Anatomical societies find new ways to come together in a post-Covid world     

Rafael Boscolo-Berto  Andrea Porzionato  Carla Stecco  Veronica Macchi  Raffaele De Caro 《Anatomical sciences education》2021,14(6):739-751

The world has been turned upside down by a global health emergency caused by the Covid-19. Given the high contagiousness of the virus and the need to contain its spread, social distancing rules, self-isolation policies, and geographical lockdowns have been enforced globally. Over the pandemic emergency the majority of the planned in-person meetings and congresses of national and international anatomical societies have been postponed or canceled. It is unclear what the future holds, but times of crisis often present possibilities for re-thinking old ways to achieve a more critical approach. It has become increasingly clear that traditional in-person congress formats of scientific societies need to be reevaluated. Over the past year and a half, two types of congressional modalities have been trialed to address the challenge of the pandemic as far as scientific meetings are concerned: the fully virtual congress, in which case the conference program is live streamed to all of the attendees, and the hybrid congress, in which case some of the attendees physically participate at the congress's venue while others interact via a virtual platform. The current study set out to investigate the technical difficulties, social challenges, costs and sustainability, logistics and management issues linked to holding various types of congresses in the post-Covid world. Anatomical societies throughout the world are actively striving to reshape their response to the current global emergency and to uncover new types of conference modalities in the effort to keep scientific exchange alive and flourishing in the post-Covid era.  相似文献   

Institution initiatives and support related to faculty development of open educational resources and alternative textbooks     

Veronica McGowan 《Open Learning》2020,35(1):24-45

ABSTRACT

Evidence exists that American institutions of higher education are well-entrenched in the consideration of mechanisms for supporting the implementation of Open Educational Resources (OER) and alternative textbooks. Literature reveals that developing and implementing OER is a significant undertaking in terms of time and human resources. This study deploys content analysis of a sample of United States regionally based higher education institutional websites to determine the current state of institutional support mechanisms to implementers just embarking on the OER journey. Findings reveal that institutions have made strides in the development of faculty mini-grants and stipends with guidelines, proposal checklists, and weighting mechanisms to inform decision making. However, due to widespread language across the stratified sample emphasising award pool and individual limits, it is clear that OER funding is still seeking wider support as a permanent funded resource. Sponsorship of institutional OER initiatives seems split between institutional library functions and teaching and learning centres. Other issues, such as ownership and licensing, are significantly underdeveloped in field implementation or fall in a large continuum of practices. Recommendations of shared responsibility and use of data driven initiatives are provided that may improve institutional support of faculty OER adoption, adaption and creation.  相似文献   

Assessment of attention in school children: teachers' ratings related to tests of attention     

Timothy C. Papadopoulos  J. P. Das  H. M. Nelly Kodero  Veronica Solomon 《欧洲特需教育杂志》2013,28(1):15-32

The paper provides (1) a teacher-administered rating instrument for inattention without confounding the rating with hyperactivity and conduct disorder, and (2) evidence that the ratings correlate with the scores obtained from cognitive tests of attention. In Study I, the first objective was to investigate the construct validity and the inter-rater reliability of the Attention Checklist (ACL) by factor analysing the teacher ratings of 110 Grade 4 children, obtained by using the ACL. The second objective was to investigate the predictive validity of the ACL by examining the relationship between the scores obtained for the participants from teachers' ratings using the ACL and the scores obtained by participants in the lab-type attention tests. The results of factor analysis showed that a single factor labelled ‘inattention’ underlies the 12 items in the ACL. Examining the differences in performance on attention tests, the ‘low attention’ children as rated by the teachers on the ACL scored lower than the ‘high attention’ children on the objective tests of attention. These findings were replicated in Study II, which was conducted to test further the construct validity and predictive validity of the ACL. This time, only those two tests (Auditory Attention and Visual Attention) that had shown relatively poor discrimination between the high and low attention groups in Study I were, again, administered to another cohort of 97 Grade 4 children, as it was our intention to further challenge the reliability of the ACL. Overall, the results of both studies suggest that comprehensive assessment of attention skills should include both ACL and objective measures of selective attention.  相似文献   

Photo-elicitation: reflexivity on method,analysis, and graphic portraits     

Veronica M. Richard  Maria K.E. Lahman 《International Journal of Research & Method in Education》2015,38(1):3-22

In this methodological discussion, the authors detail and reflect on the processes of using photo-elicitation interviewing as a way to align with positive qualitative methodologies, to gain access to participant beliefs and values, and to highlight participant voices through their choices of words and visuals. A review of the literature and an overview of the educational research experiences leading to the discussion are included. Next, the discoveries regarding what is methodologically new and/or valuable concerning this visual method is presented. In the final section, the authors reflexively contemplate aspects of visual methodological processes in an effort to address methodological crossroads of potential and tension including: (1) the potential of decontextualized photos, (2) photos as metaphors of meaning, (3) photos as representations of inherent meaning, (4) participant empowerment, and (5) graphic representation or graphic portraits.  相似文献   

Anatomical Sciences Education Vol. 4, Issue 3, 2011 Cover Image     

Veronica Macchi  Andrea Porzionato  Carla Stecco  Cesare Tiengo  Anna Parenti  Adriano Cestrone  Raffaele De Caro 《Anatomical sciences education》2011,4(3)

Medical Gross Anatomy lecture at the University of Padova, Italy. Gross Anatomy at the University of Padova is taught utilizing both traditional and technological resources, which are integrated with practical laboratory exercises (mainly on plastic models and plastinated specimens) as well as radiological anatomy. In this issue of ASE, Dr. Veronica Macchi and her colleagues from the Department of Human Anatomy and Physiology at the University of Padova discuss an innovative pilot project with their University Hospital in which they obtain body parts removed from patients during surgical procedures and utilize them for gross anatomy education. The cover photograph shows one of the co‐authors of this paper, Professor Raffaele De Caro and his students, performing dissection of the distal forearm and hand in the anatomy lecture theater at the University of Padova.  相似文献   

On Rest-from-Deliberate-Learning as a Mechanism for the Spacing Effect: Commentary on Chen et al. (2021)     

Sana  Faria  Yan  Veronica X.  Carvalho  Paulo F. 《Educational Psychology Review》2022,34(3):1843-1850

Educational Psychology Review - In their recent paper, Chen et al. (Educational Psychology Review, 2021) propose that rest periods between deliberate learning characterize the spacing effect and...  相似文献   

Learning through technology in middle school classrooms: Students’ perceptions of their self-directed and collaborative learning with and without technology     

Labonté  Chantal  Smith  Veronica R. 《Education and Information Technologies》2022,27(5):6317-6332

Education and Information Technologies - In the present study, students’ perceptions of their self-directed and collaborative learning with and without technology were examined in...  相似文献   

Examining gender similarity and mentor’s supervisory status in mentoring relationships     

John J. Sosik  Veronica M. Godshalk 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):39-52

This study examined the influence of mentor’s status (supervisor vs. non‐supervisor) and gender similarity (homogeneous vs. diversified) of mentor–protégé dyads on protégé’s perception of mentoring functions and outcomes. We collected and analyzed data from 217 mentor–protégé dyads comprised of working professionals from a variety of industries. Results of MANCOVA indicated that supervisory mentors provided more career development functions than non‐supervisory mentors. Mentor–protégé gender similarity and mentor’s supervisory status interacted to influence psychosocial support, career development, and career satisfaction. Key findings are discussed in terms of implications for future research and career counseling in industry and education.  相似文献   

Teach For/Teach First candidates: what conclusions do they draw from their time in teaching?     

Suzanne Rice  Veronica Volkoff  Nicky Dulfer 《Teachers and Teaching》2013,19(5):497-513

Teach For and Teach First programs now constitute a significant pathway into teaching in a number of countries. One criterion for selection into these programs is leadership capacity, and evidence indicates that many candidates do move into leadership roles in education, business, and policy in the years following their time as a Teach For/Teach First candidate. Given their capacity to influence policy directions and school practice, and to speak with the authority of at least some experience in challenging schools, it is important to understand the types of conclusions they draw from their time in teaching, and the solutions they propose to the problems of educational inequality. This study set out to explore the types of attributions made by 76 Teach For candidates for the low achievement of disadvantaged students, and what they consider to be potential means of effectively addressing the achievement gap. Participants gave most importance to the types of people attracted to and retained in teaching, and placed relatively little importance on improving school resourcing or addressing systemic and structural contributions to educational disadvantage. Implications for those training and working with Teach For candidates are discussed.  相似文献   

Happily Ever After? A Content Analysis of Romantic Ideals in Disney Princess Films     

Veronica Hefner  Rachel-Jean Firchau  Katie Norton  Gabriella Shevel 《Communication Studies》2017,68(5):511-532

This study presents a quantitative content analysis of the romantic expressions portrayed in the 12 Disney princess movies. The films were analyzed for presence of romantic expressions (ideals and challenges) and the character reactions to those expressions. Results indicated that romantic expressions are prevalent in these films, with idealization of other as the most common ideal expressed. The transitional era of films (i.e., princess movies released between 1989 and 1998) contained roughly the same number of ideals as the other eras of classic (i.e., movies released before 1989) and modern (i.e., movies released after 1998) combined. Further, ideals were three times more common than challenges in classic films, whereas ideals and challenges were expressed equally in transitional and modern films. In general, across all three eras, challenges were most commonly met with punishing and negative reactions, whereas ideals were most often rewarded. Finally, there were no sex differences in terms of ideal expressions, but male characters were the dominant pursuers in 9 of the 11 films that featured a romantic relationship.  相似文献