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What are the current challenges and opportunities for bringing actor-network theory (ANT) into issues-based science education? This article discusses experiences gained from introducing an educational version of ANT deploying digital technology into an upper secondary school science class. This teaching innovation, called "controversy mapping", has been pioneered in different contexts of higher education before being adapted to school education. Experimenting with controversy mapping in a Swedish science class raised both conceptual and practical issues. These centre on: (1) how ANT-inspired controversy mapping redesigns the citizenship training enacted by institutionalized approaches to issues-based education as socioscientific issues (SSI); (2) how controversy mapping reconfigures the interdisciplinarity of issues-based science education; and (3) how controversy mapping displaces scientific literacy and knowledge of the nature of science as guiding concerns for teaching in favour of new preoccupations with digital literacy and digital tools and methods as contemporary infrastructures of free and open inquiry.

AIM - To discuss how scientific confirmation of cigarette smoking as a major contemporary drug problem during the 1980s was preceded by a rising tide of clinical and pharmaceutical innovation dedicated to treating smoking as a problem of addiction. BACKGROUND - This current of innovation, commencing already in the 1950s, carried the smokers’ clinic and nicotine replacement therapies (NRTs) into the world, both of which were originally invented and pioneered in Sweden. It is argued that both of these inventions were vital for advancing the problematization of smoking as a matter of nicotine addiction. While the British doctor Lennox Johnston is well-known for his early attempts to demonstrate the reality of smoking as nicotine addiction through auto-experimentation, the historical significance of Börje Ejrup’s founding of the first smokers’ clinics in Stockholm in the late 1950s has not been widely commented upon. Attempting to remedy this situation, the rise and fall of Ejrup’s clinics deploying lobeline substitution therapy as a cure for ‘nicotinism’ is outlined in the main body of the paper. FINDINGS - Although the clinical treatment of smoking as addiction lost momentum during the 1960s, the invention of Nicorette gum in southern Sweden at the end of the decade provided renewed impetus. Commencing in Helsingborg and Lund in 1970, the smokers’ clinic and NRTs entered into the long-term service of each other; a new combination that in just over a decade would succeed in propagating the reality of smoking as nicotine addiction on to a global stage.

A critical analysis of Bruno Latour's book 'We Have Never Been Modern' is presented. Topics discussed include the theory of a Great Divide, originating from 17th century philosophy, which separates the natural and social worlds and influences contemporary concepts of modernism.

Science and technology studies (STS) has cultivated a positive vision of technological controversies. By raising new issues to address, controversies are seen as generating more thorough and exhaustive processes of technology assessment. However, the ability to view controversies in this light remains dependent upon how technology is collectively imagined and understood. If it is envisioned as a classic technological fix then broader controversy is just what is intended to be overcome, not positively indulged. Albert Hirschman's distinction between divisible and non-divisible conflicts captures such varying evaluations of controversy. In particular, it helps analyse how the long-standing fix of geological disposal of nuclear waste has been persistently defended as a non-negotiable object of technological concern – a recipe for escaping controversy by permanently isolating nuclear waste from the biosphere. Comparing the Swedish and French programmes for the geological disposal of nuclear waste shows how defending the technological integrity of a non-divisible disposal concept has remained an institutional fixation for Swedish nuclear waste management for over 30 years. In contrast, legislative demands for a reversible disposal concept introduced in France in the late 1990s have arguably served to unravel a technological fix into a divisible object of collective concern. [ABSTRACT FROM AUTHOR]

What are the current challenges and opportunities for bringing actor-network theory (ANT) into issues-based science education? This article discusses experiences gained from introducing an educational version of ANT deploying digital technology into an upper secondary school science class. This teaching innovation, called controversy mapping, has been pioneered in different contexts of higher education before being adapted to school education. Experimenting with controversy mapping in a Swedish science class raised both conceptual and practical issues. These centre on: (1) how ANT-inspired controversy mapping redesigns the citizenship training enacted by institutionalized approaches to issues-based education as socioscientific issues (SSI); (2) how controversy mapping reconfigures the interdisciplinarity of issues-based science education; and (3) how controversy mapping displaces scientific literacy and knowledge of the nature of science as guiding concerns for teaching in favour of new preoccupations with digital literacy and digital tools and methods as contemporary infrastructures of free and open inquiry. [ABSTRACT FROM AUTHOR]

Objective Although conceptual definitions of personcentred care (PCC) vary, most models value the involvement of patients through patient-professional partnerships. While this may increase patients' sense of responsibility and control, research is needed to further understand how this partnership is created and perceived. This study aims to explore the realities of partnership as perceived by patients and health professionals in everyday PCC practice. Design Qualitative study employing a thematic analysis of semistructured interviews with professionals and patients. Setting Four internal medicine wards and two primary care centres in western Sweden. Participants 16 health professionals based at hospital wards or primary care centres delivering person-centred care, and 20 patients admitted to one of the hospital wards. Results Our findings identified both informal and formal aspects of partnership. Informal aspects, emerging during the interaction between healthcare professionals and patients, without any prior guidelines or regulations, incorporated proximity and receptiveness of professionals and building a close connection and confidence. This epitomised a caring, respectful relationship congruent across accounts. Formal aspects, including structured ways of sustaining partnership were experienced differently. Professionals described collaborating with patients to encourage participation, capture personal goals, plan and document care. However, although patients felt listened to and informed, they were content to ask questions and felt less involved in care planning, documentation or exploring lifeworld goals. They commonly perceived participation as informed discussion and agreement, deferring to professional knowledge and expertise in the presence of an empathetic and trusting relationship. Conclusions In our study, patients appear to value a process of human connectedness above and beyond formalised aspects of documenting agreed goals and care planning. PCC increases patients' confidence in professionals who are competent and able to make them feel safe and secure. Informal elements of partnership provide the conditions for communication and cooperation on which formal relations of partnership can be constructed. [ABSTRACT FROM AUTHOR]

Background Person-centred care ( PCC) is increasingly advocated as a new way of delivering health care, but there is little evidence that it is widely practised. The University of Gothenburg Centre for Person-Centred Care ( GPCC) was set up in 2010 to develop and implement person-centred care in clinical practice on the basis of three routines. These routines are based on eliciting the patient's narrative to initiate a partnership; working the partnership to achieve commonly agreed goals; and using documentation to safeguard the partnership and record the person's narrative and shared goals. Objective In this paper, we aimed to explore professionals' understanding of PCC routines as they implement the GPCC model in a range of different settings. Methods We conducted a qualitative study and interviewed 18 clinician-researchers from five health-care professions who were working in seven diverse GPCC projects. Results Interviewees' accounts of PCC emphasized the ways in which persons are seen as different from patients; the variable emphasis placed on the person's goals; and the role of the person's own resources in building partnerships. Conclusion This study illustrates what is needed for health-care professionals to implement PCC in everyday practice: the recognition of the person is as important as the specific practical routines. Interviewees described the need to change the clinical mindset and to develop the ways of integrating people's narratives with clinical practice. [ABSTRACT FROM AUTHOR]