Talking about death: Implementing peer discussion as a coping mechanism to overcome fears about dissection,death, and dying     

Sanet Henriët Kotzé  Calvin Gerald Mole 《Anatomical sciences education》2013,6(3):191-198

Many studies have reported on the perceptions of medical students toward dissection. It is important to understand the feelings and symptoms experienced during dissection so that they can be adequately handled. Prior to dissection, first year students are given lectures on aspects of dissection, death and dying, and death rituals in various cultures. Two separate questionnaires, one given during the first week of dissection and another given one month into the program were then completed anonymously by dissection groups. The questions were designed to be open‐ended, thereby encouraging group discussion amongst students. The questionnaires were used to determine the perception of students to dissection and to discover if these perceptions change during the dissection program. The first questionnaire revealed that students do experience fears and anxiety prior to and at the beginning of dissection; however, most of these fears dissipated by the time of the second questionnaire. One month into dissection students cited talking to peers as their main coping mechanism and fewer students mentioned emotional detachment from their cadaver as a coping mechanism, as was the case in the first questionnaire. Dissection was perceived as a positive experience by our student cohort and most students cited the main advantage of dissection as the ability to visualize organs in three dimensions. The comprehensive answers received from the students indicated that thorough discussion of feelings amongst peers occurred, introducing students to an important coping mechanism at an early stage of their learning. Anat Sci Educ. © 2013 American Association of Anatomists.  相似文献   

Real options theory,flexibility and the media industry     

Marcus Dimpfel  Frank Habann  René Algesheimer 《媒体管理杂志》2013,15(4):261-272

Abstract

This conceptual paper is based on two propositions: 1.) An efficient flexibility management is a critical success factor for media companies. 2.) The concept of real options theory (ROT) aims at improving a company's flexibility management. As a consequence, it is analysed how ROT can contribute to the flexibility management in media companies. In this context, two research issues are investigated. First, it is shown that real options as substantiations of flexibility are of great importance for media companies: In doing so, it is outlined that options which focus on a company's fixed costs management and options which aim at improving a company's sales situation are of high relevance for all segments in the media industry. Contrarily, options which focus on a company's variable costs are only relevant for media companies engaged in the print segment. Second, it is illustrated how ROT can contribute to the reactive and proactive management of flexibility in media companies.  相似文献   

Repeated Exposure to Daytime Soap Opera and Shifts in Moral Judgment Toward Social Convention     

Ron Tamborini Ph.D.  René Weber Ph.D.  M.D.  Allison Eden M.A.  Nicholas David Bowman Ph.D.  Matthew Grizzard M.A.  Ph.D. 《广播与电子媒介杂志》2013,57(4):621-640

This study examined the influence of prolonged exposure to soap opera on character dispositions and real-world moral judgments. Eight groups viewed from 0–7 weeks of soap opera prior to a final week after which participants completed measures of disposition towards show characters as well as perceptions of morality in real-world situations. Results demonstrated the effect of prolonged exposure on both the polarization of dispositions toward characters and a trend in moral judgments toward social convention. These findings highlight the role of disposition within social cognitive theory, and the importance of dispositional considerations in understanding learned morality.  相似文献   

Bilingual and Multilingual Legal Dictionaries in the European Union: An Updated Bibliography     

Gerard-René de Groot  Conrad J. P. van Laer 《Legal Reference Services Quarterly》2013,32(3):149-209

This annotated bibliography is intended to shed light on the availability and distribution of legal dictionaries that translate the twenty-seven European languages. The representative corpus consists of about 200 printed bilingual legal dictionaries (BLDs) with terms from two or more legal languages used in the European Union. This bibliography aims to illustrate the wide variation in the quality of these BLDs by the usage of three special headings and by referring to relevant professional reviews. In addition, the authors have commented upon noticeable BLDs that deserve serious criticism or special attention. This annotated bibliography updates the previous bibliography (Gerard-René de Groot & Conrad J. P. van Laer. The Quality of Legal Dictionaries: An Assessment [Maastricht Faculty of Law Working Paper No. 2008/6, 2008]) and covers almost all recently published BLDs. However, this bibliography is not exhaustive because of the dispersion of publishing houses: Each publisher issues only two BLDs, on average.  相似文献   

Second Chance Programmes: a response to educational needs in compulsory education     

Antonio Sánchez Asín  José Luís Boix Peinado 《欧洲特需教育杂志》2013,28(3):179-188

This paper asks whether the integrated training provision currently offered through the different Spanish Second Chance Programmes (SCPs) constitutes a valid response to the educational needs and deficits known to exist among those young people who do not satisfactorily complete the Compulsory Secondary Education stage (ESO). The objectives of the current Social Guarantee Programmes (SGPs) are examined, as are the characteristics of the young people who participate in them. The Programmes of Initial Vocational Qualification (PCPI) envisaged in the most recent educational legislation are also discussed. Having identified the key factors which the empirical studies suggest influence the effectiveness of these programmes in addressing the educational needs and training deficiencies of the young people involved, a number of proposals are presented in connection with the training needs of teaching staff. The paper concludes with a number of proposals for improving the educational response to the challenges that the new perspectives and expectations raise for the development of a system of inclusive education to overcome the education deficits of the young people concerned.  相似文献   

Service ‘CUIDE'‐‐Coopération Universitaire pour l'Information et la Documentation des Enseignants     

Nicole Hulin  Lydie Mousselin  Université Pierre  Marie Curie 《International Journal of Science Education》2013,35(3):323-326

The ongoing reform in science education in many countries, including Israel, has attainment of scientific literacy for all as one of its main goals. In this context, it is important to provide teachers with the opportunity to construct meaning for the term science literacy and by doing so to obtain a clear understanding of the new teaching goals. Here we report on a study in which teachers, as part of their professional development, were involved in defining the term ‘chemical literacy’; they discussed the need for it, and suggested educational experiences that are necessary in order to attain it. The programme was conducted as part of a reform in the content, as well as in the pedagogy, of chemistry education in Israel. The collected data provide some insights regarding the process by which the teachers’ perception of ‘chemical literacy’ developed and the way actual school practice influences teachers’ perception of ‘chemical literacy’.  相似文献   

Turkish Prospective Chemistry Teachers’ Beliefs about Chemistry Teaching     

F. Javier Perales‐Palacios  José M. Vílchez‐González 《International Journal of Science Education》2013,35(14):1647-1670

Given the progressive loss of influence for the school relative to television in youngsters’ everyday lives, this article describes the procedure and the results of including cartoons in the physics curriculum in secondary education. Work was carried out intensively with a small group of pupils and sporadically with a larger group. In the first case, cartoons were used for identifying and discussing fictitious phenomena, problem‐solving, and assessment of the learning. In the second case, for identifying and discussing fictitious phenomena, a quasi‐experimental research design was followed. The results back the use of this didactic tool as an element for motivating and invigorating the classroom, for identifying the pupils’ alternative ideas and the assessment of their learning, as well as for a more critical way of watching television.  相似文献   

Factors Influencing Schoolchildren's Responses to a Questionnaire in Wildlife Conservation Education     

Jean-Marie Ballouard  Stephen J. Mullin  Rastko Ajtic  José Carlos Brito  El Hassan ElMouden  Mehmet Erdogan 《International Journal of Science Education》2013,35(3):469-483

Questionnaires are important tools for assessing attitudes regarding conservation issues. However, they are not easily comparable and their reliability has been insufficiently assessed. We examined factors influencing responses to open- and closed-ended questions about animal conservation to more than 600 schoolchildren (9 years old on average). We analysed the level of understanding, controllable (e.g. sample size) and less controllable factors (e.g. affectivity). Most children responded appropriately to the questions, but subtle changes in the phrasing influenced the answers. Affectivity towards endearing species and spontaneity also influenced the responses whereas small sample sizes (～50 children) provided relatively stable patterns. Overall, we suggest that standardization of questionnaires administered over large spatial and time scales is needed to accurately assess children's attitudes towards conservation issues.  相似文献   

The stepping stones of learning and evaluation     

Andreé Dumas‐Carré  Claudine Larcher 《International Journal of Science Education》2013,35(1):93-104

Based on the teachers’ lectures and evaluations we elaborate on a model of the aspects of learning. Inside the framework of this model three ways for solving a given problem relating to the previous teaching are presented.

We describe and analyse a method which is useful in selecting an evaluation task adapted to intended objectives, helps in the interpretation of the students’ performances and acts as a guide to the possible inferences about what the students acquire.  相似文献   

Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation     

Till Bruckermann  Ellen Aschermann  André Bresges  Kirsten Schlüter 《International Journal of Science Education》2013,35(6):701-722

ABSTRACT

Promoting preservice science teachers’ experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students’ experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year. Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N?=?16). Independent observers rated preservice teachers’ group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed.  相似文献