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971.
What do the public know about anatomy? Anatomy education to the public and the implications
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Public knowledge of the anatomical “self” is lacking and evidence points towards a growing need for anatomy education to the wider public. The public were offered the opportunity to learn human anatomy and complete an anatomical knowledge survey afterwards. Sixty‐three participants volunteered to attempt to place 20 anatomical structures on a blank human body template. Responses were scored independently and then collated. A mixed effects logistic model was used to examine any associations with participants’ as a random effect and all other factors as fixed effects. Results showed a statistically significant quadratic trend with age. Participants in health‐related employment scored significantly higher than those not in health‐related employment. There was a significant interaction between gender and organ type with males scoring higher than females in identifying muscles, but not in identifying internal organs. The current study demonstrates the general public's eagerness to learn anatomy despite their limited knowledge of the human body, and the need for widening participation. Furthermore, it raises an awareness of the anatomical literacy needs of the general public, especially in school children and young adults. Furthermore, it emphasizes the value of health literacy as a focus in undergraduate medical education. Anatomy literacy appears to be neglected, and this experience provides an example of a possible mode of public engagement in anatomy. Anat Sci Educ 11: 117–123. © 2017 American Association of Anatomists. 相似文献
972.
Katherine Taylor 《Studies in Continuing Education》2018,40(3):290-305
ABSTRACTPractice-oriented, socio-material investigations have surfaced the emergent nature of professional knowing and the significance of things for organising such knowing. However, in these accounts, one significant organising actor is largely overlooked: time. This paper foregrounds time, exploring how different temporalities orchestrate knowing in practice. The empirical study for this article is not of professional practice, but the work of allotment gardening and it is, in part, this attending to everyday practice which unsettles routinised ways of seeing and allows unnoticed actors such as time to emerge. The use of Actor-Network Theory sensibilities further disrupts habitual ways of seeing, as the practice of gardeners on an English allotment site is shown to be distributed over a multitude of socio-im/material actors, mobilising five temporal regimes which order learning. This article theorises that such temporal patterning is particularly enabling for learning and indicates that attending to temporality extends the parameters for understanding learning beyond the case of the everyday, to professional knowing and learning more generally. 相似文献
973.
Sandra Mandic Susan Sandretto Debbie Hopkins Gordon Wilson Antoni Moore Enrique García Bengoechea 《Journal of School Choice》2018,12(1):98-122
New Zealand legislation removing school zones radically reshaped school choice, resulting in increased school stratification from parental choice frequently driven by social factors such as ethnic makeup of the school community. This article considers school choice through the eyes of 1,465 adolescents from 12 secondary schools in Dunedin (New Zealand). The most common reasons for school choice included: preference for a coeducational school, school’s facilities, positive comments from parents/students, and friends’ enrollment. Reasons for school choice differed by who was making the decision. Social factors and school programs/facilities, rather than proximity to home, influenced school choice decisions in Dunedin. 相似文献
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Students entering higher education need to integrate themselves into a new study community. Those coming from minority ethnic backgrounds may experience this phase more intensely since they may feel themselves to be different or consider that they are being treated differently. This article approaches ethnic identity as a dynamic concept. The differences characterizing students with varying ethnic self‐definitions are explored as subjective factors that are important for good study progress. Finally, study progress after one year is analyzed. 相似文献
976.
Than PP Prihastuti H Phoulivong S Taylor PW Hyde KD 《Journal of Zhejiang University. Science. B》2008,9(10):764-778
Anthracnose disease is one of the major economic constraints to chilli production worldwide, especially in tropical and subtropical
regions. Accurate taxonomic information is necessary for effective disease control management. In the Colletotrichum patho-system, different Colletotrichum species can be associated with anthracnose of the same host. Little information is known concerning the interactions of the
species associated with the chilli anthracnose although several Colletotrichum species have been reported as causal agents of chilli anthracnose disease worldwide. The ambiguous taxonomic status of Colletotrichum species has resulted in inaccurate identification which may cause practical problems in plant breeding and disease management.
Although the management and control of anthracnose disease are still being extensively researched, commercial cultivars of
Capsicum annuum that are resistant to the pathogens that cause chilli anthracnose have not yet been developed. This paper reviews the causal
agents of chilli anthracnose, the disease cycle, conventional methods in identification of the pathogen and molecular approaches
that have been used for the identification of Colletotrichum species. Pathogenetic variation and population structure of the causal agents of chilli anthracnose along with the current
taxonomic status of Colletotrichum species are discussed. Future developments leading to the disease management strategies are suggested.
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979.
Cristina Costa Yvette Taylor Claire Goodfellow Sidonie Ecochard 《British Journal of Sociology of Education》2020,41(5):685-700
AbstractWhile investigation on family estrangement is growing within academic circles, research regarding the interconnection between experiences of estrangement and higher education (HE) is still limited. Sociological understandings of these issues are even scarcer, with policy interventions and practical guidance forming early interventions in HE. Set within the context of Scotland, this paper explores the experiences of HE students who are estranged from their family, and interrogates the ways students develop a sense of identity in the context of their academic lives. The paper applies Goffman’s work on stigma and identity management in relation to Bourdieu’s concept of capitals to cast a critical eye on the identity formation of estranged students. In doing so, we challenge normative assumptions of what it means to be a university student in contemporary society and urge institutions and policy makers to rethink the complexity of students’ academic lives in more inclusive ways. 相似文献
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