Pedagogy of regulation: Strategies and instruments to supervise learning from adverse events

Diverse scholars have argued that standards and performance measurements are “instruments of control” that have a profound influence on the day‐to‐day lives of individuals and organizations, causing constitutive effects. Regulatory bodies increasingly use standards to oversee and monitor the regulated. This paper discusses the Dutch Health and Youth Care Inspectorate's use of both standards and a performance measurement system introduced to monitor how Dutch hospitals investigate and learn from serious adverse events. Rather than focusing on how standards affect regulated practices and organizations, our study examines how the use of these instruments affects the standard maker, that is, the Inspectorate. We explore how the Inspectorate's work practices, standards, and coupled performance measurement system influence its regulatory pedagogy, reviewing practices, and decisionmaking. We conclude that standards and performance measurement systems are not by definition “instruments of control” as their constitutive effects are (under)determined by the relationships in which they are enacted.     

Swabs as DNA Collection Devices for Sampling Different Biological Materials from Different Substrates

Currently, there is a variety of swabs for collection of biological evidence from crime scenes, but their comparative efficiency is unknown. Here, we report the results of an investigation into the efficiency of different swab types to collect blood, saliva and touch DNA from a range of substrates. The efficiency of extracting blood and saliva from each swab type was also tested. Some swabs were significantly more effective than others for sampling biological materials from different substrates. Swabs with the highest sampling efficiency, however, often did not have the highest extraction efficiency. Observations were recorded regarding practicality of each swab in a variety of situations. Our study demonstrates that selection of sampling device impacts greatly upon successful collection and extraction of DNA. We present guidelines to assist in evaluation of swab choice.     

Social darwinism and the taylor system: a missing link in the evolution of management?

Whereas linkages between Social Darwinism and Frederick Taylor's system of Scientific Management have been noted, there has been little elaboration on the relationship. In this paper, the parallels between the Social Darwinist theory of Herbert Spencer and the major tenets of Taylorism are explored. By the early 20th Century, members of the business community and leaders of organized labor had developed very different attitudes toward the principle of “survival of the fittest.” These opinions, informed by the prevailing ethos of society, appear to have colored business's and labor's reactions to Taylor's Scientific Management system. In addition, management historians may have developed different views concerning the strength of the relationship between Social Darwinism and Scientific Management because of the various forms of Social Darwinist theory.     

'Management by Contract': A Study of Programmatic and Technological Aspects

The practice of 'Management by Contract' can — as with any practice — be characterized by programmatic and technological dimensions. These dimensions contain concepts and ideas at the programmatic level, which shape the mission of the practice (concrete tasks and routines) at the technological level. Thus, the former attach the practice to the broader conceptual dimension. In this paper both of these dimensions will be analysed. The aim is to study how quality issues have been managed by contract. The first part presents some of the conceptual arguments of 'Management by Contract'. The arguments of a structure generally used (the Purchaser/Provider split) and a method often used (competitive tendering) will be discussed. The second part presents some technological effects through empirical findings. The paper concludes with an analysis of the interaction or non-interaction between these two dimensions.     

Understanding institutional change: Fast-moving and slow-moving institutions

Studies in Comparative International Development - This article proposes a classification of ‘slow-moving” and “fast-moving” institutions, and discusses the potential...     

L‘évaluation: un moment de vérité dans le développement de l'enseignement collégial

Sommaire: Dans cet article sur l'évaluation, l'auteur constate d'abord que les organismes conseils en éducation dénoncent chacun à leur manière l'absence d'évaluation dans les établissements scolaires. Il présente ensuite les conditions selon lesquelles l'évaluation peut éclore et se développer: la restauration du sens de I'institution; la recherche de l'excellence; le dépassement des idéologies; l'élimination des rapports conflictuels. L'auteur aborde dans une deuxième partie le champ d'application de l'évaluation scolaire: I'évaluation des apprentissages; l'évaluation des enseignants; l'évaluation de la gestion administrative. Finalement, l'auteur propose à la réflexion les pistes suivantes: l'évaluation, c'est d'abord le pari de l'excellence; l'èvaluation ne peut se faire sans un changement des mentalités; l'évaluation exige l'ouverture vers I'extéieur. Enfin, I'auteur dénonce la culture de la peur que les détracteurs de l'évaluátion entretiennent volontiers pour retarder l'action et il incite les administrateurs scolaires à mener de façon concrète et active leur intervention dans ce domaine. Abstract: In this paper on evaluation or assessment, the author first notes that educational organizations all criticize, in their own way, the lack of evaluation in school establishments. He then specifies the conditions under which such evaluation may emerge and develop: the sense of purpose of the institution must be restored; there must be a search for excellence; one must go beyond ideology; conflict relationships must be eliminated. In part two, the author deals with the fields of application of school evaluation: assessing trainee programs; evaluating teachers; assessing administrative management, The author then suggests the following matters for thought: to evaluate is first of all to search for excellence; no assessment can be made without changes in mentality; and assessment requires an open outlook. Lastly, the author decries the fact that the detractors of evaluation resort to fear as a dilatory measure against action. He urges school administrators to define, in a concrete, active manner, their role in this area.     

Testosterone reactivity and identification with a perpetrator or a victim in a story are associated with attraction to violence-related cues

Background

Recent field research has demonstrated that an attraction to aggressive behavior and cruelty is common among combatants and perpetrators involved in organized violence. The biological basis of this appetitive perception of aggression in humans has to date not been studied.

Aims

We examined testosterone as a potential hormonal moderator during induction of specifically appetitive aggressive behavior in the laboratory.

Method

To activate physiological responding related to appetitive aggression, 145 university students (72 women) listened to tape recordings of variants of a violent story. The perspective of the listener in the story was randomized between subjects. Participants were required to either identify as perpetrator, neutral observer, or victim. We assessed changes in saliva testosterone in response to the story. Subsequently, a series of pictorial stimuli (IAPS) with different valence ratings was presented and participants determined the length of viewing time with a button click. This viewing time for negative IAPS was assessed as a dependent variable indicating level of interest in violent scenes.

Results

Men identified themselves with the perpetrator more than women irrespective of the particular perspective presented by the story. Men who responded with an increase in saliva testosterone when adopting the perpetrator perspective chose to view the negative IAPS pictures for longer intervals than participants in other conditions or those who did not exhibit a release in testosterone.

Conclusions

Testosterone moderates attraction to cruel and violent cues in men, as indicated by extended deliberate viewing of violence cues.     

The British Parliament and ministerial responsibility c. 1740–60*

This article deals with certain matters concerning the issue of the political accountability of ministers to parliament during the last twenty years of the reign of King George II. It emphasizes the fact that there was no constitutional convention during this period that would have allowed parliament or the House of Commons alone to force the dismissal or resignation of ministers (as the ultimate sanction of political accountability). At that time, the king was the real master of his ministers. On the other hand, and as a matter of fact, only those ministers who could best manage the king's business in parliament were kept in office by the king. These propositions are demonstrated by examining the practice of the various administrations between 1740–60. It was also especially important for the leading ministers, such as Robert Walpole, Henry Pelham, the Duke of Newcastle and William Pitt to secure both the favour of the king and the confidence of parliament to remain in office. The Pitt-Newcastle administration (from 1757) additionally confirmed the general principle in times of war that administrations can only have firm parliamentary majorities to hold onto power as long as they would lead a war successfully.