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21.
Evaluation of usage of virtual microscopy for the study of histology in the medical,dental, and veterinary undergraduate programs of a UK University
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Margaret K. Gatumu Frances M. MacMillan Philip D. Langton P. Max Headley Judy R. Harris 《Anatomical sciences education》2014,7(5):389-398
This article describes the introduction of a virtual microscope (VM) that has allowed preclinical histology teaching to be fashioned to better suit the needs of approximately 900 undergraduate students per year studying medicine, dentistry, or veterinary science at the University of Bristol, United Kingdom. Features of the VM implementation include: (1) the facility for students and teachers to make annotations on the digital slides; (2) in‐house development of VM‐based quizzes that are used for both formative and summative assessments; (3) archiving of teaching materials generated each year, enabling students to access their personalized learning resources throughout their programs; and (4) retention of light microscopy capability alongside the VM. Student feedback on the VM is particularly positive about its ease of use, the value of the annotation tool, the quizzes, and the accessibility of all components off‐campus. Analysis of login data indicates considerable, although variable, use of the VM by students outside timetabled teaching. The median number of annual logins per student account for every course exceeded the number of timetabled histology classes for that course (1.6–3.5 times). The total number of annual student logins across all cohorts increased from approximately 9,000 in the year 2007–2008 to 22,000 in the year 2010–2011. The implementation of the VM has improved teaching and learning in practical classes within the histology laboratory and facilitated consolidation and revision of material outside the laboratory. Discussion is provided of some novel strategies that capitalize on the benefits of introducing a VM, as well as strategies adopted to overcome some potential challenges. Anat Sci Educ 7: 389–398. © 2013 American Association of Anatomists. 相似文献
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Max Yalden 《Interchange》1978,9(4):4-10
Conclusion In this brief look at French-language instruction in Canada, I have tried to consider a number of possible approaches to the problem. My emphasis has been on the pragmatic and the practical because I believe that Canadians need to look at the matter in this way and not in overblown emotional terms.Providing solid French language programs throughout our school system is not a frill. It is the basic option that we must offer our children if we want them to have the fullest opportunity to participate in Canadian life. 相似文献
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In this paper, we present an on-chip hand-powered membrane pump using a robust patient-to-chip syringe interface. This approach enables safe sample collection, sample containment, integrated sharps disposal, high sample volume capacity, and controlled downstream flow with no electrical power requirements. Sample is manually injected into the device via a syringe and needle. The membrane pump inflates upon injection and subsequently deflates, delivering fluid to downstream components in a controlled manner. The device is fabricated from poly(methyl methacrylate) (PMMA) and silicone, using CO2 laser micromachining, with a total material cost of ∼0.20 USD/device. We experimentally demonstrate pump performance for both deionized (DI) water and undiluted, anticoagulated mouse whole blood, and characterize the behavior with reference to a resistor-capacitor electrical circuit analogy. Downstream output of the membrane pump is regulated, and scaled, by connecting multiple pumps in parallel. In contrast to existing on-chip pumping mechanisms that typically have low volume capacity (∼5 μL) and sample volume throughput (∼1–10 μl/min), the membrane pump offers high volume capacity (up to 240 μl) and sample volume throughput (up to 125 μl/min). 相似文献
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This paper is firmly grounded in the position that engaging with students’ voices in schools is central to the development of inclusive practices. It explores the tensions that can be created when efforts are made to engage with students’ voices in relation to their experiences of learning and teaching. An example from a three-year research and development project, which worked alongside teachers to use students’ voices as a way of developing inclusive practices, is used to illustrate these tensions. This project, though showing that students’ voices can be a powerful means for understanding learning and teaching in schools, also encountered challenges with these processes. This paper focuses on the experiences of one secondary school which (possibly inadvertently) subverted and undermined students’ voice initiatives and explores the potential negative impacts of this on individual students, on students as a whole, and on teacher development. By doing this, suggestions as to how such tensions can be avoided in schools are offered, with the aim being to allow a genuine engagement with the views of students. 相似文献
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Sophie Rutter Verena Blinzler Chaoyu Ye Max L. Wilson Michael D. Twidale 《Information processing & management》2019,56(3):919-938
With greater access to computational resources, people use search to address many everyday challenges in their lives, including solving technology problems. Although there are now many useful ‘how-to’ resources online (especially videos on YouTube), it can still be difficult to identify, understand, and resolve certain kinds of technical problem. While research tasks have been studied for many years and we know the tactics people use, we know far less about searchers’ tactics for how-to technical tasks that involve actually being able to apply found information to resolve a problem. Crucial to our study was developing and studying a highly realistic, how-to technical task, for which there was no single guidance resource: making a phone safe for a child. After providing 39 participants with an actual phone to fix, and a search engine to perform the task, we analysed their search tactics using retrospective cued think aloud interviews. Our primary contribution is a set of 77 tactics used, in three categories, along with detail of how common they were. We conclude that people had a lot of tactics in their repertoire. Although it was not hard for participants to find relevant information, what was hard was for participants to find information they could use; indeed only 23% of participants successfully completed the entire task. Domain knowledge affected the choice of tactics used (although not necessarily towards better task success). We discuss these influences and make design recommendations for how future search systems can support those in resolving how-to technical tasks. 相似文献
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Max Visser 《Learning Inquiry》2008,2(2):127-137
To survive in and adapt to dynamic, turbulent, and complex environments, organizations need to engage in learning. This truism is particularly relevant for army organizations in times of war and armed conflict. In this article a case of army operations during World War II is analyzed on the basis of ?rtenblad’s integrated model of the learning organization and Argyris and Schön’s theory of action approach. Among others, it is found that survival of and adaptation to combat conditions is possible through single-loop learning, provided that this learning takes place in an open and productive learning climate. This and other conclusions have important implications for theory and practice of organizational learning under conditions of hierarchy and discipline. 相似文献
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Max Lumbroso 《欧洲师范教育杂志》1993,16(2):171-177
Can school increase its productivity? Which is the attitude of teachers to this issue? INRP and University of Paris 5 made conducted survey on the issue, by questionnaire. Among more than 2000 answers to the questionnaire, a sample of 988 has been extracted to accurately represent the heterogeneous spectrum of French secondary school teachers. Individual qualities are considered essential spectrum among the conditions for success. The majority of teachers does not expect school to be able to counterbalance individual differences. Implications of these attitudes for teacher training are then discussed. 相似文献