Learning anatomy through Thiel‐ vs. formalin‐embalmed cadavers: Student perceptions of embalming methods and effect on functional anatomy knowledge

Thiel‐embalmed cadavers, which have been adopted for use in anatomy teaching in relatively few universities, show greater flexibility and color retention compared to formalin‐embalmed cadavers, properties which might be considered advantageous for anatomy teaching. This study aimed to investigate student attitudes toward the dissection experience with Thiel‐ compared to formalin/ethanol‐embalmed cadavers. It also aimed to determine if one embalming method is more advantageous in terms of learning functional anatomy through the comparison of student anterior forearm functional anatomy knowledge. Student opinions and functional anatomy knowledge were obtained through use of a questionnaire from students at two medical schools, one using Thiel‐, and one using more traditional formalin/ethanol‐embalmed cadavers. Both the Thiel group and the formalin group of students were surveyed shortly after completing an anterior forearm dissection session. Significant differences (P‐values <0.01) in some attitudes were found toward the dissection experience between cohorts using Thiel‐ vs. formalin‐embalmed cadavers. The Thiel group of students felt more confident about recognizing anatomy in the living individual, found it easier to identify and dissect anatomical structures, and indicated more active exploration of functional anatomy due to the retained flexibility of the cadaver. However, on testing, no significant difference in functional anatomy knowledge was found between the two cohorts. Overall, although Thiel embalming may provide an advantageous learning experience in some investigated areas, more research needs to be carried out, especially to establish whether student perception is based on reality, at least in terms of structure identification. Anat Sci Educ 11: 166–174. © 2017 American Association of Anatomists.     

Moral reasoning about school bullying in involved adolescents

The aim of the present study was to investigate how bullying incident participant roles and moral reasoning relate to each other in adolescents. To do so, we examined sociomoral judgments about hypothetical bullying incidents and moral disengagement in adolescents identified as bullies, defenders of the victim and passive bystanders. Six-hundred and twenty-six high school students (13- to 15-years-old) took part in this study and 131 were assigned a specific bullying incident participant role through peer nomination. Findings reveal that defenders of the victim show greater and more uniform moral sensibility than did both bullies and passive bystanders. Sociomoral reasoning helped differentiate between both bully subtypes (bully-leaders and bully-followers) and passive bystander beyond displaying greater moral disengagement than defenders did.     

School leaders’ identification of school level and teacher practices that influence school improvement in national numeracy testing outcomes

Since 2008, all Australian students in Years 3, 5, 7 and 9 have been assessed in literacy and numeracy through an annual National Assessment Program—Literacy and Numeracy (NAPLAN) test. In 2015, a team of mathematics education researchers across Australia conducted a nationwide research project to identify school practices and policies that were consistent between schools that showed growth and/or improvement in their NAPLAN numeracy results. This paper reports findings from three case study schools, using a school improvement framework to interpret evidence gathered from the schools’ principals and school leaders. The study has particular implications for policy makers and school leaders who may be seeking ways to improve mathematical practices in their own jurisdictions and schools.     

Contract cheating in Australian higher education: a comparison of non-university higher education providers and universities

Abstract

This article reports on one aspect of a nationally funded research project on contract cheating in Australian higher education. The project explored students' and educators’ experiences of contract cheating, and the contextual factors that may influence it. This article reports the key findings from non-university higher education providers (NUHEPs). It compares survey responses from 961 students and 91 educators at four NUHEPs with previously reported findings from eight universities (14,086 students and 1,147 staff). NUHEP and university students report engaging in contract cheating in similar ways. However, while NUHEP educators spend more time teaching academic literacies and discussing contract cheating, NUHEP students are 12 times more likely than university students to report use of a professional academic writing service. Both NUHEP and university educators require systematic professional development regarding the relationship between the teaching and learning environment and students’ contract cheating behaviour. NUHEPs need to be cognisant of students’ vulnerability to commercial contract cheating services, and ensure they have access to timely academic and social support.     

高等职业教育的分层定位与分类发展探讨

中国高等职业教育实现健康、快速、持续发展,需要从根本上解决制约办学质量全面提高的宏观指导问题,实行分层定位与分类发展,将目前1100多所高职高专院校按照人才培养层次和专业类别区分开来,并在政策上允许一些办学条件和社会声誉相对较好、专业教师队伍素质和整体管理水平较高的高专院校试办本科层次的高等职业教育,待条件成熟后再向那些办学基础比较好的新建高职院校开放,逐步引导整个高等职业教育办学层次和水平的全面提升。     

适用于物联网课程教学的无人机着陆平台设计

当前,无人机和无人船已经广泛地应用到水域环境检测、水产养殖、海事检测和鱼情监测等领域,但是无人机的续航里程是该行业一个亟待解决的技术难题.为此,提出一种基于无人船的无人机在海上的着陆平台的设计方案,以促进无人机的续航能力,也为无人船增加新的功能.通过这一方案可以激发学生的学习兴趣,使其积极参与无人船航行器的设计与制作,并加强学生的实践能力、创新精神和团队意识.     

实验教学电路板的设计制作及其应用

介绍了利用计算机、激光打印机和制板机设计制作实验教学电路板的方法．即在单面覆铜板的铜面设计制作印制电路板。在鲍缘玻纤环氧树脂基面设计制作电路原理图．这是适于单件、小批量、新产品试制的双面制板工艺，它具有廉价快捷、操作简单、精度较高的特点．此外，还介绍了谊电路板在实验教学中的应用情况．     

浅谈高校体育教师的素质建设

本从目前普通高校的现状出发，就未来体育教师的素质建设以及体育教师所必备的各种能力和素质，进行了研究与探讨。     

Gender, Psychosocial Dispositions, and the Academic Achievement of College Students

Researchers have recently claimed that there are substantial differences in the psychosocial dispositions and academic achievement of male and female college students. To test this proposition, a sample of 854 undergraduate students were selected from a major Canadian Research-1 university. Multiple regression analyses assessed the effects of gender and several other independent variables on coping strategies, academic control, self-esteem, and grade point averages. Few differences emerged between the genders on the psychosocial dispositions or on academic achievement. The results suggest that both male and female students can improve their coping strategies and academic control, which together directly affect their academic achievement.     

The battle for rap: problems and possibilities in teacher education

This qualitative study examined preservice teachers’ (PSTs’) ideas and beliefs regarding the use of rap for instructional purposes in P-12 classrooms, and the ways in which they proposed to use rap in the teaching of middle and high school social studies. Participants included the instructor of a social studies methods course, and thirteen PSTs enrolled in the course. The findings suggest that PSTs view rap as a phenomenon that must be approached in a careful manner, and that is best suited to content areas other than social studies. The findings also suggest that PSTs’ proposed uses of rap represent P-12 education as an uncritical, teacher-centric endeavor which serves to perpetuate the status quo.