinics and interviews with staff from a range of disciplines. We illustrate how the staff reveal tensions between their views that the welfare of the child assessment can be seen as intrusive and discriminatory, and on the other hand that medical intervention in reproduction should be socially and professionally accountable. These tensions can be understood sociologically in terms of a gradual movement from socially based solutions to fertility problems and disabilities, towards a biomedical, and arguably genetically oriented world view of such problems. Rather than being viewed as discrete, these two orientations should be seen as indicating an emergent direction of travel along a continuum, with elements of both being present in the accounts. We argue that consideration of the welfare of the child involves staff in ethical boundary-work across the two orientations and between the accountabilities and responsibilities of healthcare professionals, individuals and the state.The Wellcome Trust Biomedical Ethics Programme, who funded the project ‘Facilitating choice, framing choice: the experience of staff working in preimplantation genetic diagnosis’ (no. 074935)

Investigating Educators’ Perceptions of STEM Integration: A Semi-Structured Interview Approach

The study utilized a semi-structured interview approach to identify phenomena that are related to integrated STEM education by addressing the question, what are the critical components of an integrated STEM definition and what critical factors are necessary for an integrated STEM definition’s implementation? Thirteen expert practitioners were identified and interviewed. The interviews were transcribed and analyzed for content in three different ways, by person, by interview question, and across all interviews using exploratory data analysis methods. Ten identified phenomena were grouped into two classes: structural implementation phenomena and interpersonal implementation phenomena. The structural implementation phenomena were: subject integration/project-based learning/design-based education, non-traditional assessment, STEM content, time, professional development, and outside support (from businesses and industry). The interpersonal implementation phenomena include: leadership, collaboration, willingness, authentic/meaningful/relevant experiences for participants, and outside support (from people in business and industry). The analysis concluded that these phenomena could be considered both critical components and key implementation factors due to their interconnected nature. The data showed that the identified phenomena are necessary as part of an integrated STEM curriculum which makes them critical components, and that the identified phenomena are necessary to create and implement an integrated STEM setting, making them implementation factors as well. Implications for further research include: the possibility of looking at the interconnectedness of the phenomena, examining how each phenomenon contributes to integrated STEM, and measuring current STEM implementations to see if they incorporate the identified phenomena. Additionally, inclusion of an absent phenomenon could be researched to see if integrated STEM education is improved

Wearable Technology and Schools: Where are We and Where Do We Go From Here?

The area of wearable technology is having a rapidly growing impact on society with more consumers purchasing wearable tech. At the same time, wearable technology seems to be poised to have an impact on educational settings. This paper explores the area of wearable technology related to schools. It considers how wearable technology can be used by teachers to improve instruction and by students to change how they interact with the school environment. Wearable technology applications currently being implemented as part of the curriculum in schools are identified and discussed. To conclude, traits and skills that school leaders need to exhibit for a wearable technology initiative to be successfully implemented are proposed. Wearable technology has the potential to impact schools in the same way as the computers and mobile devices of today. This paper does not set out to provide answers but is designed to create discussions about wearable technology and schools

Women as moral pioneers? Experiences of first trimester antenatal screening

Copyright @ 2005 Elsevier Ltd.The implementation of innovative medical technologies can raise unprecedented ethical, legal and social dilemmas. This is particularly so in the area of antenatal screening, which is dominated by the language of risk and probabilities. Second trimester serum screening for Down's syndrome and neural tube defects has a well-established place in antenatal care. Increasingly, first trimester screening with biochemical and ultrasound markers is being proposed as advance on this, yielding higher detection rates of Down's syndrome at an earlier gestational age. This article explores the experiences of 14 women offered innovative first trimester screening, which takes place within the context of a detailed ultrasound scan. The study is set within the UK, where recent policy changes mean that the offer of screening for fetal anomalies, particularly Down's syndrome, will become a routine part of antenatal care and offered to all pregnant women. This paper focuses on the significance of the scan in first trimester screening, and some of the potential dilemmas for women that can result from this. It then discusses the ways in which women made their decisions about screening, in particular, their work as ‘moral pioneers’. We found that the part played by the ultrasound scan in first trimester screening, particularly in relation to the higher-quality images now being obtained, has the potential to introduce new and novel ethical dilemmas for pregnant women. Although concerns have been raised about pregnant women viewing ultrasound scans as benign, many of the women reported having thought carefully through their own moral beliefs and values prior to screening. It seems that whatever other implications they may have, first trimester screening technologies will continue the tradition of pregnant women acting as ‘moral pioneers’ in increasingly complex settings.ESRC/MRC Innovative Health Technologies Programme for funding the project (grant no: L218252042). CW acknowledges the support of The Wellcome Trust Biomedical Ethics Programme in funding her postdoctoral fellowship, which enabled her to work on this project