Strength,Weakness, Opportunity,Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland in Response to the Covid-19 Pandemic

The Covid-19 pandemic has driven the fastest changes to higher education across the globe, necessitated by social distancing measures preventing face-to-face teaching. This has led to an almost immediate switch to distance learning by higher education institutions. Anatomy faces some unique challenges. Intrinsically, anatomy is a three-dimensional subject that requires a sound understanding of the relationships between structures, often achieved by the study of human cadaveric material, models, and virtual resources. This study sought to identify the approaches taken in the United Kingdom and Republic of Ireland to deliver anatomical education through online means. Data were collected from 14 different universities in the United Kingdom and Republic of Ireland and compared adopting a thematic analysis approach. Once themes were generated, they were collectively brought together using a strength, weakness, opportunity, threat (SWOT) analysis. Key themes included the opportunity to develop new online resources and the chance to engage in new academic collaborations. Academics frequently mentioned the challenge that time constrains could place on the quality and effectiveness of these resources; especially as in many cases the aim of these resources was to compensate for a lack of exposure to cadaveric exposure. Comparisons of the actions taken by multiple higher education institutions reveal the ways that academics have tried to balance this demand. Discussions will facilitate decisions being made by higher education institutions regarding adapting the curriculum and assessment methods in anatomy.     

School Education Through the Eyes of Parents

Data from surveys of parents of students in Russian schools of various types in the years 2006 to 2011 show a high level of desire to invest in their children's education. There has been a high degree of stability in aspirations and investment in spite of the economic problems caused by global recession.     

Bibliometric methods in libraries of the Republic of Belarus: History and contemporary state

This paper considers the use of bibliometric methods in library and information activities, as well as the role of libraries of the Republic of Belarus in increasing the publication activities of researchers and the promotion of scientific journals.     

The Teaching of French as a Mother Tongue

The 14th International Week of Educational and Teaching Films organised this year, as in 1976, for ICEM, by the Belgian Ministry of National Education and Culture, took place from 17 to 21 April in the Quality Inn Hotel, Antwerp. It was attended by 80 participants, the strong European contingent being joined by North Americans, Kuwaitis, Australians and Japanese.     

DIRECT NON‐VIOLENT ACTION AND THE LAW

This article was delivered as the plenary address at the Massachusetts Association for Bilingual Education Annual Conference, November, 1986. The style of the speech has been preserved.     

Distance education copyright,intellectual property,and antitrust concerns

Abstract

An empirical examination of accredited American higher education institutions was conducted to obtain baseline data regarding distance education copyright, intellectual property, and antitrust concerns. Additionally, a multiple‐case study involving ten of the top thirty accredited distance education institutions in America was conducted. Policy approaches were examined for all institutions, and differences were discussed between public and private institutions as well as between the following Carnegie Classification institutions: Research I and II, Doctorate I and II, and Master's I and II. Data indicated that, out of the schools surveyed, 22% of the institutions in these Carnegie Classification categories published copyright and intellectual property policies on their institution's Web site. In the case study, it was found that 90% of the institutions centrally controlled their distance education program administration as well as the copyright and intellectual property policies related to it.     

Children's ideas on light and vision

This paper reports a small‐scale longitudinal enquiry into the development of children's ideas on light and vision. It followed the same class from Year 4 (age 9) through to Year 6 (age 11), but the greater part of the information came from Year 5. The data were derived from the children's drawings and written responses, and from small group interviews. Care was taken to ensure that the ideas elicited were the true beliefs of the children. No formal instruction in the subject had been given, nor was any attempted. In the analysis, the children's views have been classified according to a hierarchical set of models, which reflect the strong adherence to an active vision interpretation held by the majority. The extent of progression towards the more scientific view is reported. In the introduction and discussion comparison is made between contemporary non‐scientific conceptions of vision, and the speculations of pre‐scientific philosophers. A final section presents some implications of these findings for teaching the topic.     

An intervention in the Halliwick Method procedures (swimming) for a group of individuals with Downs syndrome

The purpose of this study was to intervene in the process of the Halliwick Method (swimming), in order to improve the method, or some of its aspects, for a sample of 14 individuals with Downs syndrome (aged six to 21 years), using both an individualized educational setting approach and a differentiation of the elements of the Halliwick Method. The pre-intervention phase included medical examination, IQ, measurement of the behaviour according to the Rutter Scale and a Test of Physical Performance for each subject. Next, the subjects were assigned to seven pairs of case studies, where each individual following a Halliwick Methods swimming programme was paired with an individual following a modified swimming programme based on the same method, on physical health variables, IQ, behaviour and motor abilities. The duration of each swimming programme was 24 weeks for each individual, at a frequency of once per week, for 40 minutes. In the light of the findings of this study, further recommendations for the improvement of Halliwick Method procedures were made, common factors that affected the performance of each individual were identified and their relation with performance was explored.