"Induced pluripotent stem cells (iPSCs) have been praised for overcoming some of the ethical challenges of embryonic stem cell research, including oocyte donation for research and the destruction of human embryos. However, iPSC-research and iPSC-based interventions are not morally neutral alternatives and have their own ethical implications that are not fully understood yet. While there is some understanding of ethical issues surrounding the derivation, storage and use of human tissue, there is less understanding of how iPSC-research affects our society and morality. Consequentially, it is difficult to fully anticipate those implications. The notion of hard and soft impacts could benefit the understanding and anticipation of ethical implications of iPSC-research and interventions. Hard impacts are those direct physical and financial effects of iPSCs that are quantifiable and measurable. So-called soft impacts have a different focus. They consider how a technology or intervention affects our psychology, societal structures, morality and our behavior, hereby influencing the uptake, effects and evaluation of technology. So far, academic literature and researchers focus primarily on hard impacts of iPSC-research. Soft impacts are similarly important and therefore require more academic and regulatory attention. This talk focuses upon these understudied aspects of iPSC-research and technology. The goal is to show that for researchers and ethicists it is important to become aware of the soft impacts of iPSC-research and technology. This awareness could contribute to a broader understanding of the social value of stem cell research, anticipating ethical challenges of iPSC-research and in formulating new virtues for stem cell researchers. "
This review article has resulted from the discussion during the roundtable of the editors-in-chief of the international relations (IR) journals, convened by Saint Petersburg State University as part of the Congress of the IR students (November, 2022). As a result of the discussion, the participants agreed that Russian journals have passed a serious way of positioning at the international level, which is proved by the statistics of indexing journals in well-known databases. The sharp transformation of the international system is only just beginning to affect the publication activity of foreign authors and the promotion of domestic publications in the ratings. At this historical stage, Russian journals in the field of international relations are at a crossroads between full nationalization and functioning in the realities of fragmented globalization. In addition, the most important challenge that scientific journals will face is the changing market for scientific publications due to the emergence of new technologies, including the increasing use of "artificial intelligence". The distribution of new software products allows not only to search for data for the implementation of scientific expertise, but also creates conditions for the rapid preparation of manuscripts of various volumes. This will lead to a dramatic increase in the number of scientific publications. The journals will have to be ready to create flexible publication models and verify the validity of scientific information.
This study investigates the impact of Korean high school teachers' perception of the benefits of participating in professional learning communities (PLCs) on teacher leadership using administrative survey data collected by the Gyeonggi Institute of Education. The findings indicate that positive experiences with PLCs can promote teacher leadership both within and beyond the classroom, highlighting the importance of providing professional development opportunities, collaboration and activities through PLCs. Furthermore, the study emphasises the crucial role of school culture, particularly positive school culture and supportive principal leadership in fostering teacher leadership both within and beyond the classroom. However, it also reveals that power dynamics and hierarchies in schools may negatively impact teacher leadership, particularly among female and non-tenured teachers in their beyond-classroom teacher leadership. Finally, the study shows that the innovative school status schools in Gyeonggi Province in South Korea has limited influence on the level of teacher leadership, or in some cases, may even have indicated lower levels of leadership compared to regular schools.
The study aims to investigate the effects of an online learning model, Read-Answer-Discuss-Explain-Create (RADEC), on the emergence of creative ideas and projects for 7th-grade students when designing local solutions to global warming problems. Case studies were used in this research by implementing learning in environmental science concepts. This one-shot case study research was conducted on 30 7th-grade students (16 boys and 14 girls) selected through the purposive sampling technique. The research was conducted in Bandung, Indonesia. Five stages are carried out in the RADEC learning model, including the Read-Answer stage, where students answered pre-learning questions outside the classroom; the DiscussExplain stage, where students responded to their pre-learning questions in small and large groups; and the Create stage, where students agreed on solutions to a problem and realised the product of a creative project. Qualitative data were collected through worksheets, posters, and guided interviews. Although students have not been able to demonstrate originality thinking skills, the implementation of the online RADEC model stimulated students' fluency and flexibility thinking skills. This was evident from the many creative ideas or projects of students. Besides, students could decide on ideas or group projects to solve global warming problem with rational considerations. Although the online RADEC model has not been able to produce original creative products, its implementation has stimulated students to think creatively about solving global warming problems. In addition, the implications, limitations, advantages and potential of further research are discussed in this paper.
Abstract Conventional pastureland management has brought Southern Brazilian dairy farms to a financial and environmental crisis. In this context, the management-intensive grazing system (MIG) emerges as a viable alternative to conventional pastureland management. This study aims to analyze the Social-Ecological System (SES) transformation process of the dairy system in Santa Rosa de Lima, Southern Brazil, from conventional management to MIG. For the analysis, two different frameworks were combined: SES transformation process and the triple-loop learning frameworks. The analysis was based on a statistical analysis of interviews, conducted with dairy farmers. Results show that the dairy system in Santa Rosa de Lima is in the middle of a transformation process. During this phase, farmers have already reached single and, partially, double-loop learning. Among the elements needed to successfully move the transformation process forward, social learning stands out as indispensable, as well as financial capital. For this, payments for ecosystem services are suggested.
