基因编辑的法律与伦理问题

跨域同仁聚焦公共话题,本辑围绕基因编辑的法律与伦理议题,各位学者基于不同的立场与视角做出不同的评议。为尊重言论,兹实录对话,仅做最低限度的技术处理

學校課程推廣應用教育行銷理論之可能性初探

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課程革新制度化之探析 A Review of Innovative Curriculum Institutionalization

課程革新的制度化約自1980 年代始展開研究，其進展恰與制度理論的興革背景相呼應，皆受到理性選擇論、組織社會學和歷史制度主義等影響，而有不同的關注焦點。細究制度化的運作，發現其過程大抵可區分為：調控、規範和認知等三種模式；並且衍生相應 的指標行為有：人們的從眾傾向、工作的例行化與規範價值的內在化等。長期以往，課程革新的制度化遠不若實施研究較受重視，學術研究累積的成果委實有限，期許未來該研究能與其它理論（如實施、擴散或推廣等）跨領域合作，豐實有關革新進程研究之全貌。 Studies on innovative curriculum institutionalization (ICI) have burgeoned since the 1980s, synchronizing with the developmental background of the institutionalization theory. Both of them were influenced by the rational choice theory, organizational sociology, and historical institutionalism and appeared to focus on different issues. The three models of ICI consist of regulative, normative, and cognitive aspects, and some indicative behaviors are included, such as herd mentality, routine work, and enculturation of normative value. Compared to curriculum implementation, ICI was never highly respected as a field of study, and its accumulated research results are rather limited. Hopefully, future studies in the field of ICI may cooperate with other different domains (such as implementation or dissemination) in order to enrich the scope of research on the process of curriculum innovation

課程實施在推廣中的意涵與革新體現：課程史觀點 Curriculum Implementation Implies the Meanings of the Dissemination and Innovation: The Viewpoint of Curriculum History

本研究以歷史回顧的文獻分析技術就過程、觀點爬梳相關名詞釋義，並整合課程革新實施模式的探討，從中瞭解課程革新實施的相關詞義生成與脈絡演變，作為國內課程實施的學術和實務參考之借鏡。本研究的主要發現臚列如下：一、起源於美國 1960 年代推廣課程革新的失敗，「課程實施」的術語乃從「課程推廣」做概念衍伸。又因 Fullan 實施階段的劃分並不嚴謹，「課程實施」若附屬於「課程推廣」的子過程，則實施、擴散和制度化或可望做進一步 的理論整合。二、課程革新實施的觀點從忠實轉變為調適取向，目標與結構逐漸消融，外來革新結合在地文化深耕，乃能導致後續的人際擴散與制度化。三、課程革新實施的模式主要為「自上而下」及「由下而上」兩種類型，各種模式的發展有其脈絡背景及假定基礎。 The aim of this study was to analyze previous literature on academics for integrating the model and process of innovative curriculum implementation (ICI). The findings yielded the following conclusions: (1) The academic term ICI was derived on the basis of curriculum dissemination and related factors and originated from a failure in curriculum innovation in the United States during the 1960s. The academic error committed by Fullan caused the integration of diffusion and institutionalism as a combined theory. (2) The concept of ICI was revised from fidelity to mutual adaptation. Moreover, the concept does not emphasize the goal and structure of ICI but combines innovation with culture to enable interpersonal diffusion and institutionalization. (3) The model of ICI differs from the top-down and bottom-up approaches, all of which were developed on the basis of assumptions

Measurement of integrated luminosity of data collected at 3.773 GeV by BESIII from 2021 to 2024

We present a measurement of the integrated luminosity e+e- of collision data collected by the BESIII detector at the BEPCII collider at a center-of-mass energy of Ecm = 3.773 GeV. The integrated luminosities of the datasets taken from December 2021 to June 2022, from November 2022 to June 2023, and from October 2023 to February 2024 were determined to be 4.995±0.019 fb-1, 8.157±0.031 fb-1, and 4.191±0.016 fb-1, respectively, by analyzing large angle Bhabha scattering events. The uncertainties are dominated by systematic effects, and the statistical uncertainties are negligible. Our results provide essential input for future analyses and precision measurements