Digital Feast and Physical Famine: The Altered Ecosystem of Anatomy Education due to the Covid-19 Pandemic

This article explores the effects of the coronavirus disease 2019 (Covid-19) pandemic on the evolution of both physical and digital cadavers within the unique ecosystem of the anatomy laboratory. A physical cadaver is a traditional and established learning tool in anatomy education, whereas a digital cadaver is a relatively recent phenomenon. The Covid-19 pandemic presented a major disturbance and disruption to all levels and types of education, including anatomy education. This article constructs a conceptual metaphor between a typical anatomy laboratory and an ecosystem, and considers the affordances, constraints, and changing roles of physical and digital cadavers within anatomy education through an ecological lens. Adaptation of physical and digital cadavers during the disturbance is analyzed, and the resiliency of digital cadaver technology is recognized. The evolving role of the digital cadaver is considered in terms of increasing accessibility and inclusivity within the anatomy laboratory ecosystem of the future.     

Essential skills for creative writing: Integrating multiple domain-specific perspectives

The aim of this work was to gather different perspectives on the “key ingredients” involved in creative writing by children – from experts of diverse disciplines, including teachers, linguists, psychologists, writers and art educators. Ultimately, we sought in the experts’ convergence or divergence insights on the relative importance of the relevant factors that may aid writing instruction, particularly for young children. We present a study using an expert knowledge elicitation method in which representatives from five domains of expertise pertaining to writing rated 28 factors (i.e., individual skills and attributes) covering six areas (general knowledge and cognition, creative cognition, conation, executive functioning, linguistic and psychomotor skills), according to their importance for creative writing. A Many-Facets Rasch Measurement (MFRM) model permitted us to quantify the relative importance of these writing factors across domain-specific expertise, while controlling for expert severity and other systematic evaluation biases. The identified similarities and domain-specific differences in the expert views offer a new basis for understanding the conceptual gaps between the scientific literature on creative writing, the writer's self-reflection on the act of writing creatively, and educators’ practices in teaching creative writing. Bridging such diverse approaches–that are, yet, relatively homogeneous within areas of expertise – appears to be useful in view of formulating process-oriented writing pedagogy that may, above all, better target the skills needed to improve children's creative writing development.     

社会化媒体数据质量评价初探

首先阐述事务型数据与社会化媒体数据的概念与特性以及评价数据质量的内容和方法,然后对传统的数 据质量维度如准确性、完整性、一致性、可信性、时效性、可获取性和相关性等进行分析,认为在事务型数据和社会 化媒体数据中,各个质量维度的重要性有明显的不同,并确定可用于评价社会数据质量的质量维度。最后论述利用确 定的质量维度对社会化媒体数据质量进行管理与评估,通过实例分析提出相应的启示与建议。     

Investigating Business Schools' Intentions About Offering E‐Commerce Education Using an Extended Theory of Planned Behavior*

This study investigates business schools' intentions about offering e‐commerce education (ECE) using an extended theory of planned behavior (ETPB). The need for an adequate match between future supply and demand of e‐commerce skills constitutes the main motivation for the study. The results show that most business schools consider ECE important for an adequate preparation of their students for today's competitive labor market. In addition, the proposed ETPB fits well the empirical data and predicts 65.2% of the variances in the schools' intentions about offering ECE. The results can help business schools in their curriculum decisions in at least two ways: (1) through the likely effect of social contagion and (2) through the constructs in the ETPB. First, institutional theory clearly indicates that organizations tend to adopt a new behavior when there is evidence that other organizations in their population have adopted or are likely to adopt that behavior. Having provided such evidence for ECE, this study is likely to promote the adoption of this educational product innovation. Second, the fact that the postulated ETPB fits well the empirical data suggests that administrators of business schools may pay attention to the key constructs when making curriculum decisions. Overall, the study has both theoretical and practical implications. Theoretically, it contributes to a growing literature on the adoption of innovative educational products like ECE. Practically, it provides valuable insights that administrators of business schools can use in their strategic curriculum decision making.     

Hyperammonemia and hepatic status during valproate therapy

The present study was conducted to assess correlation of ammonia levels with valproate levels in epileptic patients presenting with valproate toxicity and also whether liver enzymes and ammonia levels could serve as biochemical marker of valproate toxicity. 100 patients with epilepsy who had received valproate therapy for more than 12 months and had presented with valproate toxicity and 100 controls were included in the study. The serum valproate, ammonia and liver enzymes were measured in these subjects. In patients with valproate toxicity, the mean level of serum valproate was 110.91 ± 28.68 mg/dL (therapeutic range 50–100 mg/dL). Serum ammonia was higher (86.37 ± 39.90 μg/dL) in patients with valproate toxicity compared to controls (68.73 ± 30.07 μg/dL). Out of 100 patients, only 37 patients had serum valproate level > 120 mg/dL and 22 patients had raised levels of valproate as well as ammonia. Age < 30 years and serum ammonia > 69 μg/dL is risk factors for valproate toxicity. Serum ammonia, liver enzymes should be regularly investigated in patients on valproate therapy for early diagnosis of valproate toxicity.