Computer‐assisted learning in anatomy at the International Medical School in Debrecen,Hungary: A preliminary report

The University of Debrecen's Faculty of Medicine has an international, multilingual student population with anatomy courses taught in English to all but Hungarian students. An elective computer‐assisted gross anatomy course, the Computer Human Anatomy (CHA), has been taught in English at the Anatomy Department since 2008. This course focuses on an introduction to anatomical digital images along with clinical cases. This low‐budget course has a large visual component using images from magnetic resonance imaging and computer axial tomogram scans, ultrasound clinical studies, and readily available anatomy software that presents topics which run in parallel to the university's core anatomy curriculum. From the combined computer images and CHA lecture information, students are asked to solve computer‐based clinical anatomy problems in the CHA computer laboratory. A statistical comparison was undertaken of core anatomy oral examination performances of English program first‐year medical students who took the elective CHA course and those who did not in the three academic years 2007–2008, 2008–2009, and 2009–2010. The results of this study indicate that the CHA‐enrolled students improved their performance on required anatomy core curriculum oral examinations (P < 0.001), suggesting that computer‐assisted learning may play an active role in anatomy curriculum improvement. These preliminary results have prompted ongoing evaluation of what specific aspects of CHA are valuable and which students benefit from computer‐assisted learning in a multilingual and diverse cultural environment. Anat Sci Educ. © 2012 American Association of Anatomists.     

Teaching the Self

Abstract

Teaching a business program capstone class presents a double challenge, requiring the educator to integrate different functional areas of business and evaluate student learning. This paper discusses concept maps as an active learning assessment tool in teaching a strategic management capstone course. Concept maps are used to meaningfully depict knowledge and present illustrations of relationships between concepts in a particular course. This study reviews 54 individual and 19 group concept maps collected over three semesters. The analysis affirms that concept maps are a powerful pedagogical tool that requires students to reflect on the knowledge gained during a course.     

Tree counting polynomials for labelled graphs part I: Properties

The properties of special pairs of tree counting polynomials that relate to a class of incomplete graphs and their complements are presented. These polynomial pairs are related by the previously defined binary complementing operation.In contrast with alternative graph representations, they offer the possibility of serving as a convenient signature for the specific configurations.In Part II, a new constructive procedure is presented for deriving these polynomials. It is shown that the new algorithmic approach facilities obtaining the polynomials for cases not readily obtained by use of generic factors of the basic subgraphs.     

International Differences in Information Privacy Concerns: A Global Survey of Consumers

We examine three possible explanations for differences in Internet privacy concerns revealed by national regulation: (1) These differences reflect and are related to differences in cultural values described by other research; (2) these differences reflect differences in Internet experience; or (3) they reflect differences in the desires of political institutions without reflecting underlying differences in privacy preferences. Using a sample of Internet users from 38 countries matched against the Internet population of the United States, we find support for (1) and (2), suggesting the need for localized privacy policies. Privacy concerns decline with Internet experience. Controlling for experience, cultural values were associated with differences in privacy concerns. These cultural differences are mediated by regulatory differences, although new cultural differences emerge when differences in regulation are harmonized. Differences in regulation reflect but also shape country differences. Consumers in countries with sectoral regulation have less desire for more privacy regulation.     

An assessment matrix for library makerspaces

The emergence of maker culture has led to an increase of makerspaces across a variety of educational organizations, including public libraries. These makerspaces provide library patrons with new opportunities to learn and create through exploration, creation, and play. However, as the number of library makerspaces grows, so does the need for assessing learning in those same spaces. There is a small amount of research completed on assessing learning of makerspaces in public libraries. The researchers in this study examine patron use of a library makerspace through a theoretical framework based on modern assessment research. Soon after the study began, it was necessary to rethink the original research questions and methods in order to better understand how assessment could be effectively implemented. Findings include determining the scope of library makerspace participants and their assessment needs, potential assessments that can address those needs, and design implications for assessments in library makerspaces.     

Nonsuicidal Self-Injury on Instagram: Examining Hashtag Trends

International Journal for the Advancement of Counselling - We sought to investigate how individuals who upload nonsuicidal self-injury (NSSI) content on Instagram conceptualize self-injury by...     

Limited Fine Motor and Grasping Skills in 6‐Month‐Old Infants at High Risk for Autism

Atypical motor behaviors are common among children with autism spectrum disorders (ASD). However, little is known about onset and functional implications of differences in early motor development among infants later diagnosed with ASD. Two prospective experiments were conducted to investigate motor skills among 6‐month‐olds at increased risk (high risk) for ASD (N₁ = 129; N₂ = 46). Infants were assessed using the Mullen Scales of Early Learning (MSEL) and during toy play. Across both experiments, high‐risk infants exhibited less mature object manipulation in a highly structured (MSEL) context and reduced grasping activity in an unstructured (free‐play) context than infants with no family history of ASD. Longitudinal assessments suggest that between 6 and 10 months, grasping activity increases in high‐risk infants.     

De-colonising international collaboration: The University of KwaZulu-Natal-Mauritius Institute of Education Cohort PhD programme

This paper explores the setting up of the partnership across the Mauritian and South African higher education contexts with respect to the development of a postgraduate PhD doctoral studies programme. The Mauritian Institute of Education (MIE) aims to develop staffing capacities through engagement with doctoral studies, especially in the context of limited experience in doctoral supervision. The South African model of doctoral cohort supervision at The University of KwaZulu-Natal (UKZN) School of Education is a recent alternative model of delivery in the building of these student and staff capacities through shared ownership of the process and products of doctoral education and development. This paper highlights the expectations, constraints and enabling features of the setting up of the UKZN-MIE PhD programme across international boundaries, driven by mutual reciprocity through valuing of indigenous local knowledges, a non-colonising engagement and innovative methodologies for postgraduate education. Adapting the UKZN cohort model for the international context is the subject of this paper. The paper draws on the experiences of the designers and deliverers as well as users of this programme. The paper explores what drives this form of international collaboration for both contracting partners in the context of shifting conceptions of a teacher education institution.     

Step width alters iliotibial band strain during running

This study assessed the effect of step width during running on factors related to iliotibial band (ITB) syndrome. Three-dimensional (3D) kinematics and kinetics were recorded from 15 healthy recreational runners during overground running under various step width conditions (preferred and at least ± 5% of their leg length). Strain and strain rate were estimated from a musculoskeletal model of the lower extremity. Greater ITB strain and strain rate were found in the narrower step width condition (p < 0.001, p = 0.040). ITB strain was significantly (p < 0.001) greater in the narrow condition than the preferred and wide conditions and it was greater in the preferred condition than the wide condition. ITB strain rate was significantly greater in the narrow condition than the wide condition (p = 0.020). Polynomial contrasts revealed a linear increase in both ITB strain and strain rate with decreasing step width. We conclude that relatively small decreases in step width can substantially increase ITB strain as well as strain rates. Increasing step width during running, especially in persons whose running style is characterized by a narrow step width, may be beneficial in the treatment and prevention of running-related ITB syndrome.