Maintaining the anonymity of cadavers in medical education: Historic relic or educational and ethical necessity?          下载免费PDF全文

D. Gareth Jones  Mike R. King 《Anatomical sciences education》2017,10(1):87-97

Throughout the modern history of anatomical dissection by medical and other health science students, cadavers have been anonymized. This has meant that students have been provided with limited, if any, information on the identities or medical histories of those they are dissecting. While there was little way around this when the bodies were unclaimed, this need not be the case when the bodies have been donated. However, with a few exceptions, no efforts have been made to change this model. Recent attempts to move anatomy teaching in a more humanistic direction, by emphasizing the cadaver as the students' first patient and with the growth of commemoration services following the dissecting process, raise the question of whether cadavers should continue to be anonymized. In laying a basis for discussion of this matter, we outline what appear to be the virtues of anonymity, and the form that alternatives to anonymity might take. The options identified are nonidentification, low information; nonidentification, moderate information; and identification, full information. The virtues and drawbacks of each of these possibilities are assessed by analyzing their value for students, and also for donors and their families. Policy issues raised by alternatives are also considered. This article provides a basis for continued discussion and suggestions for further research in this area. Anat Sci Educ 10: 87–97. © 2016 American Association of Anatomists.  相似文献   

Effects of gluteal kinesio-taping on performance with respect to fatigue in rugby players     

Gerda Strutzenberger  Joseph Moore  Hywel Griffiths  Hermann Schwameder  Gareth Irwin 《European Journal of Sport Science》2016,16(2):165-171

Kinesio-tape^® has been suggested to increase blood circulation and lymph flow and might influence the muscle's ability to maintain strength during fatigue. Therefore, the aim of this study was to investigate the influence of gluteal Kinesio-tape^® on lower limb muscle strength in non-fatigued and fatigued conditions. A total of 10 male rugby union players performed 20-m sprint and vertical jump tests before and after a rugby-specific fatigue protocol. The 20-m sprint time was collected using light gates (SMARTSPEED). A 9-camera motion analysis system (VICON, 100 Hz) and a force plate (Kistler, 1000 Hz) measured the kinematics and kinetics during a counter movement jump and drop-jump. The effect of tape and fatigue on jump height, maximal vertical ground reaction force, reactivity strength index as well as lower limb joint work were analysed via a two-way analysis of variance. The fatigue protocol resulted in significantly decreased performance of sprint time, jump heights and alterations in joint work. No statistical differences were found between the taped and un-taped conditions in non-fatigued and fatigued situation as well as in the interaction with fatigue. Therefore, taping the gluteal muscle does not influence the leg explosive strength after fatiguing in healthy rugby players.  相似文献   

Asymmetry analysis of the arm segments during forward handspring on floor     

Timothy A. Exell  Gemma Robinson  Gareth Irwin 《European Journal of Sport Science》2016,16(5):545-552

Asymmetry in gymnastics underpins successful performance and may also have implications as an injury mechanism; therefore, understanding of this concept could be useful for coaches and clinicians. The aim of this study was to examine kinematic and external kinetic asymmetry of the arm segments during the contact phase of a fundamental skill, the forward handspring on floor. Using a repeated single subject design six female National elite gymnasts (age: 19?±?1.5 years, mass: 58.64?±?3.72?kg, height: 1.62?±?0.41?m), each performed 15 forward handsprings, synchronised 3D kinematic and kinetic data were collected. Asymmetry between the lead and non-lead side arms was quantified during each trial. Significant kinetic asymmetry was observed for all gymnasts (p?相似文献   

Conceptualising the sociology of education: an analysis of contested intellectual trajectories     

Sally Power  Gareth Rees 《British Journal of Sociology of Education》2020,41(6):778-793

Abstract

This paper presents an account of the development of the sociology of education in the UK, by means of an analysis of papers published in the field’s flagship journal, the British Journal of Sociology of Education and its US equivalent, Sociology of Education. In particular, we examine the representation of two contrasting traditions in addressing social inequalities: ‘political arithmetic’; and the more recent ‘cultural turn’. We find that in the UK, the cultural turn dominates; whilst in the US, it is political arithmetic which does so. In accounting for these contrasting national profiles, we argue that they are underpinned by divergent social infrastructure and organisation. We also discuss some of the implications of the dominance of the cultural turn in the UK, specifically in terms of the relationship between the fields of academic research and policy and the development of a cumulative evidence base to address social inequalities in education.  相似文献   

Preschool curriculum     

Dr. D. Michelle Irwin 《Early Childhood Education Journal》1974,2(1):35-36

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Challenging the orthodoxy on pupil gang involvement: When two social fields collide          下载免费PDF全文

Keir Irwin‐Rogers  Simon Harding 《British Educational Research Journal》2018,44(3):463-479

Based on fieldwork conducted in five alternative provision schools across three large cities in England, this article explores the relationship between young people's involvement in urban street gangs and their attitudes and behaviour in school. By applying and developing a lens of social field theory, the article highlights the ways in which gang‐involved young people navigate their way between two distinct social fields, namely that of the street gang and that of the school. Although pupil gang involvement can raise significant issues for schools, particularly around violence and educational engagement, our findings challenge the prevailing orthodoxy that depicts an entirely negative portrait of the effects of gang involvement on pupils’ attitudes and behaviour. Instead, through an analysis of interview and observational data, we argue that there is nothing inevitable about the internal logic of a gang social field permeating a school's gates. Young people involved in gangs do not typically spend their entire waking hours wedded to a ‘gang member’ identity—if they are given the opportunity to transition away from the gang social field when they enter the school gates, they will often embrace it. In short, the links between pupils’ involvement in gangs, violent behaviour in school and engagement in education are more contingent and nuanced than is suggested by the literature on gangs and schools to date.  相似文献   

Designing a Mathematics Course for Chemistry and Geology Students     

Gareth?Q.?WittenEmail author 《Educational Studies in Mathematics》2005,58(1):1-19

Many mathematics departments usually teach a variety of courses for students from different science departments and even from different faculties. These service courses are usually taught in the same way as the courses for mathematics major students. However, in science, because of the need to better analyse and interpret experimental data and the increased use of mathematical tools in chemistry and geology textbooks, it is becoming necessary to teach these science students quantitative skills beyond the scope of first year mathematics courses. This paper describes the design of a one-semester second year mathematics course, mainly for chemistry and geology students, with three specific objectives: to develop students ability to quantitatively analyse problems arising in their own field, to illustrate the great utility of mathematical models to provide answers to key chemistry and geology problems, to develop students appreciation of the diversity of mathematical approaches potentially useful in the chemical and geological sciences.  相似文献   

Promoting interdisciplinarity in engineering teaching     

Gareth P. Harrison  D. Ewen Macpherson  David A. Williams 《European Journal of Engineering Education》2007,32(3):285-293

With funding from the UK' Royal Academy of Engineering, the University of Edinburgh has developed a series of truly interdisciplinary design courses aimed at improving penultimate-year students' ability to operate across disciplines and improve their preparation for industry. Led by a Visiting Industrial Professor, the course on hydropower design requires students to provide a full feasibility study of a small scheme in western Scotland tackling issues from hydrology through to grid connection. The course has had several very successful outcomes which include: appreciation of other engineering disciplines; experience of teams where different skills and expertise are available; demonstration of the links between engineering design and economic viability; introduction to non-technical areas essential to the UK Standard for Professional Engineering Competence; and enhancing interest in the hydropower sector in technological and career terms. The key message from this project is the need to ensure balance across tasks, within groups and staff support across disciplines.  相似文献   

Relationships of surveillance,assurance and recognition: early career primary teachers’ engagement with discourses of accountability and performance     

Gareth Burns 《Irish Educational Studies》2016,35(3):269-288

Anecdotal evidence suggests that Irish primary teachers, and particularly those working in disadvantaged schools, are coming under increasing pressure to orient their practices towards satisfying the exigencies of accountability and performativity (Conway, P. F., and R. Murphy. 2013. “A Rising Tide Meets a Perfect Storm: New Accountabilities in Teaching and Teacher Education in Ireland.” Irish Educational Studies 32 (1): 11–36. doi:10.1080/03323315.2013.773227). Focusing specifically on early career teachers (ECTs) in Irish designated disadvantaged primary schools, this paper investigates ECTs’ engagement with discourses of accountability and performance and its influence on their daily practices. Semi-structured, life-history interviews were conducted with 18 participants drawn from three urban designated disadvantaged schools. Local conditions (level of disadvantage, the intensity and concentration of students’ needs, and school culture), as well as participants’ career stage, impacted upon the way ECTs engaged with, and/or mediated the influence of the strong, neoliberal performativity discourse. Participants’ engagement with the literacy and numeracy standardised testing process was characterised by relationships of surveillance which were held in tension with contradictory and conflicting relationships of assurance and recognition that the DEIS literacy and numeracy programmes and positive standardised test scores fostered. The findings indicate that the nature of these relationships, coupled with the demanding social context in which they begin their careers, is orienting ECTs towards the use of more structured and control oriented pedagogies.  相似文献   

Knowledge ecologies after postmodernity     

Ruth Irwin 《Educational Philosophy and Theory》2018,50(14):1368-1369

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