The relative effectiveness of computer‐based and traditional resources for education in anatomy

There is increasing use of computer–based resources to teach anatomy, although no study has compared computer‐based learning to traditional. In this study, we examine the effectiveness of three formats of anatomy learning: (1) a virtual reality (VR) computer‐based module, (2) a static computer‐based module providing Key Views (KV), (3) a plastic model. We conducted a controlled trial in which 60 undergraduate students had ten minutes to study the names of 20 different pelvic structures. The outcome measure was a 25 item short answer test consisting of 15 nominal and 10 functional questions, based on a cadaveric pelvis. All subjects also took a brief mental rotations test (MRT) as a measure of spatial ability, used as a covariate in the analysis. Data were analyzed with repeated measures ANOVA. The group learning from the model performed significantly better than the other two groups on the nominal questions (Model 67%; KV 40%; VR 41%, Effect size 1.19 and 1.29, respectively). There was no difference between the KV and VR groups. There was no difference between the groups on the functional questions (Model 28%; KV, 23%, VR 25%). Computer‐based learning resources appear to have significant disadvantages compared to traditional specimens in learning nominal anatomy. Consistent with previous research, virtual reality shows no advantage over static presentation of key views. Anat Sci Educ 6: 211–215. © 2013 American Association of Anatomists.     

Frail,Fatal, Fundamental: The Future of Public Libraries

No abstract available for this article.     

Broadcasting and Cable

Larry James Gianakos' Television Drama Series Programming: A Comprehensive Chronicle, 1959-1975 (Metuchen, N.J.: Scarecrow Press, 1978—$27.50)

Albert C. Book and Norman D. Cary's The Radio and Television Commercial (Chicago: Crain Books, 1978—$6.95, paper)

Jay S. Harris's TV Guide: The First 25 Years (New York: Simon and Schuster, 1978—$14.95)

Steven R. Rivkin's A New Guide to Federal Cable Television Regulations (Cambridge, Mass.: MIT Press, 1978—$25.00)

Felix Chin's Cable Television: A Comprehensive Bibliography (New York: Plenum Publishing, 1978—$45.00)     

Electronic Media

TELEVANGELISM: THE MARKETING OF POPULAR RELIGION by Razelle Frankl (Carbondale: Southern Illinois University Press, 1986--$19.95)

BROADCAST AND CABLE MANAGEMENT by Norman Marcus (Englewood Cliffs, NJ: Prentice-Hall, 1986--price not given)

NORMAN CORWIN AND RADIO: THE GOLDEN YEARS by R. LeRoy Bannerman (University: Univ. of Alabama Press, 1986---$28.50)

AMERICAN TELEVISION DRAMA: THE EXPERIMENTAL YEARS by William Hawes (University: University of Alabama Press, 1986--$29.95)

PRODUCERS ON PRODUCING: THE MAKING OF FILM AND TELEVISION edited by Iry Broughton (Jefferson, NC: McFarland, 1986---$29.95)

OFF CAMERA: CONVERSATIONS WITH. THE MAKERS OF PRIME-TIME TELEVISION by Richard Levinson and William Link (New York: New American Library/Plume, 1986---$8.95, paper)

CABLE ADVERTISER'S HANDBOOK by Ronald Kaatz (Lincolnwood, IL: Crain Books, 1985---$19.95)

TELECOMMUNICATIONS TECHNOLOGIES AND PUBLIC BROADCASTING 1986 by John Carey (Washington, DC: Corporation for Public Broadcasting, 1986---$5.00, paper)     

Advertising/Marketing

TRADE BOOK MARKETING: A PRACTICAL GUIDE edited by Robert A. Carter (New York: Bowker, 1983---$29.95/19.95)

ELEMENT'S OF DIRECT MARKETING by Martin Baier (New York: McGraw-Hill, 1983---price not given)

BROADCAST ADVERTISING: A COMPREHENSIVE WORKING TEXTBOOK by Sherilyn K. Zeigler and Herbert H. Howard (Columbus, Ohio: Grid Publishing, 1984---$34.95/17.95)

PUBLIC RELATIONS: MANAGEMENT BY OBJECTIVES by Norman R. Nager and T. Harrell Allen (New York: Longman, 1984---$29.95/16.95)

CHOOSING AN ADVERTISING AGENCY by William M. Weilbacher (Chicago: Crain Books, 1983---$19.95, paper)     

21世纪国际教育制度的重建

本文提出了国际学院和全民教育模式的雏形,十项学院指导原则及其核心价值观。国际学院的学习贯穿课堂内外,为全球化教育概括出4个主要学习目标。全民教育模式整合了通识教育与全球化教育。十项原则为重建学习环境而制定,目的在于培养和提高学生学习能力,将课程设计与教学实践有效结合。21世纪,应把全球化教育当作一门课程来对待。     

Just do it? impact of a science apprenticeship program on high school students' understandings of the nature of science and scientific inquiry

The purpose of this study was to explicate the impact of an 8‐week science apprenticeship program on a group of high‐ability secondary students' understandings of the nature of science and scientific inquiry. Ten volunteers (Grades 10–11) completed a modified version of the Views of Nature of Science, Form B both before and after their apprenticeship to assess their conceptions of key aspects of the nature of science and scientific inquiry. Semistructured exit interviews provided an opportunity for students to describe the nature of their apprenticeship experiences and elaborate on their written questionnaire responses. Semistructured exit interviews were also conducted with the scientists who served as mentors for each of the science apprentices. For the most part, students held conceptions about the nature of science and scientific inquiry that were inconsistent with those described in current reforms. Participating science mentors held strong convictions that their apprentices had learned much about the scientific enterprise in the course of doing the science in their apprenticeship. Although most students did appear to gain knowledge about the processes of scientific inquiry, their conceptions about key aspects of the nature of science remained virtually unchanged. Epistemic demand and reflection appeared to be crucial components in the single case where a participant experienced substantial gains in her understandings of the nature of science and inquiry. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 487–509, 2003     

Expression of a taste aversion conditioned with an odor-taste compound: Overshadowing is relatively weak in weanlings and decreases over a retention interval in adults

Adult rats were injected with lithium chloride (LiCl) after consumption of a novel flavor (chocolate milk) that either was or was not presented together with a novel ambient odor (banana) as a compound conditioned stimulus (CS). In Experiment 1, the adults’ consumption of the flavor 24 h after conditioning was compared with that of weanling rats given the same conditioning treatment on Postnatal Day 21. The results confirmed previous indications that the reduction in aversion observed for adults conditioned with the compound CS (overshadowing) was weak or nonexistent in weanlings. After a longer retention interval (21 days), there was no evidence of overshadowing in adults despite maintained retention of the basic conditioned aversion. In Experiment 2 this decrease in overshadowing after a long retention interval was replicated with adult animals and extended to a different method of testing. The form of the effect was the same as in Experiment 1: The decrease in overshadowing occurred over the retention interval without loss in retention of the basic taste aversion; the decrease in overshadowing was a consequence of anincrease in the flavor aversion displayed by animals conditioned with the compound CS. The impaired flavor aversion (i.e., the overshadowing) observed shortly after conditioning apparently was due to factors associated with memory retrieval, rather than to reduced attentional or associative strength.