The Impact of Three-Dimensional Printed Anatomical Models on First-Year Student Engagement in a Block Mode Delivery     

Nicholas Tripodi  Kate Kelly  Maja Husaric  Rebecca Wospil  Michael Fleischmann  Susan Johnston  Katherine Harkin 《Anatomical sciences education》2020,13(6):769-777

Student engagement is known to have several positive effects on learning outcomes and can impact a student's university experience. High levels of engagement in content-heavy subjects can be difficult to attain. Due to a major institutional restructure, the anatomy prosection laboratory time per subject was dramatically reduced. In response, the authors set out to redesign their anatomy units with a focus on engaging the learning activities that would increase time-on-task both within and outside of the classroom. One of these curriculum changes was the implementation of a suite of anatomy learning activities centered on sets of three-dimensional printed upper limb skeleton models. A two-part mixed-method sequential exploratory design was used to evaluate these activities. Part one was a questionnaire that evaluated the students' engagement with and perceptions of the models. Part two involved focus groups interviews, which were an extension of the survey questions in part one. The results of the study indicated that the majority of students found the models to be an engaging resource that helped improve their study habits. As a result, students strongly felt that the use of the models inspired greater academic confidence and overall better performance in their assessments. Overall, the models were an effective way of increasing the engagement and deep learning, and reinforced previous findings from the medical education research. Future research should investigate the effects of these models on student's grades within osteopathy and other allied health courses.  相似文献   

Sage Extract as a Natural Source of Corrosion Inhibitor for Tinplate in 3.0% NaCl     

Maja Dent  Regina Fuchs-Godec 《Food Technology and Biotechnology》2021,59(4):413

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Model for assessment of the velocity and force at the start of sprint race     

Nataša J. Janjić  Darko V. Kapor  Aleksandar Petrović  Slobodan Jarić 《Journal of sports sciences》2017,35(3):302-309

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The watershed of Modernity: translation and the epistemological revolution     

Rada Iveković 《Inter-Asia Cultural Studies》2013,14(1):45-63

Abstract

From Modernity on, there has been continuity for the ‘West’ and interruption for non‐European cultures, histories and languages, for which indeed there is supposed to be only discontinuity with their own antiquity. Their own past counts as ‘premodern’ or ‘traditional’, and thus as belated compared with universalised Modernity. This is so because Modernity itself is normative, and it is normative because it was universalised. The norm of Modernity and the dignity of the modern ‘political’ has been spread through western idioms: through the western normativity of the political, such concepts as democracy, revolution, state, republic and the like will have their patterns in ‘Europe’ and in the ‘West’, while all other political concepts and terms, when contributed to a world dictionary of political terms, will denote merely exceptions. Modernity has been one of the great splits or disjunctions that froze some norms in history, making them become patterns: from that time on, western modernity (first western, then ‘western’ and finally ‘universal’…) has constructed an unbroken genealogical origin for its own concepts and episteme as ‘universal’, and has proposed/imposed them to the planet. The patterns of selection, exception and exclusion of Modernity, which posit the subject as an ‘autonomous’ figure mirrored and complementary of (state) sovereignty – while referring it to the hegemonically dominant model – have not altogether disappeared today. They are merging and mutating into, and coextensive with, configurations of multiple power vectors within non‐transparent networks of blurred and crossed hierarchies with novel, and maybe more volatile, forms of production, of integration and of institution, where again, although in a completely new way, collective action, the sharing and federation of knowledge transcend individual subjectivity while reaching out to both old and new forms of association.  相似文献   

The role of indoor positioning analytics in assessment of simulation-based learning     

Lixiang Yan  Roberto Martinez-Maldonado  Linxuan Zhao  Samantha Dix  Hollie Jaggard  Rosie Wotherspoon  Xinyu Li  Dragan Gašević 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):267-292

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Efficacy of a cultural adaptation of the Identity Project intervention among adolescents attending multiethnic classrooms in Italy: A randomized controlled trial     

Chiara Ceccon  Maja K. Schachner  Francesca Lionetti  Massimiliano Pastore  Adriana J. Umaña-Taylor  Ughetta Moscardino 《Child development》2023,94(5):1162-1180

This registered report evaluated the efficacy of an Italian adaptation of the Identity Project, a school-based intervention promoting adolescents' cultural identity. Migration background and environmental sensitivity were explored as moderators. After adapting and piloting the intervention, a randomized controlled trial was conducted between October 2021 and January 2022 on 747 ethnically diverse adolescents (M_age = 15 years, 53% girls, 31% with migration background) attending 45 classrooms randomly assigned to the intervention or control condition. Bayesian analyses confirmed the efficacy of the Italian IP in enhancing exploration processes (Cohen's d = .18), whereas no cascading effect on resolution emerged. Youth with higher (vs. lower) levels of environmental sensitivity benefited more in terms of exploration. Implications for developmental theory and practice are discussed.  相似文献   

Intergroup resource allocation among children from minority and majority groups in three settings of former conflict     

B. Corbett  J. Dautel  J. Tomašić Humer  A. Tomovska Misoska  L. K. Taylor 《Child development》2023,94(6):e393-e402

Intergroup resource allocation was examined among 333 children aged 7–11 (51.9% female) within three settings of former intergroup conflict (January–June 2021). Children represented both ethno-religious minority and majority groups (Republic of North Macedonia: Albanians, Macedonians; Croatia: Serbs, Croats; Northern Ireland: Catholics, Protestants), from predominantly White and middle-class families. Ingroup bias in average resource allocation amounts was demonstrated by both minority and majority children, across settings, in the context of novel targets (historic conflict rivals). Majority children were also more likely to give equally (which maintains the status quo) than minority children. Giving equally increased with age for both minority and majority children, despite being in “zero-sum,” conflict settings. Equitable intergroup resource allocation in such settings has implications for conflict transformation.  相似文献   

A leap to the digital era—what are lower and upper secondary school students’ experiences of distance education during the COVID-19 pandemic in Serbia?     

Kovács Cerović  Tünde  Mićić  Katarina  Vračar  Selena 《European Journal of Psychology of Education - EJPE》2022,37(3):745-764

European Journal of Psychology of Education - The aim of this paper is to thoroughly examine how students in Serbia experienced their education through distance learning during the 2020 Spring...  相似文献