Translation and its discontents II: a German perspective

International cooperation in history teaching and related teacher education requires clarification of terminology as well as of underlying concepts and theoretical foundations, since these levels are fundamentally intertwining. If these levels are addressed, both comparison and translation do not only make cooperation possible, but promise valuable contributions to the clarification of such concepts on either side. Being the German counterpart to the viewpoint of Peter Seixas, this article both corroborates and adds to his reflections. Three complexes of theory and terminology are addressed: ‘Geschichtsbewusstsein’ (‘historical consciousness’) with special regard to the concept of ‘Sinnbildung’ in Jörn Rüsen’s theory, the German focus on the concepts of source (‘Quelle’) compared to the Anglosaxon concept of ‘evidence’ and the challenges posed by translating Jörn Rüsen’s concept of ‘Triftigkeiten’ (plausibility) as a criterion for assessing the quality of historical statements.     

A shortage of cadavers: The predicament of regional anatomy education in mainland China

Both in mainland China and around the world, regional anatomy stands as one of the most important basic science courses in medical school curricula. As such, dissection of human cadavers and use of prosected specimens remains the most essential teaching method in anatomy education. However, medical educators have raised increasing concerns about an ongoing shortage of cadavers for medical use in mainland China, a problem which may seriously limit the future development of human anatomy education. Based on a survey on cadaver usage in anatomy education in mainland China, this study found that the cadaver resources of most given medical schools in mainland China are associated with their geographic location, academic ranking, and local support for body donation policies. Effective measures to alleviate this shortage of cadavers may include future efforts to promote national‐level body donation legislation, broader acceptance of body donation among Chinese citizens, and an efficient and humane protocol for body donation. Anat Sci Educ 11: 397–402. © 2018 American Association of Anatomists.     

杜鹃花属映山红的解剖学研究及其系统学意义

方法:应用扫描电镜和光镜对映山红的花瓣、花鳞片以及叶片的形态特征及解剖特征进行了观测。结果:在扫描电镜下观测到花瓣、花鳞片的远轴面有气孔器的分布,这同叶片上的气孔器仅分布于远轴面相一致,气孔类型没有明显不同;表皮毛分布于花鳞片的远轴面和叶片的近、远轴面,花瓣底部有观测到表皮毛的存在;映山红花瓣表皮细胞垂周壁式样与叶片的相比存在差异:花瓣为浅波状或近平直,叶片为浅波状至深波状,细胞形状不规则。结论:通过对映山红形态及解剖结构的观测,可为映山红在杜鹃花属分类位置及系统演化上提供证据和参考资料。     

The articulation of the development of teacher knowledge during the implementation of new teaching procedures to enhance student understanding of molecular biological concepts

This paper is based on the first author’s extensive examination of her teaching and her students’ learning in a senior high school Biology classroom at a coeducational K-12 independent college in Victoria, Australia, over a five-year period. Research was guided by the following questions: (1) How can students become more aware of the specific biological terminology that they will need to use to communicate their understanding of biological concepts? (2) How can student familiarity with new biological terminology be enhanced? (3) Which teaching strategies might be most effective across the diverse range of abilities and learning styles within a senior Biology classroom? Three key data-sets ([1] Development of specific teaching procedures; [2] Student responses to using the teaching procedures; [3] Teacher journal entries and reflections) were analysed supported by Korthagen’s ALACT model. Findings support the notion that genuine educational change is linked to teacher change, driven by teachers themselves, drawing new insights into students’ learning.     

信息社会和术语学

本文首先阐述了语言在信息社会中的发展变化和重要作用,并特别指出术语规范化和标准化是信息社会的关键。进而讨论了中文信息处理和中国术语学的特点和难点(输入、切分、术语混乱等),并提出解决问题的办法。     

音响系统的音质评价及其理论基础

本文提出了对音响系统进行音质评价的必要性和可行性,并从人耳听觉的基本特性出发,对各类音质评价术语进行了综合分析和初步量化。在阐述技术要素与音质评价关系的基础上,初步揭示了对音响系统主客观评价的内在联系。最后提出了提高音质评价可信度的途径和方法。     

简约通俗──计算机英语的词汇特征

从计算机英语词汇的性质及构成两方面出发分析了其词汇特征。计算机英语词汇大量采用英语中现有的、简单的词汇,以准技术词的形式出现,具备了通俗性;它的另一特点是大量采用各种词汇构成手段,特别是合成词、缩写词等词汇简写手段,具备了简约性。     

Climate change? A comparison of language and literacy practices relating to the teaching of science across the Key Stage 2/3 interface in two school clusters

This paper reports the findings of a study of the literacy perceptions and practices of general primary teachers (Key Stage 2) and post‐primary science teachers (Key Stage 3) within two clusters of schools. The study also explores the possible impact on pupils of any difference in the language climate which may accompany them on their journey across this curricular interface. Interviews with science managers and teachers suggest a quite restricted view of literacy is taken in both phases of schooling with no evidence of any practices which may support the notion of curricular continuity. The different approaches to the introduction of scientific terminology, writing, reading and classroom discussion were reflected in pupils' accounts of their experience and clearly posed a problem for some. We suggest there would be merit in teachers adopting a much wider perspective on literacy which recognises the opportunities for developing the interrelated strands of “general literacy” and “the discourses of science” alongside “learning through language”. By addressing each of these domains, and sharing practice across the key stages, a more comprehensive and coherent approach to “language, literacy and science learning” may result, in turn helping minimise the adverse effects of “language climate change”.     

Contrast in usage of FCAT‐approved anatomical terminology between members of two anatomy associations in North America

Almost 12 years since the publishing of Terminologia Anatomica (TA) by the Federative Committee on Anatomical Terminology (FCAT), there has yet to be a unified adoption of FCAT‐recommended anatomical terms by North American anatomists. A survey was sent to members of the Human Anatomy & Physiology Society (HAPS) to compare the frequency of FCAT term usage with a previous study involving the American Association of Anatomists (AAA). The HAPS differed from AAA in being composed mostly of biologists (56.5%) who teach anatomy with only 18.3% of respondents having terminal degrees in anatomy. The survey included the same 25 sets of synonymic names for selected gross anatomical structures or related terms used for the AAA survey. Overall results indicate that the FCAT preferred term had the highest frequency of usage in only 40.0% of the survey questions, demonstrating 4% lower compliance than AAA respondents. Compliance with FCAT preferred terms ranged from 92.2% to 1.7% usage. When compared with AAA anatomists, there were reversals in predominant usage between FCAT and non‐FCAT terms for six sets of anatomical structures: HAPS respondents predominantly used non‐FCAT terms for adrenal gland (88.7%), antecubital fossa (57.4%), patellar tendon (65.2%), ligamentum capitis femoris (36.5%), while preferring the FCAT anterior circumflex humeral artery (45.2%) and anterior/posterior preferred over ventral/dorsal (41.7%). Almost 54% of HAPS anatomists were not familiar with the FCAT, nearly 21% higher than the AAA. Anat Sci Educ 3:25–32, 2010. © 2009 American Association of Anatomists.     

Lessons to be learned from the history of anatomical teaching in the United States: The example of the University of Michigan

Although traditional departments of anatomy are vanishing from medical school rosters, anatomical education still remains an important part of the professional training of physicians. It is of some interest to examine whether history can teach us anything about how to reform modern anatomy. Are there lessons to be learned from the history of anatomical teaching in the United States that can help in the formulation of contents and purposes of a new anatomy? This question is explored by a review of US anatomical teaching with special reference to Franklin Paine Mall and the University of Michigan Medical School. An historical perspective reveals that there is a tradition of US anatomical teaching and research that is characterized by a zeal for reform and innovation, scientific endeavor, and active, student‐driven learning. Further, there is a tradition of high standards in anatomical teaching through the teachers' engagement in scientific anatomy and of adaptability to new requirements. These traditional strengths can inform the innovation of modern anatomy in terms of its two duties—its duty to anatomy as a science and its duty toward anatomical education. Anat Sci Educ 3:202–212, 2010 © 2010 American Association of Anatomists.