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101.
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
102.
The dominant role of English as the global language of science entails a requirement for science teachers to equip their non-native English-speaking students with receptive and productive language skills for communication in scientific contexts. Although science courses with English elements are part of some schools’ bilingual programmes, they are usually not available to a wider student audience, but are restricted to high achieving or highly motivated students. The present study was to test whether a newly developed biology content and language integrated learning (CLIL) unit could also benefit standard ninth grade classes. The learning gains and motivation of bilingually inexperienced students were compared to those of a preselected group and a comparison group that had been taught solely in their native language. All participating classes achieved similar gains in content knowledge, and the standard students rated their motivation for bilingual science lessons as positive, albeit not as high as the preselected group. We thus provide evidence against concerns that teaching non-selected students bilingually might lead to deficits in content knowledge acquisition. Following this, we conclude that scientific English should be a part of standard science lessons regardless of specific school programmes. 相似文献
103.
Daniel Buffington 《Soccer & Society》2017,18(7):937-952
This paper positions itself within the ongoing debate about the impact of media on community generated by Robert Putnam’s research. Accordingly, the increasing availability of sophisticated means of communication has led the progressive substitution of indirect interactions for direct interactions in shared space, thereby eroding an essential basis of community. In contrast, other theoretical perspectives have presented communication technologies as either enhancing community by altering the field of possible social interactions or incapable of replacing direct interactions. This debate is addressed through an ethnography of fans who gathered at a sports bar to watch the World Cup. Observations revealed that while televised broadcasts served as a primary motivation for attendance and a centrepiece of subsequent interactions, patrons did not watch alone; they watched with each other. 相似文献
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