Factors impacting the rapid transition of anatomy curricula to an online environment in response to Covid-19

Due to the Covid-19 pandemic, many academic institutions had to rapidly transition education to a remote online environment. While a hurdle for most educators, this transition posed an even greater challenge for anatomy educators, many of whom were forced to depart from the traditional cadaver-based laboratory to a virtual format. Recent publications have discussed the rapid transition to online formats necessitated by Covid-19 and the accompanying difficulties, but none have identified specific factors that influenced the difficulty of this transition. Anatomy educators were surveyed to examine how this transition was accomplished and perceived. Of the 165 educators who responded, the majority utilized cadaver-based laboratory instruction. Educators felt that transitioning the laboratory portion of their courses was significantly more difficult and required more time than converting lecture materials. Factors that impacted the difficulty of the transition included a number of pedagogical aspects of the pre-Covid-19 curricula, including the delivery format of prior content, availability of pre-existing electronic materials, and the laboratory technique previously used. Additionally, the length of time an educator had been teaching prior to Covid-19 impacted their perception of difficulty, with newer and more senior educators finding this much more challenging than mid-tenure educators. Ease of transition may be related to previous exposure to curricular reform, experience with multiple anatomy pedagogies, and educator adaptability. While not surprising that converting a cadaver-based laboratory to an online format was challenging, knowledge of the alignment of this difficulty with prior educator pedagogy can help guide future innovations to anatomy education.     

Evaluating the feasibility of remotely administered curriculum-based measurement for students with autism: A pilot study

Students with autism may struggle to develop the academic skills necessary for success in school and beyond. Understanding and improving academic skills performance requires appropriate measurement approaches. One such option that has been minimally studied with students with autism is curriculum-based measurement (CBM). Coinciding with the need to study different approaches to academic skills measurement for students with autism was the global pandemic which forced a shift to remote service delivery with little warning. While some autistic students struggled with this shift, others thrived, raising questions about how to further support students with autism in virtual formats. The purpose of this study was to examine the feasibility of using remotely administered CBM for autistic students by studying both the practicality and acceptability of this approach. Five students with autism (Grades 2–5) participated in this pilot study, completing reading, math, and writing CBMs at three time points. Student behavior and assessor fidelity were collected to examine practicality; assessor ratings of usability provided insight regarding the acceptability of the approach. Results indicated that remotely administered CBM is feasible for some students with autism: all participants completed the study tasks with minimal behavioral difficulties, and assessor ratings of acceptability were high.     

绿化斑块合并的景观格局光谱绿化廊道分区

在城市景观园林设计中,由于绿化斑块聚集,区域复杂,难以实现对遥感信息光谱特征的有效提取,制约城市景观设计科学规划。提出一种基于绿化斑块合并技术的景观格局光谱绿化廊道分区处理技术,首先进行城市绿化景观格局模型构建,分析城市绿化景观生态风景园林设计的现状,设计绿化斑块合并技术,提出绿色景观格局分析的绿化廊道光谱特征提取算法。实现对城市绿化景观格局的光谱绿化廊道的分区处理方法改进。研究结果表明,该方法能有效对城市景观中的绿化廊道进行特征提取和廊道分区,廊道分区的峰值信噪比提高,为城市景观和风景园林建设提供准确的数据依据。     

基于LibGuides的图书馆学科服务平台建设研究

在Web2.0时代,建立学科服务平台为读者提供资源导引是图书馆深化学科服务的发展趋势之一。文章结合利用LibGuides建立学科服务平台的实践,从丰富平台内容、增强平台交流功能、增加平台友好性、加强建设学科服务平台的管理及开展广泛的合作与交流等方面提出了完善学科服务平台的建议。     

西北地区新型城镇化发展的地方性内涵与路径--以陕西省为例

西北地区属于我国城镇化发展的后发地区且受生态环境制约程度较高,存在城镇化水平偏低、城乡差距较大、小城镇半城镇化水平虚高以及异地城镇化现象明显等问题。在国家积极推进新型城镇化建设的背景下,以陕西省为例,运用定性与定量相结合的方法,对西北地区城镇化发展的地方性内涵与路径进行了探讨,进而提出西北地区新型城镇化以人为本、协调发展、产城融合、统筹城乡、生态优先、传承文化的内涵本质,提出消化“存量”与扩张“增量”并举、构建开放型新型城镇体系、以城市群为主体形态、因地制宜推进区域差异化发展、强化特色产业支撑及结合移民搬迁推进城乡一体化等路径,以期为西北地区城镇化路径研究提供新思路。     

科技成果转化与金融结合创新模式研究

基于科技成果转化的目标和需求,构建了科技成果转化与金融结合的创新模式。文章提出建立用以支持科技成果转化的金融创新路径,分析科技成果转化的金融需求,讨论资本与技术相结合对金融有较强的依赖作用,通过建立投融资服务平台、设立科技成果转化引导基金等途径探索科技转化与科技金融结合的创新路径。     

论就业与人才培养导向下的高等体育教育课程设置

无论一个大学具有多么悠久的历史,其专业设置和课程设置必须不断更新才能更上时代的脚步,大学才具有生存的价值和发展的潜力。大学的专业设置和课程设置反映了大学管理层乃至更高层次的教育管理者的观念和思路。人才培养导向和就业导向是左右大学课程设置和大学培养什么样的人的关键所在。我国高等体育院校的课程设置受到旧的教育观念和课程体系的惯性影响,在当下已表现出了不合时宜,加强以就业为导向的课程设置理念对于体育课程改革十分必要。     

如何发挥幼师在幼儿区域游戏中的作用——以桂城夏北幼儿园为例

夏北幼儿园的区域游戏按年级的分类方式分为小小班区域游戏、小班区域游戏、中班区域游戏和大班区域游戏,,不同年级在进行区域游戏时所采用的教学方式尽管有所不同．但依然存在一些具有普遍性的共性,如：区域游戏前期须计划,中期须组织和指导,后期须评价和总结。幼儿教师贯穿区域游戏的始终,发挥着组织者、引导者和教育者的重要作用。