Transformation and Closure for Anatomical Donor Families that Meet Medical Students     

Nancy L. Halliday  Mary B. Moon  Daniel L. O'Donoghue  Britta M. Thompson  Sheila M. Crow 《Anatomical sciences education》2019,12(4):399-406

The University of Oklahoma College of Medicine has conducted an annual Anatomical Donor Luncheon where families of the anatomical donors met anatomy dissection groups of medical students. The luncheon presented an opportunity for donor family members to share the life story of their loved one with the medical students prior to the start of the anatomy course. This study was designed to understand the impact of the Anatomical Donor Luncheon on families of the donors. Seven families in two different focus groups were included to explore the reactions and attitudes of the donor families to meeting the medical students. Conversations were digitally recorded and transcribed. Qualitative analysis of textual data were coded by three investigators using the Constant Comparative Method. To provide evidence of validity, a form of member checking was utilized. For further triangulation, an analyst not involved in conducting the focus groups or analyzing the data, re-coded all data. This analyst used categories and themes identified by the original analysts, ensuring validity of the themes and any negative cases (data not supporting or contradictory of the established categories and themes). One meta-theme and three sub-themes were identified. The meta-theme was Donor Family Participants Experience Transformation and Closure, and sub-themes were Motivators for Participation, Optimal Venue Factors, and Optimal Medical Student–Anatomical Donor Family Interactions. Study findings indicated the Anatomical Donor Luncheon facilitated closure on the death of their loved one, and transformed their apprehension about the luncheon and body donation into an attitude of gratitude and appreciation.  相似文献   

Optimizing performance in volunteer organizations     

Nancy Snow 《Performance Improvement》1993,32(8):34-35

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ERIC Research Abstracts     

Nancy R. Preston 《Performance Improvement Quarterly》1991,4(2):111-115

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School consultation: The training needs of teachers and school psychologists     

Nancy S. Johnston 《Psychology in the schools》1990,27(1):51-56

This paper describes the roles of teachers and school psychologists and presents an overview of current and prospective methods of providing services to special needs children. On the basis of the literature and professional experience, it is suggested that changes are needed in the provision of special education services. The consultative relationship between teachers and school psychologists is viewed as the key to successful classroom intervention for special needs children. Although each profession brings expertise into the consultative relationship, better training is needed for teachers and school psychologists to ensure that effective intervention strategies are developed.  相似文献   

Self-defeating strategies of training departments     

Nancy M. Dixon 《Performance Improvement》1989,28(7):23-26

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ERIC Research Abstracts     

Nancy R. Preston 《Performance Improvement Quarterly》1990,3(3):61-65

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Behavior problems of children as perceived by teachers,mental health professionals,and children     

Dennis O. Vidoni  Nancy J. Fleming  Stanley Mintz 《Psychology in the schools》1983,20(1):93-98

The objective of this study was to examine current teacher and mental health professional ratings regarding the relative seriousness of 50 specific children's behavior problems and to compare the results to those found by Wickman (1928). Wickman's questionnaire and procedures were replicated to insure comparability. A second objective was to extend Wickman's work so that children's ratings of their own behavior problems may be ascertained. An increase in the similarity between teachers' and mental health professionals' judgements concerning the seriousness of specific children's behavior problems was found. These findings were attributable to a more pragmatic approach taken by mental health professionals. A very high agreement on the seriousness of specific behavior problem ratings was demonstrated by children and teachers. This similarity may be the result of proximity of effects.  相似文献   

Closed Collections and Open Appeals: The Two Anthropology Exhibits at the Chicago World's Columbian Exposition of 1893     

Nancy L. Fagin 《Curator: The Museum Journal》1984,27(4):249-264

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Constructivist Approaches in a Dual-Language Classroom     

Ricardo González-Carriedo  Nancy Bustos  Jorge Ordóñez 《Multicultural Perspectives》2016,18(2):108-111

Dual-language programs are becoming increasingly popular among educators and the public in general. In these programs, students aim at attaining full proficiency in English and another language while reaching an academic achievement at or above grade level. This article describes a series of pedagogical practices in the context of dual-language classrooms. We set the discussion across three defining characteristics of our constructivist perspective: learning as collaboration, teachers as facilitators, and language and culture as intertwined elements in schools. In sum, we postulate that dual-language programs bring equity to schools.  相似文献   

Effect of a pedometer-based intervention on daily step counts of community-dwelling older adults     

Croteau KA  Richeson NE  Farmer BC  Jones DB 《Research quarterly for exercise and sport》2007,78(5):401-406

This study investigated the effect of a 12-week pedometer-based intervention on daily step counts of 147 older adults randomly assigned to an intervention or wait-list control group (M age = 72.9 years, SD = 8.8). The intervention group significantly increased their daily step counts after 12 weeks (M=639, SD=2239) and continued to significantly increase during a 12-week maintenance period (M=680, SD=1721). The control group exhibited no change during the control period (M = -393, SD=2050) but had a significant increase in daily step counts (M=1580, SD=2305) when enrolled in the intervention. The pedometer-based intervention was effective in increasing participants' daily step counts.  相似文献