Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as the passage of Public Law 94-142 and its accompanying demand for indi vidualized instruction, peer-mediated interventions seem likely to prolif erate. As I have noted elsewhere (Strain, this volume), close adherence to the principle of individualized programming has rendered obsolete the "adults only" model of classroom instruction. Whether the utilization of peers in the instructional process comes to be viewed by school personnel as a positive adjunct to daily classroom practices depends in large mea sure on our ability to carefully design, conduct, and communicate the findings of applied research. I trust that this volume will function both to accurately communicate existing findings and to stimulate further study. My colleagues who have generously contributed their time and skill to this volume have my deepest appreciation. They have performed their various tasks in a timely, professional manner and, in my opinion, have provided considerable insight into the problems and potentials of peers as instructional agents.
An argument that technology accelerates biological discovery, with case studies ranging from chromosome discovery with early microscopes to how DNA replicates using radioisotope labels. Engineering has been an essential collaborator in biological research and breakthroughs in biology are often enabled by technological advances. Decoding the double helix structure of DNA, for example, only became possible after significant advances in such technologies as X-ray diffraction and gel electrophoresis. Diagnosis and treatment of tuberculosis improved as new technologies—including the stethoscope, the microscope, and the X-ray—developed. These engineering breakthroughs take place away from the biology lab, and many years may elapse before the technology becomes available to biologists. In this book, David Lee argues for concurrent engineering—the convergence of engineering and biological research—as a means to accelerate the pace of biological discovery and its application to diagnosis and treatment. He presents extensive case studies and introduces a metric to measure the time between technological development and biological discovery. Investigating a series of major biological discoveries that range from pasteurization to electron microscopy, Lee finds that it took an average of forty years for the necessary technology to become available for laboratory use. Lee calls for new approaches to research and funding to encourage a tighter, more collaborative coupling of engineering and biology. Only then, he argues, will we see the rapid advances in the life sciences that are critically needed for life-saving diagnosis and treatment.
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