Anatomical studies on water hyacinth (Eichhornia crassipes (Mart.) Solms) under the influence of textile wastewater

Water hyacinth (Eichhornia crassipes (Mart.) Solms) is a prolific free floating aquatic macrohpyte found in tropical and subtropical parts of the earth. The effects of pollutants from textile wastewater on the anatomy of the plant were studied. Water hyacinth exhibits hydrophytic adaptations which include reduced epidermis cells lacking cuticle in most cases, presence of large air spaces (7∼50 μm), reduced vascular tissue and absorbing structures. Textile waste significantly affected the size of root cells. The presence of raphide crystals was noted in parenchyma cells of various organs in treated plants. Project (No. 30070017) supported by the National Natural Science Foundation of China     

Accompagner vers l’emploi. Quand les dispositifs publics se mettent en action

International Review of Education -     

What Does a Modern Anatomist Look like? Current Trends in the Training of Anatomy Educators

Anatomical sciences are foundational to the health professions, yet little is known about the qualifications of anatomy educators at the graduate and professional level in the United States. Moreover, there is concern that the number of qualified anatomy educators being trained may be insufficient to meet the growing demand posed by new and expanded programs in medicine and allied health specialties. The authors surveyed anatomists from across the country to (i) characterize the educational credentials of current anatomy educators and (ii) assess the perceived need for education-focused postdoctoral positions or formal mentorships to prepare anatomists for teaching-intensive faculty positions. To probe the survey responses more deeply, one-on-one interviews were conducted with eight individuals selected to represent a diverse sample of respondents in terms of institution, gender, and academic rank. Results indicate that 30–40% of educators at the graduate level and approximately 60% of those at the undergraduate level lack graduate coursework in histology, embryology, and neuroanatomy. Forty-five percent of respondents had completed a postdoctoral fellowship. Eighty-six percent replied “yes/maybe” to the question of whether an anatomy education postdoctoral fellowship would benefit doctoral graduates. The top 3 reasons for this recommendation were to (i) establish independent educational research, (ii) improve a publication record, and (iii) gain additional teaching experience. Notable weaknesses of education-focused postdoctoral training were related to finances, fear of exploitation, and undervaluing of teaching. Moving forward, postdoctoral fellowships and other forms of postgraduate training may represent a key strategy for training anatomists in the current educational climate. Anat Sci Educ 00: 000–000. © 2018 American Association of Anatomists.     

Students understanding and participation using ULearn: dynamics case

In this paper, ULearn (University of Surrey learning on-line) and e-learning techniques are used to enhance the students’ understanding and participation in Dynamics modules for an undergraduate programme in the School of Engineering, University of Surrey. The Dynamics modules are taught at Levels 2 and 3 and contain several mechanisms and vibrating systems. The modules consist of several chapters, each of which has its own folder, or content file, in ULearn. In addition to the discussion board and chat room, on-line simulations have been made available and integrated within ULearn. In order to evaluate students’ understanding and encourage the student participation in ULearn, timed on-line assessments, in the form of multiple-choice quizzes, have been designed. The feedback of the students has indicated that the use of ULearn was of great help to improve their understanding of the Dynamics modules.     

Some recent Unesco publications

Notes and Reviews

Some recent Unesco publications     

Jordanian and Malaysian science teachers' prominent perceived professional needs: A comparison

The prominent perceived professional needs of 365 Jordanian and 1,162 Malaysian secondary-level science teachers were examined using the Science Teacher Inventory of Need. These were compared across subgroups of the respective samples and across the two samples. The Jordanian science teachers' needs were in the areas of delivering science instruction, managing science instruction, administering science instructional facilities and equipment, and improving one's competence as a science teacher. The Malaysian science teachers' needs came from those four areas plus the area specifying objectives for science instruction. Needs from the first four areas were shared across the two samples. These needs were similar to ones observed in U.S. samples. The reason for the similarities is questioned.     

Using CBL to improve cognitive load and reduce feedback redundancy in Accounting distance learning

This study explored the value of providing Introductory Accounting distance education students with feedback via a computer‐based learning (CBL) package modelled on teacher dialogue. CBL provided tightly focussed feedback without increasing the materials’ complexity ('element interactivity'), and without redundant feedback, while ensuring the learners engaged with the materials at an optimal ('germane') mental processing level. The CBL feedback provided verification and elaboration at key points. The CBL was used to complement written learning materials. The students using CBL performed significantly better than the total group. The students found the CBL materials useful, but ranked the written materials higher than CBL. Both student preferences and learning results indicated the value of CBL feedback.