Semiotics from a Social Constructivist Perspective

International Journal of Science and Mathematics Education - Semiotics is the study of symbols and the creation of their meaning through social interactions. In this paper, we explore more deeply...     

An Insight into Professional Identity Formation: Qualitative Analyses of Two Reflection Interventions During the Dissection Course

The professional behavior of future doctors is increasingly important in medical education. One of the first subjects in the curriculum to address this issue is gross anatomy. The Tuebingen Medical Faculty implemented a learning portfolio and a seminar on medical professionalism during the dissection course. The aims of this research project are to get an overview of how students form a professional identity in the dissection course and to compare the content of both their oral and written reflections on the course. A qualitative analysis was conducted of the oral and written reflections on the dissection laboratory experience. This study was conducted during winter term 2013/2014 with a cohort of 163 participants in the regular dissection course. Written reflection texts (from n = 96 students) and audio recordings from four oral reflection seminar discussions (with n = 11 students) were transcribed and deductively categorized with Mayring’s qualitative content analysis method. Both qualitative analyses show that students reflected on many topics relevant to professional development, including empathy, respect, altruism, compassion, teamwork, and self-regulation. Quantitative analysis reveals that students who attended the oral reflection wrote significantly more in their written reflection than students who did not. There is, however, no difference in the reflection categories. Reflection content from students corresponds with categories derived from existing competency frameworks. Both the seminar (oral reflections) and the learning portfolio (written reflections) present excellent opportunities to foster professional development during anatomy education; the key is using them in conjunction with the dissection course.     

制动盘表面螺旋纹理的消除方法

创新要点：提出以冲刷代替传统磨削过程对制动盘进行抛光;研究扶取规定表面质晕下的最优冲刷条件。     

Perfectionism differences in gifted middle school students

Perfectionism has been cited as a major characteristic associated with children and adolescents who have been identified as gifted and talented. This study explored grade level, birth order, and gender differences among 391 students in three gifted and talented programs. The students completed an adaptation of the Multidimensional Perfectionism Scale. A2 × 3 × 3 between subject multivariate analysis revealed that females expressed more concern than males about organization, while males reported stronger parental expectations. First born adolescents reported higher parental criticism and expectations than youngest children. Females' concerns about making mistakes increases from grade 6 to grade 8 while the pattern for males fluctuated insignificantly. Patterns of parental criticism varied between males and females from grade 6 through grade 8.     

Executive functions in learning processes: Do they benefit from physical activity?

As executive functions play an essential role in learning processes, approaches capable of enhancing executive functioning are of particular interest to educational psychology. Recently, the hypothesis has been advanced that executive functioning may benefit from changes in neurobiological processes induced by physical activity. The present research explored this hypothesis by systematically identifying and reviewing intervention studies targeting the relationship between physical activity and executive functions, distinguishing between different types of intervention and of executive function. The review found considerable evidence for beneficial effects of physical activity on executive functions, with performance benefitting more consistently in inhibition tasks than in dual task coordination, shifting tasks, or combined tasks. Possible physiological explanations are discussed. Open questions for application and future research concern the sustainability of effects, the design of physical activity interventions, and the role of individual differences. Possible interventions applicable to educational settings are discussed.     

Acceleratory match-play demands of a Super Rugby team over a competitive season

The match-play demands of rugby union have increased over time, and these demands should be quantified so as to provide a basis for optimal player loading during training. The primary aim of this article was to quantify accelerations, decelerations, impacts and aggregated body demands during the first half of match-play in a Super Rugby team. The secondary aim was to determine whether these characteristics are position-specific. Thirty-three players were monitored for 14 matches using global positioning system units with inbuilt microtechnology. Players were grouped according to positional roles and data were analysed for those who completed the entire duration of the first half of a given match. Forwards sustained more (d = 0.44) high-intensity impacts and greater (d = 0.26) aggregated body demands, while backs had more moderate (d = 0.55) and heavy accelerations (d = 0.76), and moderate (d = 0.23) and heavy decelerations (d = 0.54). These differences suggest that conditioning and recovery strategies should reflect the physical demands placed on players in different playing positions. Forwards should be conditioned with a focus on impacts and require longer recovery for the same duration of playing time, whereas conditioning for backs should emphasise rapid accelerations and decelerations.