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Reading and Writing - The original publication of the article contained an error. 相似文献
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Joerg M. Meyer 《Teaching Statistics》2017,39(3):71-74
Stochastic independence is not an easy notion. Because it is part of the probability structure, it can have some surprising non‐properties, which is beneficial for teachers and students to see illustrated. Neither is the relationship to causal independence an easy one. 相似文献
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Margaret A. McNulty Rebecca L. Wisner Amanda J. Meyer 《Anatomical sciences education》2021,14(6):847-852
The law of Non-Original Malappropriate Eponymous Nomenclature (NOMEN) states that no phenomenon is named after its discoverer. However, eponymous terms are rife in the anatomical and medical literature. In this viewpoint commentary, the authors discuss the history of anatomical eponyms, explain the additional cognitive load imposed by eponyms that can negatively impact student learning and explore the view that eponyms are “pale, male and stale” in the socially conscious 21st century. The authors probe two of the most common arguments used to keep eponyms in anatomy education: (1) clinicians use them because they are easy, and (2) eponyms remind us of anatomy's history. Educators, clinicians and students need to work together to progress this movement and bring a modern lens to this discussion. Based on the arguments presented in this commentary, the authors propose that eponyms should be removed from anatomy curricula, textbooks and have no place in the anatomy classroom. 相似文献
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Megan McPherson Kylie Budge Narelle Lemon 《International Journal for Academic Development》2015,20(2):126-136
Using social media platforms to build informal learning processes and social networks is significant in academic development practices within higher education. We present three vignettes illustrating academic practices occurring on Twitter to show that using social media is beneficial for building networks of academics, locally and globally, enhancing information flows, inspiring thinking, and motivating academic practice. Using a reflective and diffractive methodology, we illuminate how different flows of forces and relations are enacted. We argue it is in this fluidity of informal learning that perspectives are contested and shaped, and that academic developers can benefit by encompassing such practices. 相似文献