Contrast in usage of FCAT‐approved anatomical terminology between members of two anatomy associations in North America     

Bradford D. Martin  Donna Thorpe  Victoria Merenda  Brian Finch  Wendy Anderson‐Smith  Zane Consiglio‐Lahti 《Anatomical sciences education》2010,3(1):25-32

Almost 12 years since the publishing of Terminologia Anatomica (TA) by the Federative Committee on Anatomical Terminology (FCAT), there has yet to be a unified adoption of FCAT‐recommended anatomical terms by North American anatomists. A survey was sent to members of the Human Anatomy & Physiology Society (HAPS) to compare the frequency of FCAT term usage with a previous study involving the American Association of Anatomists (AAA). The HAPS differed from AAA in being composed mostly of biologists (56.5%) who teach anatomy with only 18.3% of respondents having terminal degrees in anatomy. The survey included the same 25 sets of synonymic names for selected gross anatomical structures or related terms used for the AAA survey. Overall results indicate that the FCAT preferred term had the highest frequency of usage in only 40.0% of the survey questions, demonstrating 4% lower compliance than AAA respondents. Compliance with FCAT preferred terms ranged from 92.2% to 1.7% usage. When compared with AAA anatomists, there were reversals in predominant usage between FCAT and non‐FCAT terms for six sets of anatomical structures: HAPS respondents predominantly used non‐FCAT terms for adrenal gland (88.7%), antecubital fossa (57.4%), patellar tendon (65.2%), ligamentum capitis femoris (36.5%), while preferring the FCAT anterior circumflex humeral artery (45.2%) and anterior/posterior preferred over ventral/dorsal (41.7%). Almost 54% of HAPS anatomists were not familiar with the FCAT, nearly 21% higher than the AAA. Anat Sci Educ 3:25–32, 2010. © 2009 American Association of Anatomists.  相似文献   

Research and the ambiguity of reflexivity and ethical practice     

Wendy Hastings 《Discourse: Studies in the Cultural Politics of Education》2010,31(3):307-318

This paper examines the methodological dilemmas associated with analytical framing as an aspect of the research process. Doing qualitative research potentially changes a researcher – changes their sense of self, who they think they are, who they want to become. The paper examines the ethical dilemma of what that change might mean – for the project, the researcher and the participants. Would respondents be so open if they were that aware the research(er) potentially could change during the performance of the research project? What are the implications, if any, of engaging respondents with the intention of telling their story as a narrative inquiry, then analysing the data through a feminist post-structuralist lens? How does a researcher honour the perspectives of the participants, while simultaneously bringing to bear the critique and understanding provided by employing a post-structuralist lens? The paper pays particular attention to the interactive interview, as it generated possibilities for a researcher to establish a level of trust and rapport such that (emotional) stories could be heard and then later, represented as interpretations of the researcher.  相似文献   

My career chapter as a tool for reflective practice     

Peter McIlveen  Wendy Patton 《International Journal for Educational and Vocational Guidance》2010,10(3):147-160

The career assessment and counselling procedure My Career Chapter is presented as a tool for reflexive self-awareness within career counsellors. To demonstrate application of the procedure as a method of self-supervision, this paper presents a study in which the participant studies himself. Results indicate a reflexive consciousness for the career counsellor that extends his self-awareness as a professional into his personal, non-professional life. Implications are presented with a focus upon the scope of self-report in qualitative research and collegial supervision.  相似文献   

Fluctuation – a common but neglected pattern of physical activity behaviour: An exploratory review of studies in recent 20 years     

Borui Shang  Wendy Yajun Huang  Walter Brehm 《European Journal of Sport Science》2018,18(2):266-278

Background: Regular physical activity (PA) is beneficial for physical and psychological well-being, yet many people do not achieve these health benefits due to irregular PA participation which is also known as fluctuation. Limited attention has been given to the phenomenon of fluctuation in the PA behaviour literature. Objective: The aim of this review was to explore and to map definitions, measurements, behavioural evidence, and factors related to PA fluctuation. Methods: Eligible studies were initially identified by a systematic search of articles conducted in four databases: Scopus, PubMed, PsycINFO, and SPORTDiscus between January 1996 and March 2016. Inclusion and exclusion criteria were set to check the eligibility of all articles. Additional articles were included by manual searching and expert recommendation. Results: Fifteen articles were finally included. Definitions of fluctuation are understood from two perspectives, either as a stage in the process of behaviour change, or as a particular PA phenomenon consisting of lapse and readoption. Common features were extracted: behavioural irregularity, high risk of drop-out, intention and readiness for PA, low automaticity, and limited self-regulation. Furthermore, fluctuation identification was summarised in three approaches such as stage algorithm, self-identified PA lapse and readoption, and prospective within-person variation in meeting the PA guidelines. Regarding the empirical evidence, this review found that people in PA fluctuation were significantly distinct from those in preparation and maintenance of PA behavioural performance, as well as distinct in psychosocial features. Conclusions: Notwithstanding the limitations, this review has provided valuable insight into the phenomenon of PA fluctuation.  相似文献   

Sources of information-seeking on sexually transmitted infections and safer sex by older heterosexual Australian men and women     

Anthony Lyons  Gosia Mikolajczak  Wendy Heywood  Bianca Fileborn  Victor Minichiello  Sharron Hinchliff 《Educational gerontology》2018,44(2-3):186-195

Sexually transmitted infections (STIs) have risen among older people in Australia and other countries. To guide future initiatives, we examined sources of information that older people use or are willing to use for knowledge about safer sex and STIs, including whether there are any gender differences. A total of 2137 Australian adults aged 60+ years completed a nationwide survey. Analyses focused on participants who were at risk of an STI (n = 686; 220 women and 466 men). Overall, information-seeking on STIs in the last year was low (18% men; 15% women). When sought, common sources included general media outlets (e.g., magazines, TV), healthcare providers (HCPs), and the Internet. HCPs were the most relied upon source among both women and men. Brochures, websites, and HCPs were rated highest as future sources; however, women indicated they were more willing than men to have information provided by brochures and websites. STI information-seeking was generally low, but there was willingness among both men and women to use a range of sources for gaining future information.  相似文献   

Ready for digital learning? A mixed-methods exploration of surveyed technology competencies and authentic performance activity     

Todd J. B. Blayone  Olena Mykhailenko  Roland vanOostveen  Wendy Barber 《Education and Information Technologies》2018,23(3):1377-1402

The Digital Competency Profiler (DCP) is an online application for surveying the technology preferences and abilities of students in higher education. To explore the DCP as a digital-learning-readiness tool, a mixed-methods research design was developed for relating self-reported digital competencies and online-learning activity. To this end, three authentic scenarios, comprised of six tasks mapped to self-report items, were constructed. Having submitted their survey data, each of 15 participants visited the EILAB to complete a randomly-assigned scenario with a tablet. Both the performance activity and post-activity interviews were recorded digitally using a unique activity-station setup, and task artefacts were gathered as performance outcomes. Analysis was conducted in three phases. In Phase 1, both the audio-video performance data and activity artefacts were coded, assessed and scored. Exploratory correlational analyses showed a pattern of positive relationships at the task and scenario levels for two scenario groups, suggesting some predictive value for the DCP in this context. For the third group, a positive correlation was found at the scenario level, but negative correlations were found at the task level. In Phase 2, detailed case-studies were conducted, incorporating self-report data, coded performance timelines, and post-activity interviews. Several situational influencers related to problem-solving strategy, device comfort, task difficulty and motivation, beyond the purview of the DCP, were identified. In Phase 3, the findings were interpreted to position the DCP as a tool for identifying segments of students with members who, without support, will likely struggle to engage fully in technology-rich learning environments.  相似文献   

Doctoral Research Training of Counselor Education Faculty     

Jane E. Atieno Okech  Randall L. Astramovich  Megan M. Johnson  Wendy J. Hoskins  Deborah J. Rubel 《Counselor Education & Supervision》2006,46(2):131-145

Counselor educators (N = 167) in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs were surveyed regarding research training received during their doctoral studies. Respondents shared perspectives regarding the quality and quantity of their research course work as well as suggestions on how to enhance research training in counselor education programs. Differences in the amount, type, and attitudes toward research were found according to programs from which educators were graduated and year of graduation. The influences of mentoring as a critical practice in research training also emerged. Implications for research training in counselor education are discussed.  相似文献   

A Self‐Management Strategy for Increasing Implementation of Behavioural Procedures by Residential Staff     

Ted Glynn  Beryl Clark  Wendy Vaigro  Susie Lawless 《International Journal of Disability, Development & Education》1984,31(3):209-222

Two preliminary studies explored the use of a self‐management strategy as a component of a training program for residential Child and Family Workers. The self‐management strategy comprised the Correspondence Training procedures of Risley (1977) and the formulation of specific implementation plans (Sanders & Glynn, 1981). Experiment 1 found that prompting staff to formulate plans of how they would implement target behaviour management skills and providing individual feedback on their performance in accordance with their plans resulted in gains in implementation of target skills; no gains in implementation resulted from Instruction and Group Feedback conditions alone. This experiment examined pooled data from 18 staff collected by regular time sampled observations. Experiment 2 introduced similar procedures in a multiple baseline design to four volunteer staff, each of whom selected two target behavioural skills from the training manual. The self‐management strategy resulted in clear gains in implementation of these self‐selected target skills by all four staff. Results are discussed in terms of the potential of the correspondence training paradigm and the formulation of specific implementation plans as an approach to on‐the‐job training of residential staff.  相似文献   

Predicting Two Components of Career Maturity in School Based Adolescents     

Peter A. Creed  Wendy Patton 《Journal of Career Development》2003,29(4):277-290

Three hundred and sixty-seven secondary school students across five year levels (8–12) were assessed for levels of career maturity (attitude and knowledge), work commitment, work value, career decidedness (indecision and certainty), career decision-making self-efficacy and self-esteem, and indicated their age, gender, socioeconomic status, school achievement and work experience. Using two multiple regression analyses, the predictor variables were able to account for 52% of the variance of career maturity attitude, and account for 41% of the variance of career maturity knowledge. Self-efficacy, age, career decidedness (certainty) and work commitment were the main predictors of career maturity attitude. Age, gender, career decidedness (certainty), work commitment and career decidedness (indecision) were the main predictors of career maturity knowledge. Results demonstrated the importance of examining two aspects of career maturity (attitude and knowledge), and were discussed in the context of Super's (1957, 1990) theory of career development.  相似文献   

The policyscape of transgender equality and gender diversity in the Western Australian education system: a case study     

Wendy Cumming-Potvin  Wayne Martino 《Gender and education》2018,30(6):715-735

ABSTRACT

In this paper, our purpose is to investigate policy informing texts and discourses referencing transgender equality and gender diversity in the Western Australian education system. Drawing on scholarship from transgender, queer and policy studies, we highlight the interplay of progressive and conservative forces affecting the Western Australian education system’s commitment to supporting transgender and gender non-binary students. Based on a Social Sciences and Humanities Research Council of Canada (SSHRC) project, the paper constructs a Western Australian case study, which threads together the critical examination of policy informing texts, qualitative interview data and media discourses surrounding public narratives, such as the Safe School Coalition Australia’s attempt to implement a school program, which builds awareness about gender and sexual diversity. Emerging through the material, discursive and spatial elements of locales and networks, our case study has the potential to deepen knowledge regarding the heuristic capacity of employing policyscape as an analytic category. In this vein, we draw attention to the possibilities and challenges for re-conceptualizing gender and providing trans-affirmative school spaces that promote equality.  相似文献