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991.
Julia C. Young Michelle R. Quayle Justin W. Adams John F. Bertram Paul G. McMenamin 《Anatomical sciences education》2019,12(1):90-96
The practical aspect of human developmental biology education is often limited to the observation and use of animal models to illustrate developmental anatomy. This is due in part to the difficulty of accessing human embryonic and fetal specimens, and the sensitivity inherent to presenting these specimens as teaching materials. This report presents a new approach using three-dimensional (3D) printed replicas of actual human materials in practical classes, thus allowing for the inclusion of accurate examples of human developmental anatomy in the educational context. A series of 3D prints have been produced from digital data collected by computed tomography (CT) imaging of an archived series of preserved human embryonic and fetal specimens. The final versions of 3D prints have been generated in a range of single or multiple materials to illustrate the progression of human development, including the development of internal anatomy. Furthermore, multiple copies of each replica have been printed for large group teaching. In addition to the educational benefit of examining accurate 3D replicas, this approach lessens the potential for adverse student reaction (due to cultural background or personal experience) to observing actual human embryonic/fetal anatomical specimens, and reduces the potential of damage or loss of original specimens. This approach, in combination with ongoing improvements in the management and analysis of digital data and advances in scanning technology, has enormous potential to allow embryology students access to both local and international collections of human gestational material. Anat Sci Educ 00: 000–000. © 2018 American Association of Anatomists. 相似文献
992.
A Complexity Approach Toward Mind–Brain–Education (MBE); Challenges and Opportunities in Educational Intervention and Research 下载免费PDF全文
In the context of an educational or clinical intervention, we often ask questions such as “How does this intervention influence the task behavior of autistic children?” or “How does working memory influence inhibition of immediate responses?” What do we mean by the word influence here? In this article, we introduce the framework of complex dynamic systems (CDS) to disentangle the meaning of words such as influence, and to discuss the issue of education and intervention as something that takes place in the form of complex, real‐time, situated processes. What are the applied implications of such a CDS framework? Can we use it to improve education? Five general principles—process laws—are introduced, which can be used to guide the way we formulate research questions and methods, and the way we use the results of such research. In addition, we briefly discuss a project in progress, in which we ourselves attempt to apply the process laws that govern educational activities. Finally, we report about a discussion about the usability of the process laws, both in educational research and in the classroom, as was held during our workshop at the Mind, Brain, and Education Conference, November 2014. 相似文献
993.
Brit Toven-Lindsey Marc Levis-Fitzgerald Paul H. Barber Tama Hasson 《CBE life sciences education》2015,14(2)
The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these students leave STEM majors at significantly higher rates than their non-URM peers. This study utilizes a matched comparison group design to examine the academic achievement and persistence of students enrolled in the Program for Excellence in Education and Research in the Sciences (PEERS), an academic support program at the University of California, Los Angeles, for first- and second-year science majors from underrepresented backgrounds. Results indicate that PEERS students, on average, earned higher grades in most “gatekeeper” chemistry and math courses, had a higher cumulative grade point average, completed more science courses, and persisted in a science major at significantly higher rates than the comparison group. With its holistic approach focused on academics, counseling, creating a supportive community, and exposure to research, the PEERS program serves as an excellent model for universities interested in and committed to improving persistence of underrepresented science majors and closing the achievement gap. 相似文献
994.
995.
Michèle Cowan Nasir Nisar Arain Tawfic Samer Abu Assale Abdulelah Hassan Assi Raed Alwai Albar Paul K. Ganguly 《Anatomical sciences education》2010,3(5):272-275
Alfaisal University is a new medical school in Riyadh, Kingdom of Saudi Arabia that matriculates eligible students directly from high school and requires them to participate in a hybrid problem‐based learning (PBL) curriculum. PBL is a well‐established student‐centered approach, and the authors have sought to examine if a student‐centered, integrated approach to learn human structures leads to positive perceptions of learning outcomes. Ten students were divided into four groups to rotate through wet and dry laboratory stations (integrated resource sessions, IRSs) that engaged them in imaging techniques, embryology, histology, gross anatomy (dissections and prosections), surface anatomy, and self‐directed learning questions. All IRSs were primarily directed by students. During two second‐semester organ system blocks, forty students responded to a structured questionnaire designed to poll students' perceptions of changes in their knowledge, skills, and attitudes as a result of IRS. The majority (60%) of students felt that the student‐centered approach to learning enhanced their medical knowledge. Most students also felt that the IRS approach was advantageous for formulating clear learning objectives (55%) and in preparing for examinations (65%). Despite their positive feelings toward IRS, students did not view this learning approach as an adequate replacement for the knowledge gained from lectures and textbooks. Students' performance on objective structured practical examinations improved significantly for the two curricular blocks that included IRS compared with earlier non‐IRS blocks. A student‐centered approach to teach human structure in a hybrid PBL curriculum may enhance understanding of the basic sciences in first‐year medical students. Anat Sci Educ 3:272–275, 2010. © 2010 American Association of Anatomists. 相似文献
996.
A simple transfer function has been used to predict indoor temperature and humidity from outdoor climate. Using downscaled output from the Hadley Model (HadCM3) changes in indoor climate through to 2100 were predicted for an idealised unheated room at a number of European sites. The potential threats to paper and the risk of salt damage were predicted using damage functions. Although paper faces an increased risk in some temperate locations, salt weathering can increase or decrease dependent on location. Many future indoor climates may already exist at other locations, so communication throughout the heritage sector offers examples for the management of future challenges. Climate change is relatively slow so there is ample time for the adoption of good practices at these locations. 相似文献
997.
For more than 150 years, the United States Government Printing Office (GPO), along with its Federal Depository Library Program (FDLP), has supported an informed citizenry and democracy by ensuring access and preservation to a broad swath of federal government information. This collaborative national public information program between local libraries and the national government, if it is to survive beyond its second century of service, must overcome profound challenges within a rapidly evolving complex of e-government policies and principles. The FDLP can (and must) find a way to serve its traditional values – permanent and public access to government information – that allows for growth and change within the demands of a dynamic electronic environment between the governors and the governed. 相似文献
998.
The purpose of this study was to examine the adequacy of "multi-age" classification systems in youth sports with a specific focus on the unisex multi-age-groupings used by USA Swimming. In addition, we offer an analytical rationale for the multi-age-groupings and potential alternatives. We examined the top 100 US swim performances for three years (2005, 2006, and 2007) for girls and boys in 15 age-groups (7 to 20 years and a singular group of 21 years and older). Data for each age and sex were pooled over the three years and means were calculated for each of seven competitive swim events. Swim times differed among each age up to the 14-year age-group in girls (F (14,30885) = 183.9, P < 0.01, Cohen's d = 1.19-3.72, large effect) and 16-year age-group in boys (F (14,30885) = 308.7, P < 0.01, Cohen's d = 0.81-3.64, large effect) for all events. Age-related differences in swim times continued later in boys than girls likely due to differences between the sexes in timing of growth and maturation. Because of the differences in swim performance in contemporary multi-age-groups, stratifying swimmers by a single age is the best means to ensure competitive fairness and equality, although there is no rationale for swimmers under the age of 8 years to compete in separate unisex competitive groups. 相似文献
999.
This study examined the nature, occurring contexts, and psychological implications of weight-related teasing in urban physical education programs. Semistructured interviews were conducted with 47 participants from a large urban school district. Data were analyzed using inductive analysis and constant comparisons. Most overweight adolescents experienced many different types of teasing in physical education. Victims of teasing felt hurt and experienced uncomfortable feelings due to social comparisons. Overweight students who were not teased reported a variety of reasons. Teachers lacked awareness of and strategies to handle teasing of overweight students. There is a need to implement preventive policies and rules to eliminate weight-related teasing and create inclusive physical education environments. 相似文献
1000.
Educators, not to mention philosophers of education, find themselves in a difficult position nowadays. They are confronted with problems such as which kind of values one would want citizens to embrace, or to what extent social practices of a particular group may differ from what is generally held. In this essay, Paul Smeyers and Yusef Waghid focus on postmodern critiques, in particular on the position of Michel Foucault as it is relevant for the debate on cosmopolitanism. The authors argue that Foucault's analysis of the self in relation to the other is somewhat contentious, as it seems to invoke an independent ethical self other than a social self. Smeyers and Waghid claim that a more nuanced position regarding this relation can be found in the work of Stanley Cavell. They conclude that encounters with the other should not be seen as a new kind of universalism or Foucauldian subjectivism, but rather as an opening that creates opportunities both for attachment and detachments, that is, for acknowledgment and avoidance. 相似文献