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Competence and Vulnerability in Biomedical Research

Enhanced knowledge of the nature and causes of mental disorder have led increasingly to a need for the recruitment of ‘cognitively vulnerable’ participants in biomedical research. These individuals often fall into the ‘grey area’ between obvious decisional competence and obvious decisional incompetence and, as a result, may not be recognised as having the legal capacity to make such decisions themselves. At the core of the ethical debate surrounding the participation of cognitively vulnerable individuals in research is when, if at all, we should judge them decisionally and legally competent to consent to or refuse research participation on their own behalf and when they should be judged incompetent in this respect. In this book, the author develops a novel justificatory framework for making judgments of decisional competence to consent to biomedical research with reference to five groups of cognitively vulnerable individuals - older children and adolescents, adults with intellectual disabilities, adults with depression, adults with schizophrenia and adults with dementia, including Alzheimer’s disease. Using this framework, the author argues that we can make morally defensible judgments about the competence or incompetence of a potential participant to give contemporaneous consent to research by having regard to whether a judgment of competence would be more harmful to the ‘generic rights’ of the potential participant than a judgment of incompetence. The argument is also used to justify an account of supported decision-making in research, and applied to evaluate the extent to which this approach is evident in existing ethical guidelines and legal provisions. The book will be of interest to bioethicists as well as psychiatrists and academic medical lawyers interested in normative questions raised by the concepts of competence and capacity.

Candilis has argued that the focus should not be on competence alone; instead,
empirical studies should consider the values which schizophrenia sufferers
732RM: 52, Gewirth (1982: 118). See also the discussion in Beyleveld (1991: 23
–24, 28–30, 177–181). 733Moseretal. (2002: 1205). 734Moser et al. (2002: 1206
). 735 Dunn (2006). Dunn defines empirical ethics as where empirical
methodologies are brought to bear on the discussion of ethically problematic
issues (ibid.) ...

The Missing Links in Teacher Education Design

Developing a Multi-linked Conceptual Framework

Rather than promote a single teacher education design, this book discusses new ways to think about the problem. Key to such thinking is considering teacher education not independent elements but as a combination of links. This book offers four key links: conceptual ties across the university curriculum; theory-practice links between school and university settings; social-cultural links among the participants; and personal links that shape the identity of teacher educators.

Anne M. Phelan University of British Columbia, Canada An important question for
teacher education, then, is how to develop the capacity for discernment. . . [and]
the relationship between discernment, imagination and wise practice . . . . (Dunne
& Pendlebury, 2002, p. 211) CONTEXT OF THE TEACHER EDUCATION
PROGRAM The Master of Teaching (MT) Program at the University of Calgary,
Alberta, Canada is the focus of this chapter. The program is delivered over two
academic ...

Advances in Mechanisms, Robotics and Design Education and Research

This book contains papers on a wide range of topics in the area of kinematics, mechanisms, robotics, and design, addressing new research advances and innovations in design education. The content is divided into five main categories headed ‘Historical Perspectives’, ‘Kinematics and Mechanisms’, ‘Robotic Systems’, ‘Legged Locomotion’, and ‘Design Engineering Education’. Contributions take the form of survey articles, historical perspectives, commentaries on trends on education or research, original research contributions, and papers on design education. This volume celebrates the achievements of Professor Kenneth Waldron who has made innumerable and invaluable contributions to these fields in the last fifty years. His leadership and his pioneering work have influenced thousands of people in this discipline.

We are delighted to present a select compilation of papers that represent recent
advances in kinematics, mechanisms, design and robotics research and
education. The papers celebrate the achievements of Professor Kenneth
Waldron who has made immeasurable contributions to these fields in the last fifty
years. His leadership and his pioneering work have influenced thousands of
people in our community. During this period, he has mentored over 35 doctoral
and 30 masters ...

Design in Educational Technology

Design Thinking, Design Process, and the Design Studio

​This book is the result of a research symposium sponsored by the Association for Educational Communications and Technology [AECT]. The fifteen chapters were developed by leaders in the field and represent the most updated and cutting edge methodology in the areas of instructional design and instructional technology. The broad concepts of design, design thinking, the design process, and the design studio, are identified and they form the framework of the book. This book advocates the conscious adoption of a mindset of design thinking, such as that evident in a range of divergent professions including business, government, and medicine. At its core is a focus on “planning, inventing, making, and doing.” (Cross, 1982), all of which are of value to the field of educational technology. Additionally, the book endeavors to develop a deep understanding of the design process in the reader. It is a critical skill, often drawing from other traditional design fields. An examination of the design process as practiced, of new models for design, and of ways to connect theory to the development of educational products are all fully explored with the goal of providing guidance for emerging instructional designers and deepening the practice of more advanced practitioners. Finally, as a large number of leading schools of instructional design have adopted the studio form of education for their professional programs, we include this emerging topic in the book as a practical and focused guide for readers at all levels.

Higher. Education. Leaders. as. Designers. Paul F. Zenke Keywords Leadership •
Higher education • Higher education leadership • College leadership • University
leadership • Change leadership • Design • Design thinking • Design education •
Designers • Colleges of design • Leaders as designers ...

Creativity and HCI: From Experience to Design in Education

Selected Contributions from HCIEd 2007, March 29-30, 2007, Aveiro, Portugal

Students demonstrate final projects publicly within a design critique setting.
Finally, every student has to create learning and professional portfolios
illustrating their work using a mix of paper and electronic mediums. Please use
the following format when citing this chapter: Greenberg, S., 2009, in IFIP
International Federation for Information Processing, Volume 289; Creativity
andHCI: From (Boston: Springer), pp. 23–41. Experience to Design in Education;
Paula Kotzé, William Wong, ...

Multimedia Interface Design in Education

What the book is about This book is about the theory and practice of the use of multimedia, multimodal interfaces for leaming. Yet it is not about technology as such, at least in the sense that the authors do not subscribe to the idea that one should do something just because it is technologically possible. 'Multimedia' has been adopted in some commercial quarters to mean little more than a computer with some form of audio ar (more usually) video attachment. This is a trend which ought to be resisted, as exemplified by the material in this book. Rather than merely using a new technology 'because it is there', there is a need to examine how people leam and eommunicate, and to study diverse ways in which computers ean harness text, sounds, speech, images, moving pietures, gestures, touch, etc. , to promote effective human leaming. We need to identify which media, in whieh combinations, using what mappings of domain to representation, are appropriate far which educational purposes . . The word 'multimodal ' in the title underlies this perspective. The intention is to focus attention less on the technology and more on how to strueture different kinds of information via different sensory channels in order to yield the best possible quality of communication and educational interaction. (Though the reader should refer to Chapter 1 for a discussion of the use of the word 'multimodal' . ) Historically there was little problem.

Chapter 3 “Rights in the Mirror”: An Interactive Video Drama Programme About
Human Rights Education Joseph Nolthuis Educa Video-Utrecht School of Arts,
Stadhouderslaan 27, Utrecht, The Netherlands, 3583 JB Editors' Introduction This
chapter describes a case study that is unusual both in its theoretical inspiration
and in the domain of education to which it is applied. The multimedia system “
Rights in the Mirror assists student teachers to learn about teaching human rights
issues.

Modelling, Computation and Optimization in Information Systems and Management Sciences

Second International Conference MCO 2008, Metz, France - Luxembourg, September 8-10, 2008, Proceedings

In this paper we describe how the co-author network, which is built from the
bibliographic records, can be incorporated into the process of personal name
language classification. The model is tested on the DBLP data set. The results
show that the extension of the language classification process with the co-author
network may help to refine the name language classification obtained from the
author names considered independently. It may also lead to the discovery of
dependencies ...

Modelling Foundations and Applications

6th European Conference, ECMFA 2010, Paris, France, June 15-18, 2010, Proceedings

Domain Specific Modeling Languages (DSML) are more and more used to
handle high level concepts, and thus bring complex software development under
control. The increasingly recurring definition of new languages raises the
problem of the definition of support tools such as editor, simulator, compiler, etc.
In this paper we propose generative technologies that have been designed to
ease the development of model animation tools inside the TopCased platform.
These tools rely on ...

Conceptual Modelling in Information Systems Engineering

This book compiles contributions from renowned researchers covering all aspects of conceptual modeling, on the occasion of Arne Sølvberg’s 67th birthday. Friends of this pioneer in information systems modeling contribute their latest research results from such fields as data modeling, goal-oriented modeling, agent-oriented modeling, and process-oriented modeling. The book reflects the most important recent developments and application areas of conceptual modeling, and highlights trends in conceptual modeling for the next decade.

Fact-oriented modeling is a conceptual approach that enables one to model and
query business domains in terms of the underlying facts of interest, where all
facts and rules may be verbalized in language readily understandable by non-
technical users of those business domains. Unlike Entity-Relationship modeling
and object-oriented modeling, fact-oriented modeling treats all facts as
relationships (unary, binary, ternary etc.). Grouping of facts into attribute-based
structures (e.g. ER ...

Spatial Data Modelling for 3D GIS

This book covers fundamental aspects of spatial data modelling specifically on the aspect of three-dimensional (3D) modelling and structuring. Realisation of "true" 3D GIS spatial system needs a lot of effort, and the process is taking place in various research centres and universities in some countries. The development of spatial data modelling for 3D objects is the focus of this book.

7.2.2 The Programming Language Object-oriented concepts were originally
developed in early programming languages such as Simula in 1960's. Other OO
programming languages such as Smalltalk, C++ and Java have also been
developed since then. Although Java is said to be widely used for the Internet or
distributed computing environment these days, C++ language is much more
widely used and offers more OO concepts than other languages (Stroustrup,
1997). There are ...