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- Wagner, Galen, et al.
(författare)
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Consideration of pitfalls in and omissions from the current ECG standards for diagnosis of myocardial ischemia/infarction in patients who have acute coronary syndromes
- 2006
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Ingår i: Cardiology Clinics. - : Elsevier BV. - 1558-2264 .- 0733-8651. ; 24:3, s. 331-331
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Tidskriftsartikel (refereegranskat)abstract
- The ECG is the key clinical test available for the emergency determination of which patients who presenting with acute coronary syndromes indeed have acute myocardial ischemia/infarction. Because typically the etiology is thrombosis, the correct clinical decision regarding reperfusion therapy is crucial. This review follows the efforts of an AHA working group to develop new standards for clinical application of electrocardiology. The pitfalls in the current diagnostic standards regarding ischemia/infarction that have been identified by sufficiently documented studies are corrected in their report. This article focuses on the pitfalls for which new standards will emerge in future years.
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- Josephson, Peter, 1969-
(författare)
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Böcker eller universitet? : Om ett tema i tysk utbildningspolitisk debatt kring 1800
- 2009
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Ingår i: Lychnos. - Uppsala : Lärdomshistoriska samfundet. - 0076-1648. ; , s. 177-208
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Tidskriftsartikel (refereegranskat)abstract
- It has often been claimed that German universities were in a state of crisis at the close of the 18th century. Allegedly, professors only taught what could be found in books. Their thinking had hardened into convention and orthodoxy and their teaching had turned into a mechanical and pedantic routine. This description is to some extent accurate. The bored student who slept through lectures was something of a topos in university policy discourse at the time. That said, the question remains why teaching methods in the universities suddenly were thought to be obsolete. The means of instruction hadn’t changed much since the Middle Ages. In most cases, the professor read aloud from his manuscript; students listened, kept quite, and took notes. How does one account for the fact that this method of instruction was commonly considered expendable at the end of the 18th century? In this article I argue that the crisis in German higher education was triggered partly by the rapid growth of the contemporary book trade. Thanks to the printing press, critics asserted, students could henceforth acquire knowledge by their own efforts, and would no longer have to gather in lecture halls in order to listen to professors, who, each term, read their compendia to new audiences. Some suggested that one should abolish universities altogether. Others instead wanted to improve the methods of instruction so that the universities would once again become indispensable. My focus here is on how this topic was discussed among pedagogues, writers and members of the learned estate up until the founding of the University of Berlin in 1810.
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- Josephson, Peter, 1969-
(författare)
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Den akademiska frihetens gränser : Max Weber, Humboldtmodellen och den värdefria vetenskapen
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to contribute to an understanding of why Weber advocated a value-free science. In en essay from 1917, Weber writes that the question of whether or not one ought to make value judgments in the lecture hall is basically a question of practical university policy. Weber's statement warrants a study of previously relatively unexamined source material. Between 1908 and 1911 Weber wrote a number of articles dealing with university policy. Using these texts as a basis for my research, I discern four reasons why he calls for a value-free science. The first reason is that he wants to provide students with protection against political indoctrination. The second reason is that he wants to counteract the ideological fragmentation that threatens to arise within universities if teachers with fundamentally irreconcilable views assume the right to preach politics from the lectern. The third reason is that he wants to avoid giving the government an excuse to intervene in academic appointments in order to make sure that the faculties do not grant chairs to individuals who question the current form of government. The fourth reason, paradoxically, is that he wants to lay the foundation for an alternative political education of students. Such a political education would not force upon students certain previously determined norms and rules of action, but instead would encourage them to examine themselves and their ethical motives, thus creating autonomous individuals. Previous resarch has argued that Weber defended academic freedom at a time when powerful forces were at work to restrict it. This conclusion is partially anachronic. The right to express political opinions in the lecture hall was as a rule seen as part of academic freedom at the turn of the twentieth century. The problems Weber intends to solve with the doctrine of value-free science, including the discrimination of dissidents, is thus a direct and indirect result of academic freedom.
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