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AI-based analysis of cancer registry data 基于人工智能的癌症登记数据分析
Pub Date : 2024-06-04 DOI: 10.1007/s12312-024-01336-7
Sebastian Germer, Christiane Rudolph, A. Katalinic, Natalie Rath, Katharina Rausch, Heinz Handels
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引用次数: 0
Stengths and limitations of cancer research in Germany 德国癌症研究的优势和局限性
Pub Date : 2024-06-01 DOI: 10.1007/s12312-024-01330-z
Olaf Ortmann, Frederik Wenz
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引用次数: 0
Social law issues in oncology: a question of social participation 肿瘤学中的社会法律问题:社会参与问题
Pub Date : 2024-03-26 DOI: 10.1007/s12312-024-01313-0
Ingo Neupert
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引用次数: 0
NIS-Studie zur Instillation von Mitomycin C 关于丝裂霉素 C 灌注的 NIS 研究
Pub Date : 2024-03-20 DOI: 10.1007/s12312-024-01315-y
H. Rexer, C. Doehn, M. Retz
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引用次数: 0
Patient monitoring with patient-reported outcomes 通过患者报告结果对患者进行监测
Pub Date : 2024-03-07 DOI: 10.1007/s12312-024-01314-z
Christoph Kowalski, Maria Margarete Karsten, André Karger, Clara Breidenbach
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引用次数: 0
Dread disease cover: a trend in cancer insurance 可怕的疾病保险:癌症保险的趋势
Pub Date : 2024-03-06 DOI: 10.1007/s12312-024-01309-w
Philipp Wolf
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引用次数: 0
Slow Knowledge and the Unhurried Child: time for slow pedagogies in early childhood education: (Re)finding yourself and our children in a world ruled by immediacy 慢知识和不着急的孩子:幼儿教育中的慢教学法:在即时性统治的世界中(重新)发现自己和我们的孩子
Pub Date : 2024-03-01 DOI: 10.3898/forum.2024.66.1.14
Rachel Marks
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引用次数: 0
Joining the dots? Special education and alternative provision 如何协调?特殊教育和替代教育
Pub Date : 2024-03-01 DOI: 10.3898/forum.2024.66.1.09
Sally Tomlinson, Craig Johnston
The English mass state education system, developing over 150 years, has created subsystems for children and young people who had difficulty in functioning at or beyond 'mainstream' schooling, or whose behaviour was deemed inappropriate. While many descriptions and labels proliferated in the education system, by 1981 children notionally had been categorised with 'special educational needs' (SEN) with disability added in 1995 (SEND) and/or were increasingly placed in what became alternative educational provisions (APs). By 2021, this dual subsystem was attempting to deal with around one and a half million children, a majority still in mainstream schooling in what was considered to be inclusion, others designated as 'high needs', mainly within (expensive) segregated special schools or units, and other children were subject to temporary or permanent exclusions from school. In March 2022, with a follow-up in 2023, the government, driven largely by financial considerations and a lack of oversight of existing provision, proposed that the expanding special educational needs and AP subsystems be formally linked. This article examines these emerging proposals through an historical lens, and considers what these may mean for teachers, associated professionals and the children.
英国的公立教育系统经过 150 多年的发展,已经为那些在 "主流 "学校教育中或 学校教育之外难以发挥作用,或其行为被视为不当的儿童和青少年建立了子系统。虽然教育系统中的描述和标签层出不穷,但到 1981 年,儿童从概念上被归类为有 "特殊教育需要"(SEN),1995 年又增加了残疾(SEND),并且/或者越来越多的儿童被安置在替代教育机构(APs)中。到 2021 年,这个双重子系统正试图处理约 150 万名儿童的问题,其中大多数仍在主流学校接受被认为是全纳的教育,其他儿童被指定为 "高需求",主要在(昂贵的)隔离特殊学校或单位接受教育,其他儿童则被暂时或永久地排除在学校之外。2022 年 3 月,政府主要出于财政考虑和对现有提供情况缺乏监督的原因,提议将不断扩大的特殊教育需求和学前教育子系统正式联系起来,并在 2023 年采取后续行动。本文从历史的角度审视了这些新出现的建议,并思考了这些建议对教师、相关专业人员和儿童可能意味着什么。
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引用次数: 0
Ofsted's agendas 评估办公室的议程
Pub Date : 2024-03-01 DOI: 10.3898/forum.2024.66.1.12
Colin Richards
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引用次数: 0
New thinking! 新思维!
Pub Date : 2024-03-01 DOI: 10.3898/forum.2024.66.1.01
P. Yarker
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引用次数: 0
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