Demonstration of pelvic anatomy by modified midline transection that maintains intact internal pelvic organs     

Hanno Steinke  Toshiyuki Saito  Gudrun Herrmann  Takayoshi Miyaki  Niels Hammer  Mara Sandrock  Masahiro Itoh  Katharina Spanel‐Borowski 《Anatomical sciences education》2010,3(5):254-260

Gross dissection for demonstrating anatomy of the human pelvis has traditionally involved one of two approaches, each with advantages and disadvantages. Classic hemisection in the median plane through the pelvic ring transects the visceral organs but maintains two symmetric pelvic halves. An alternative paramedial transection compromises one side of the bony pelvis but leaves the internal organs intact. The authors propose a modified technique that combines advantages of both classical dissections. This novel approach involves dividing the pubic symphysis and sacrum in the median plane after shifting all internal organs to one side. The hemipelvis without internal organs is immediately available for further dissection of the lower limb. The hemipelvis with intact internal organs is ideal for showing the complex spatial relationships of the pelvic organs and vessels relative to the intact pelvic floor. Anat Sci Educ 3:254–260, 2010. © 2010 American Association of Anatomists.  相似文献   

Estimating the quality of performance assessments: The case of an ‘interactive examination’ for teacher competencies     

Anders Jonsson  Liesbeth K. J. Baartman  Sven A. Lennung 《Learning Environments Research》2009,12(3):225-241

Professional schools prepare students to become competent professionals. Consequently, there is a need for assessments that can determine the acquisition of the relevant professional competencies. Although using performance assessment to replace traditional paper-and-pencil tests might provide one way to move forward, the use of performance assessments for summative purposes has been shown to be problematic (e.g. marker consistency and construct representation). With the aid of a comprehensive framework of quality criteria for competence assessments, this article considers if one particular existing competence assessment methodology is suitable for summative as well as formative use. It is argued that the comprehensive quality estimation of the examination procedure aids in identifying strengths and weaknesses in the assessment methodology, and that this information can be used to facilitate the inclusion of performance assessment in higher education, both for summative and formative use.  相似文献   

Providing better education services to the poor: Accountability and context in the case of Guatemalan decentralization     

Alec Ian Gershberg  Ben Meade  Sven Andersson 《International Journal of Educational Development》2009

We explore how two community-based reform models align with the World Bank’s World Development Report 2004 accountability framework. Using a qualitative case study of rural Guatemalan primary schools, we examine local governance through interviews with a range of stakeholders.  相似文献   

A multilevel meta-analysis of studies reporting correlations between the h index and 37 different h index variants     

Lutz Bornmann  Rüdiger Mutz  Sven E. Hug  Hans-Dieter Daniel 《Journal of Informetrics》2011,5(3):346-359

This paper presents the first meta-analysis of studies that computed correlations between the h index and variants of the h index (such as the g index; in total 37 different variants) that have been proposed and discussed in the literature. A high correlation between the h index and its variants would indicate that the h index variants hardly provide added information to the h index. This meta-analysis included 135 correlation coefficients from 32 studies. The studies were based on a total sample size of N = 9005; on average, each study had a sample size of n = 257. The results of a three-level cross-classified mixed-effects meta-analysis show a high correlation between the h index and its variants: Depending on the model, the mean correlation coefficient varies between .8 and .9. This means that there is redundancy between most of the h index variants and the h index. There is a statistically significant study-to-study variation of the correlation coefficients in the information they yield. The lowest correlation coefficients with the h index are found for the h index variants MII and m index. Hence, these h index variants make a non-redundant contribution to the h index.  相似文献   

Cultural Competence and Cultural Identity: Using Telementoring to Form Relationships of Synergy     

Audrey Friedman  Brian Herrmann 《The Teacher Educator》2014,49(3):193-207

This study addresses the following research question: How does telementoring urban high school students by English teacher candidates develop candidates' cultural competence and impact mentees' cultural identity development? Mentee-mentor exchanges were analyzed to uncover how mentees used writing to develop cultural identity, how mentors' responses demonstrated cultural competence, and how cultural competence enhanced cultural identity development. Data analysis revealed two themes of synergy, where mentor-mentee exchanges enabled mutual learning. As mentors demonstrated cultural respect through cultural exploration, mentees broadened identity through cultural sharing. As mentors exhibited cultural affirmation through cultural empathy mentees shifted from silenced to spoken anger. Detailed excerpts illustrate how mentees grappled with cultural identity development and how mentors challenged personal assumptions and began to develop ideological clarity.  相似文献   

Comparing three online testing modalities: Using static,active, and interactive online testing modalities to assess middle school students' understanding of fundamental ideas and use of inquiry skills related to ecosystems     

George E. DeBoer  Edys S. Quellmalz  Jodi L. Davenport  Michael J. Timms  Cari F. Herrmann‐Abell  Barbara C. Buckley  Kevin A. Jordan  Chun‐Wei Huang  Jean C. Flanagan 《科学教学研究杂志》2014,51(4):523-554

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Reading,writing, and math self-concept in elementary school children: influence of dimensional comparison processes     

Jan-Henning Ehm  Sven Lindberg  Marcus Hasselhorn 《European Journal of Psychology of Education - EJPE》2014,29(2):277-294

The internal/external (I/E) frame of reference model (Marsh, Am Educ Res J 23:129–149, 1986) conceptualizes students' self-concepts as being formed by dimensional as well as social comparison processes. In the present study, the I/E model was tested and extended in a sample of elementary school children. Core academic skills of reading, writing, and math were related to corresponding and non-corresponding self-concept facets to determine the onset of dimensional contrast effects. School achievement and domain-specific academic self-concepts of 1,114 students from grades 1 to 3 were assessed. Negative paths were found for math achievement on reading self-concept and for reading achievement on math self-concept in the third grade. Math achievement was not associated negatively with writing self-concept. Positive influences were found within the verbal domain for writing achievement on reading self-concept from grade 1 onward. The results suggest a broad interpretation of the I/E model in which contrast as well as assimilation effects are possible. Factors influencing the dimensional comparison processes are discussed.  相似文献   

Do chimpanzees reason logically?     

Jan M. Engelmann  Lou M. Haux  Christoph Völter  Hanna Schleihauf  Josep Call  Hannes Rakoczy  Esther Herrmann 《Child development》2023,94(5):1102-1116

Psychologists disagree about the development of logical concepts such as or and not. While some theorists argue that infants reason logically, others maintain that logical inference is contingent on linguistic abilities and emerges around age 4. In this Registered Report, we conducted five experiments on logical reasoning in chimpanzees. Subjects (N = 16; 10 females; M = 24 years) participated in the same setup that has been administered to children: the two-, three-, and four-cup-task. Chimpanzees performed above chance in the two-cup-, but not in the three-cup-task. Furthermore, chimpanzees selected the logically correct option more often in the test than the control condition of the four-cup-task. We discuss possible interpretations of these findings and conclude that our results are most consistent with non-deductive accounts.  相似文献   

Introduction   总被引：4，自引：0，他引：4  

Sven Widmalm 《Minerva》2001,39(4):365-372

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Local Sport in Europe     

Melanie Haller  Sven Ismer 《Sportwissenschaft》2007,37(4):476-480

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