Lessons from professional identity development literature: A qualitative content analysis

The development of a professional identity as a counselor is the result of training, practice, and integration into a community of professional counselors and is defined as the synthesis of personal and professional behaviors, values, ethics, and worldview. The research on this topic has been plentiful, but this systemic and systematic review of the research literature provides a comprehensive overview of this important concept for counselor training and supervision.     

The theory of recombination of gaseous ions

The bearing of the recent results of Marshall on the theory of recombination of gaseous ions is discussed. It is shown, by solution of the Brownian movement equation for two ions of opposite sign, in a gas, that the average relative displacement in a time π is little influenced by the attractive forces, except for distances of the order of magnitude of 10^?5 cm. or less, at ordinary temperatures. This conclusion, that in general the motion of the ions relative to each other is largely one of random diffusion, is in good agreement with the interpretation forced by Marshall's study of the variation of the coefficient of recombination α with time and concentration of ions. This also indicates that the theoretical approach of Langevin to the solution of the recombination problem is untenable, while that of Thomson is justified. The theory, of Thomson is discussed and, is compared with observation. It appears to fit qualitatively as accurately as the facts are known.It is then shown how the success of any theoretical treatment is limited due to our ignorance of the nature of the mass of the ion, a condition which, however, enables us to understand the very small range of variation of α among the different gases.     

Is Self‐Esteem a Cause or Consequence of Social Support? A 4‐Year Longitudinal Study

Considerable research has been devoted to examining the relations between self‐esteem and social support. However, the exact nature and direction of these relations are not well understood. Measures of self‐esteem, and social support quantity and quality were administered to 961 adolescents across five yearly time points (M_age = 13.41 years). Structural equation modeling (SEM) was utilized to test between a self‐esteem antecedent model (self‐esteem precedes changes in social support), self‐esteem consequence model (social support precedes change in self‐esteem), and a reciprocal influence model. Self‐esteem reliably predicted increasing levels of social support quality and network size across time. In contrast, the consequence model was not supported. The implications of this for helping adolescents to develop higher quality social support structures are discussed.     

Expanding Traditions: Curriculum in Transition—The Seventies

Mr. Brown was the first male teacher at Lincoln Elementary. Jenny wasn't sure what to make of him. When her mother asked how she liked her new teacher, Jenny answered, ‘Can't say. She keeps sending her husband.’

—adapted from: www.webschooling.com/jokes69.html     

Participation in Dissection Affects Student Performance on Gross Anatomy Practical and Written Examinations: Results of a Four-Year Comparative Study

The role of human dissection in modern medical curricula has been a topic of intense debate. In part, this is because dissection can be time-consuming and curricular hours are being monitored more carefully. This has led some to question the efficacy and importance of dissection as a teaching method. While this topic has received considerable attention in the literature, the question of how dissection impacts learning has been difficult to evaluate in a real-world, high-stakes setting since participation in dissection is often one of many variables. In this study, this challenge was overcome due to a change in the curriculum of a Special Master Program (SMP) that permitted a comparison between two years of students that learned anatomy using prosection only and two years of students that participated in dissection laboratories. Since each class of SMP students took courses in the medical school, and the medical school anatomy curriculum was constant, medical student performance served as a control throughout the study period. Results demonstrate that SMP students who learned through prosection had lower performance on anatomy practical and written examinations compared to medical students. When the SMP program changed and students started participating in dissection, there were measurable improvements in both practical and written examinations. These findings provide evidence of dissection’s role in learning and applying anatomy knowledge both within and outside the gross anatomy laboratory.