A Macro–Micro–Symbolic Teaching to Promote Relational Understanding of Chemical Reactions

The purpose of this research is threefold: (1) to identify the difficulties that Grade 10 students in a Lebanese school have that hinder their conceptual understanding at the micro–macro–symbolic interface in chemistry, (2) to investigate the effect of a macro–micro–symbolic teaching approach on students’ relational understanding of chemical reactions, and (3) to characterize students’ conceptual profiles regarding their understanding of chemical reactions in terms of macro, micro, symbolic levels and the relations among them, at the end of the teaching sequence. Forty six 10th graders from two sections participated in the study. A student-centered approach was followed in both sections based on constructivist pedagogy. Hence the teacher played the role of a facilitator who guided students in a meaning making inductive learning process, through questioning, monitoring, validating, and clarifying ideas. Instruction in the experimental group was characterized by macro–micro–symbolic teaching that focuses on the interplay between the levels, integrates various representations, and engages students in an epistemic discourse about the nature of knowing in chemistry. Data sources for the study included a pre-test and two post-intervention tasks: a post-test and a concept map task, in addition to interviews with selected students from both sections. Findings indicated that macro–micro–symbolic teaching enhanced students’ conceptual understanding and relational learning of chemical reactions. Besides, four assertions related to students’ conceptual and epistemological thinking in response to the different teaching approaches are presented. Implications for instruction and for teacher education programs, as well as recommendations for further research, are discussed in light of these findings.     

显微根管治疗技术处理复杂根管病例的临床疗效分析

目的评价牙科手术显微镜（Dentaloperatingmicroscope,DOM）联合超声器械处理复杂根管病例的临床效果,为推广应用显微根管治疗技术提供指导。方法收集2009年1月至2012年10月期间收治的375例显微根管治疗病例,共586个根管的数据信息,按根管钙化、根管变异遗漏、根管治疗不完善、器械分离、根管侧穿等原因分类进行统计分析,总结各种治疗类型的临床效果。结果323颗患牙成功完成治疗,成功率86．13％;521个根管成功完成治疗,成功率88．91％。疏通钙化根管、探查遗漏根管、根管再治疗、取分离器械、修补侧穿的成功率分别为85．71％、96．03％、88．52％、82．22％、90．32％。结论显微根管治疗技术处理复杂根管的成功率高,可使许多不同类型的复杂根管病例得到理想的治疗效果。     

柯亨与罗尔斯政治哲学研究路径的差异——以《拯救正义与平等》和《正义论》为例

柯亨与罗尔斯在政治哲学研究路径上有三个重大的差异：分析与综合、微观与宏观、现实与虚拟（理想）。除此之外,在研究柯亨政治哲学研究路径的时候,一定要把握他的哲学方法背后的三个“情结”,即“赖尔情结”、“马克思情结”与“基督情结”。在分析罗尔斯政治哲学研究路径时,也要关注实用主义哲学以及康德哲学对他的影响。     

An Expert Derived Feedforward Histology Module Improves Pattern Recognition Efficiency in Novice Students

Histology is a visually oriented, foundational anatomical sciences subject in professional health curricula that has seen a dramatic reduction in educational contact hours and an increase in content migration to a digital platform. While the digital migration of histology laboratories has transformed histology education, few studies have shown the impact of this change on visual literacy development, a critical competency in histology. The objective of this study was to assess whether providing a video clip of an expert’s gaze while completing leukocyte identification tasks would increase the efficiency and performance of novices completing similar identification tasks. In a randomized study, one group of novices (n = 9) was provided with training materials that included expert eye gaze, while the other group (n = 12) was provided training materials with identical content, but without the expert eye gaze. Eye movement parameters including fixation rate and total scan path distance, and performance measures including time-to-task-completion and accuracy, were collected during an identification task assessment. Compared to the control group, the average fixation duration was 13.2% higher (P < 0.02) and scan path distance was 35.0% shorter in the experimental group (P = 0.14). Analysis of task performance measures revealed no significant difference between the groups. These preliminary results suggest a more efficient search performed by the experimental group, indicating the potential efficacy of training using an expert’s gaze to enhance visual literacy development. With further investigation, such feedforward enhanced training methods could be utilized for histology and other visually oriented subjects.     

一种易于计算机实现的长宽比测量法

报道了一种快速测量针状颗粒显微图象长宽比的方法,使用该方法统计意义上较原有方法的测量精度高,并在图象分析仪上实现了本算法     

膜生物反应器处理生活污水相关机理研究

膜生物反应器 (MBR)是一种新的污水处理技术 ,为水工业领域广泛关注 .为了获得 MBR处理生活污水的工艺参数 ,采用实验室规模的反应器对其进行了研究 .实验结果表明 ,当用于生活污水处理时 ,这种工艺可以高效降解水中的污染物 ,出水具有很低的 COD、浊度和细菌总数 .通过采用间歇运转、连续曝气 ,膜通量可保持稳定 .还讨论了膜对 COD的去除机理、膜的结构和过滤阻力 .     

相干光束分离过程中熵增加的量子解释

文章从光在2种介质的交界面发生反射和折射出发,给出相干光束在分离过程中熵会增加的结论,并从辐射热力学出发对此结论做了定性的说明,从量子统计出发给出了定量的证明,同时从热力学统计物理学的角度对熵增加的原因做了解释.     

理想气体任意准静态过程吸放热研究

从微元过程和宏观过程的角度,对理想气体任意准静态过程的吸、放热进行了研究．     

Mexican Educators Survey on Anatomical Sciences Education and a Review of World Tendencies

Anatomical sciences curricula have been under constant reform over the years, with many countries having to reduce course hours while trying to preserve laboratory time. In Mexico, schools have historically been autonomous and unregulated, and data regarding structure and methods are still lacking. A national survey was sent by the Mexican Society of Anatomy to 110 anatomical sciences educators. The questionnaire consisted of 50 items (open and multiple choice) for gross anatomy, microscopic anatomy, neuroanatomy, and embryology courses in medical schools across Mexico. A clinical approach was the most common course approach in all disciplines. Contact course hours and laboratory hours were higher in Mexican anatomy education compared to other countries, with the highest reported contact hours for embryology (133.4 ± 44.1) and histology (125 ± 33.2). There were similar contact hours to other countries for gross anatomy (228.5 ± 60.5). Neuroanatomy course hours (43.9 ± 13.1) were less than reported by the United States and similar to Saudi Arabia and higher than the United Kingdom. Dissection and microscopy with histological slides predominate as the most common laboratory activities. Traditional methods prevail in most of the courses in Mexico and only a few educators have implemented innovative and technological tools. Implementation of new methods, approaches, and curricular changes are needed to enhance anatomical sciences education in Mexico.     

The “flipped classroom” approach: Stimulating positive learning attitudes and improving mastery of histology among medical students

Traditional medical education methodologies have been dramatically impacted by the introduction of new teaching approaches over the past few decades. In particular, the “flipped classroom” format has drawn a great deal of attention. However, evidence regarding the effectiveness of the flipped model remains limited due to a lack of outcome‐based studies. In the present study, a pilot histology curriculum of the organ systems was implemented among 24 Traditional Chinese Medicine (TCM) students in a flipped classroom format at Jinan University. As a control, another 87 TCM students followed a conventional histology curriculum. The academic performance of the two groups was compared. In addition, a questionnaire was administered to the flipped classroom group. The test scores for the flipped classroom participants were found to be significantly higher compared to non‐participants in the control group. These results suggest that students may benefit from using the flipped classroom format. Follow‐up questionnaires also revealed that most of the flipped classroom participants undertook relatively more earnest preparations before class and were actively involved in classroom learning activities. The teachers were also found to have more class time for leading discussions and delivering quizzes rather than repeating rote didactics. Consequently, the increased teaching and learning activities contributed to a better performance among the flipped classroom group. This pilot study suggests that a flipped classroom approach can be used to improve histology education among medical students. However, future studies employing randomization, larger numbers of students, and more precise tracking methods are needed before definitive conclusions can be drawn. Anat Sci Educ 10: 317–327. © 2016 American Association of Anatomists.