Quality assurance in forensic science: the UK situation

 The contribution to the debate on the quality of forensic science in the UK by various bodies including government, professional and accreditation organisations, is discussed. The practical steps that have been taken over many years to improve quality and to ensure that there are well-documented systems in place are considered. These include laboratory quality systems, proficiency testing and the training of forensic scientists. Received: 6 November 1996 Accepted: 12 December 1996     

Operational research and ethics: A literature review

Any human activity raises ethical questions, questions about ‘good’ and ‘right’ ways to act and to live; or to put it differently, questions of values and responsibility. From its inception operational research (OR) has engaged with such questions in terms of professional behavior, the handling of preferences in OR, the societal role of OR, the process of OR intervention and the content of OR analysis. As a result, analytical methods and processes have been developed to help clients explore the ethical dimension of their decisions. The paper reviews the literature published in selected OR journals (Management Science; Operations Research; Interfaces; the European Journal of Operational Research; the Journal of the Operations Research Society; Omega; International Transactions in Operational Research; the Journal of Multi-Criteria Decision Analysis), organizing it along the lines of OR’s core competences. The review identifies a number of significant research programmes that are well established and are being energetically pursued; the research findings are being applied to a wide range of important issues. Ethical questions lie at the heart of the great governmental and commercial issues of the day: economic growth and instability; inequality and injustice; environmental degradation and sustainability. They also lie at the heart of the more mundane decisions of day-to-day OR. ‘Ethics’ therefore provides a useful focus for OR both in terms of raising the awareness of all concerned and in providing a theme for research. As a result of the review some research questions are suggested. There is much of interest, much to do.     

Learning trajectories in teacher education: Supporting teachers’ understandings of students’ mathematical thinking

Recent work by researchers has focused on synthesizing and elaborating knowledge of students’ thinking on particular concepts as core progressions called learning trajectories. Although useful at the level of curriculum development, assessment design, and the articulation of standards, evidence is only beginning to emerge to suggest how learning trajectories can be utilized in teacher education. Our paper reports on two studies investigating practicing and prospective elementary teachers’ uses of a learning trajectory to make sense of students’ thinking about a foundational idea of rational number reasoning. Findings suggest that a mathematics learning trajectory supports teachers in creating models of students’ thinking and in restructuring teachers’ own understandings of mathematics and students’ reasoning.     

Vocal Evaluation in Teachers With or Without Symptoms

The aim of this study was to perform voice evaluation in teachers with and without vocal symptoms, identifying etiologic factors of dysphonia, voice symptoms, vocal qualities, and laryngeal lesions. Eighty teachers were divided into two groups: GI (without or sporadic symptoms, 40) and GII (with frequent vocal symptoms, 40). They answered a specific questionnaire, and were subject to a perceptual vocal assessment (maximum phonation time, glottal attack, resonance, coordination of breathing and voicing, pitch, and loudness), GIRBAS scale, and to videolaryngoscopy. Females were predominant in both groups, and the age range was from 36 to 50 years. Elementary teachers predominated, working in classes with 31-40 students. Voice symptoms and alterations in the perceptual vocal analysis and in the GIRBAS scale were more frequent in GII. In 46 teachers (GI-16; GII-30), videolaryngoscopy exams were abnormal with the vocal nodules being the most frequent lesions. These results indicate that a teacher's voice is compromised, and requires more attention including control of environmental factors and associated diseases, preventive vocal hygiene, periodic laryngeal examinations, and access to adequate specialist treatment.     

职业铅接触者尿Pb,Zn,Cu相关分析

对武汉某电源厂６９名职业铅接触者人血Ｐｂ，Ｚｎ，Ｃｕ水平等进行了检测。     

化学教学论课程实施中化学师范生教育教学能力的形成机理*

基于《中学教育专业师范生教师职业能力标准》提炼了师范生教育教学能力体系,体系涵盖了师德践行能力、实践教学能力、综合育人能力和专业发展能力等4项能力及对应的10方面能力要素。以化学教学论课程为例,分析了其章节内容与4项能力的对应关系,探讨了课程实施中化学师范生教育教学能力形成的机理和途径。化学师范生4项能力的形成机理各有特点,需要师范生和教师积极互动。     

Outcome of laryngeal manual therapy in four Dutch adults with persistent moderate-to-severe vocal hyperfunction: a pilot study

A relatively new management strategy for the treatment of voice disorders is the use of laryngeal manual therapy. The main purpose of the present pilot study is to document the outcome of vocal quality after a well-defined laryngeal manual therapy (LMT) program. Four Dutch professional voice users with a persistent moderate or severe muscle tension dysphonia were studied pretreatment (1 week before LMT) and posttreatment (1 week) after completion of manual therapy (25 sessions). These subjects had received several months of traditional voice therapy, without any success. To measure and compare, the effect of LMT objective and subjective assessment techniques were used. Perceptual voice assessment included a perceptual rating of the voice using the GRBAS scale. Furthermore, the vocal quality in this population was modeled by means of the Dysphonia Severity Index (DSI). All of the subjects selected for LMT showed improvement in perceptual vocal quality and DSI values. As the DSI is a weighted variable including aerodynamic and acoustic measures, small improvements (closer to 5) are very indicative of vocal quality improvement.¹ The use of LMT in professional voice users with persistent moderate-to-severe muscle tension dysphonia, especially in some subjects who have not responded to traditional voice therapy, is supported by this pilot study.