Ultrasound and cadaveric prosections as methods for teaching cardiac anatomy: a comparative study     

Griksaitis MJ  Sawdon MA  Finn GM 《Anatomical sciences education》2012,5(1):20-26

This study compared the efficacy of two cardiac anatomy teaching modalities, ultrasound imaging and cadaveric prosections, for learning cardiac gross anatomy. One hundred and eight first-year medical students participated. Two weeks prior to the teaching intervention, students completed a pretest to assess their prior knowledge and to ensure that groups were equally randomized. Students, divided into pre-existing teaching groups, were assigned to one of two conditions; "cadaver" or "ultrasound." Those in the cadaver group received teaching on the heart using prosections, whereas the ultrasound group received teaching using live ultrasound images of the heart. Immediately after teaching, students sat a post-test. Both teaching modalities increased students' test scores by similar amounts but no significant difference was found between the two conditions, suggesting that both prosections and ultrasound are equally effective methods for teaching gross anatomy of the heart. Our data support the inclusion of either cadaveric teaching or living anatomy using ultrasound within the undergraduate anatomy curriculum, and further work is needed to compare the additive effect of the two modalities.  相似文献   

Parental support of numeracy during a cooking activity with four-year-olds     

Maureen Vandermaas-Peeler  Erin Boomgarden  Lauren Finn  Caroline Pittard 《International Journal of Early Years Education》2012,20(1):78-93

While research demonstrates the importance of numeracy-related activities performed at home for young children's mathematics achievement, few studies involve observational studies of the processes which support children's mathematical learning at home. On this premise, this study reports evidence from numeracy-related interactions between parents and their four-year-old child during cookery sessions at home. Numeracy group parents who received instructions to incorporate additional mathematics into the activity provided significantly more numeracy guidance and also created more opportunities for their children to practice advanced mathematics. Comparison group parents provided enough numeracy guidance to complete the recipe but rarely provided extensive or advanced numeracy guidance. Children in the numeracy group generated significantly more correct math responses during the activity than comparison group children, though there were no significant differences on the post-test. The findings suggest the need to raise parental awareness of opportunities to support and encourage mathematics in activities at home.  相似文献   

J.S. Mill’s inductive methods in artificial intelligence systems. Part II     

V. K. Finn 《Scientific and Technical Information Processing》2012,39(5):241-260

In the second part of this article we define the relationship of derivability of hypotheses from fact bases, which is used to detect different types of correctness of JSM reasonings. A correspondence is established between the total correctness of JSM reasonings and tolerance spaces. Inductive methods of residues and concomitant variations are formalized and the appropriate strategies of the JSM reasoning are defined. Using the rules of plausible inference for the method of concomitant variations operational definitions of dynamic patterns in fact bases. Features of the JSM method for the automatic generation of hypotheses in intelligent systems as a means of knowledge discovery are also discussed.  相似文献   

Audience‐perceived anxiety patterns of public speakers     

Amber N. Finn  Chris R. Sawyer  Ralph R. Behnke 《Communication quarterly》2013,61(4):470-481

Gray's neurological theory of anxiety (1982, 1990; Gray & McNaughton, 2000) predicts that state anxiety will decrease with continuous exposure to a fear arousing stimulus. Previous studies of psychological and physiological state anxiety patterns during public speaking have reported a pattern of progressively decreasing anxiety levels consistent with this phenomenon, known as habituation. In the current report, the extent to which the state anxiety behaviors of speakers conform to the habituation pattern is examined. In the first of two studies, 30 novice speakers presented informative speeches to audiences of 18 to 20 fellow students. These speeches were videotaped and replayed in their entirety for observers (N=30) who rated the severity of each performer's speech anxiety behaviors. In the second study, each videotaped presentation was divided into one‐minute segments and presented in random order to a new set of observers (N=25). Procedures in the second study were designed to control for rater expectations that state anxiety would decline over time. Overall, behavioral measures of public speaking state anxiety displayed a continually declining pattern associated with habituation.  相似文献   

Durability of cement drain tile and concrete in alkali soils     

R.J. Wig  G.M. Williams  A.N. Finn  S.H. McCrory  E.C. Bebb  L.R. Ferguson 《Journal of The Franklin Institute》1917,183(5):625-628

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The District and Charter Sectors of American K–12 Education: Pros and Cons     

Chester E. Finn Jr.  Brandon L. Wright 《Journal of School Choice》2017,11(1):9-28

This article probes ways in which the school-choice marketplace as it developed via chartering has not worked as well in practice as many had hoped. It includes reflection on the profoundly different operating principles and theories of action that separate the district and charter sectors in their pure forms. It also offers market-strengthening suggestions that blend the 2 approaches, organizing them under 10 categories.  相似文献   

Federal patronage of universities in the United States: A rose by many other names?     

Chester E. Finn Jr. 《Minerva》1976,14(4):496-529

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A possible model for considering the use of media in higher education     

James D. Finn 《Educational technology research and development : ETR & D》1967,15(2):153-157

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When Confidence Is Not a Signal of Knowing: How Students’ Experiences and Beliefs About Processing Fluency Can Lead to Miscalibrated Confidence     

Bridgid Finn  Sarah K. Tauber 《Educational Psychology Review》2015,27(4):567-586

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Release of Documents in 2002 Relating to 1941 Bohr-Heisenberg Meeting     

Finn Aaserud 《科学文化评论》2008,5(5)

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