Three‐dimensional printing of X‐ray computed tomography datasets with multiple materials using open‐source data processing

Advances in three‐dimensional (3D) printing allow for digital files to be turned into a “printed” physical product. For example, complex anatomical models derived from clinical or pre‐clinical X‐ray computed tomography (CT) data of patients or research specimens can be constructed using various printable materials. Although 3D printing has the potential to advance learning, many academic programs have been slow to adopt its use in the classroom despite increased availability of the equipment and digital databases already established for educational use. Herein, a protocol is reported for the production of enlarged bone core and accurate representation of human sinus passages in a 3D printed format using entirely consumer‐grade printers and a combination of free‐software platforms. The comparative resolutions of three surface rendering programs were also determined using the sinuses, a human body, and a human wrist data files to compare the abilities of different software available for surface map generation of biomedical data. Data shows that 3D Slicer provided highest compatibility and surface resolution for anatomical 3D printing. Generated surface maps were then 3D printed via fused deposition modeling (FDM printing). In conclusion, a methodological approach that explains the production of anatomical models using entirely consumer‐grade, fused deposition modeling machines, and a combination of free software platforms is presented in this report. The methods outlined will facilitate the incorporation of 3D printed anatomical models in the classroom. Anat Sci Educ 10: 383–391. © 2017 American Association of Anatomists.     

Relations between EFL teachers’ formal knowledge of grammar and their in-action mental models of children's minds and learning

We studied the relations between English as a foreign language teachers’ grammar knowledge and their in-action mental models (MMs) of children's minds and learning. The grammar knowledge we examined was English wh-constructions. A total of 74 teachers completed an assessment task and were classified to have deep, intermediate or shallow knowledge. Ten teachers (five with deep and five with shallow level) were videotaped teaching wh-questions. The data were analysed qualitatively to determine the teachers’ MM, and then quantitatively to test similarities/differences in their MM's expression. The findings revealed an identical MM among all teachers that is expressed differently as a function of knowledge level.     

多媒体辅助大学英语教学的利弊分析

多媒体教学具有多方面的优越特点,但它仅仅是一种先进的辅助教学手段,既为我们建构新的教学模式提供一个有力的工具,也给大学英语教师带来了挑战与更高的要求.要想实现大学英语课堂教学的最优化,需要用先进的教学思想指导,合理地运用这种教学手段,师生互动,最大限度地开发它的优越性,服务于大学英语教学.     

Predictors of Depressive Symptomatology Among Hispanic First‐Year College Students

The authors examined whether perceptions of self‐esteem, coping self‐efficacy, and emotional intelligence could significantly predict the presence of depressive symptomatology among a sample of 146 Hispanic first‐year college students (53 men, 93 women). The results of a sequential multiple linear regression analysis indicated the 3 predictor variables contributed 43.3% of the variance noted in students’ reporting of depression symptoms through their Patient Health Questionnaire–9 (Spitzer et al., 1999) scores. The authors discuss implications for future research and provide recommendations for college counseling practice.     

窄带隙Ti2O3复合多级碳基底材料的光热转换性能

将窄带隙的Ti2O3负载在由生长碳纳米线阵列的碳毡制成的多级碳基底上制得新型光热转换材料(Ti2O3@CA/CF),考虑了亲水性、电解沉积电位、Ti2O3负载量等因素,为材料的制备提出了最佳的方法。然后用扫描电子显微镜、紫外可见光谱和电化学活性比表面积对样品的物化性质进行了表征,并对制得的Ti2O3碳基底材料的光热性能进行了实验测试。结果表明,Ti2O3@CA/CF具有高达71.9%的光热转换效率以及较高的蒸发率和对各种水体和光强的适应性。     

高考录取方式经济学模型的初探与分析

从经济学角度对高考录取模型进行了分析 ,指出了现实的高考录取模型的缺陷 ,并提出了解决的对策。     

Curriculum development in medical education: From acronyms to dynamism

Medical education is a rapidly expanding discipline with its practitioners drawn from a mix of backgrounds. Among them there is an increased understanding of the centrality of the curriculum process in the translation of educational ideas in practice. There are four main trends that underlie this increased understanding: a widened conception of the major elements of curriculum and their interactivity; a more conceptual and global view of curriculum, the incorporation of ideas from the educational literature and the need for a dynamic overarching model of curriculum. The latter will provide a framework for the ongoing curriculum challenges in the field.     

Many-Level Multilevel Structural Equation Modeling: An Efficient Evaluation Strategy

Structural equation models are increasingly used for clustered or multilevel data in cases where mixed regression is too inflexible. However, when there are many levels of nesting, these models can become difficult to estimate. We introduce a novel evaluation strategy, Rampart, that applies an orthogonal rotation to the parts of a model that conform to commonly met requirements. This rotation dramatically simplifies fit evaluation in a way that becomes more potent as the size of the data set increases. We validate and evaluate the implementation using a 3-level latent regression simulation study. Then we analyze data from a statewide child behavioral health measure administered by the Oklahoma Department of Human Services. We demonstrate the efficiency of Rampart compared to other similar software using a latent factor model with a 5-level decomposition of latent variance. Rampart is implemented in OpenMx, a free and open source software package.     

Conceptual change using multiple interpretive perspectives: Two case studies in secondary school chemistry

Conceptual change is predominantlydescribed as a rational process; however, researchersare beginning to explore alternative explanations forwhy some students learn but others given the sameopportunities do not. New perspectives include socialand motivational factors, ontological issues,modelling ability, intellectual development and thequestion of whether conceptual change is revolutionaryor evolutionary. This paper argues that conceptualchange is best understood when multiple perspectivesare used to interpret chemistry learning. Case studiesof two apparently similar students are used to showthat personal factors and differing interests andpurposes for studying science can significantlyinfluence learning outcomes. The case studies supportan argument that high scores on achievement tests areunreliable indicators of conceptual learning andrecommend that teachers and researchers pay moreattention to qualitative indicators of learning suchas students' conceptual status, modelling level andintellectual position. The findings suggest thatteachers and curriculum developers should take intoaccount the qualitative differences that studies suchas this identify.