Body Donation,Teaching, and Research in Dissection Rooms in Spain in Times of Covid-19     

Maria-Cristina Manzanares-Céspedes  Miki Dalmau-Pastor  Clara Simon de Blas  María Teresa Vázquez-Osorio 《Anatomical sciences education》2021,14(5):562-571

The state of alarm due to Covid-19 pandemic in Spain stopped all educational and most university research activities. The Spanish Anatomical Society (SAE) Consensus Expert Group on Body Donations piloted a study based on a questionnaire to know the status of body donations and dissection activities during the lockdown, as well as the future implications of Covid-19 pandemic for body donation programs and anatomy teaching. The questionnaire results show that Spanish Universities refused body donations and stopped all dissection research and teaching. The Covid-19 expected influence on anatomy teaching was referred to the increase in teaching workforce and resources required to apply the new safety measures to future practical activities, as well as to prepare and adapt teaching material for online-only programs. The application of reinforced safety measures was expected to be perceived by the respondent's students as a gain in teaching quality, while the transformation of the anatomy courses in online-only programs will be perceived as a quality decrease. The respondent's concerns about future institutional implications of the pandemic were related to increased costs of the adaptation of the facilities and the reinforced preventive measures, as well as the eventual decrease in donations. The complete lockdown applied to dissection rooms was not justified by scientific evidence and represented a break of the confidence deposed in the institutions by the donors. A consensus is required for the adoption of a renewed, comprehensive protocol for present and future body donations including the evidence Covid-19 pandemic has contributed to create.  相似文献   

Inhibitory control in toddlerhood – the role of parental co-regulation and self-efficacy beliefs     

Kim Angeles Gärtner  Verena Clara Vetter  Michaela Schäferling  Gitta Reuner  Silke Hertel 《Metacognition and Learning》2018,13(3):241-264

Inhibitory control is considered a core component of self-regulation. Tremendous advances in early childhood have been attributed to brain maturation processes as well as environmental influences, such as parental co-regulation. Parental self-efficacy represents a key correlate of parenting behaviors and is associated with child outcomes. However, research on the interplay of parental co-regulation, parental self-efficacy and child’s inhibitory control in early childhood is scarce. In this study we explore to what extent parents’ positive (PCR) and negative co-regulation (NCR) and domain-specific (DSSE) and domain-general (DGSE) self-efficacy beliefs assessed at pre-test (T1) predict toddlers’ inhibitory control six weeks later (T2). Furthermore, we examine whether NCR mediates the link between DSSE and parent-reported inhibitory control. Results are based on data from 90 parent-child dyads (children’s age: 24–35 months). Parents’ PCR, NCR, DSSE and DGSE are assessed via questionnaire. Children’s inhibitory control is measured via the Inhibition Scale of the Behavior Rating Inventory of Executive Functions (BRIEF-IN) and a Snack Delay task. Multiple regression analyses reveal that parents’ NCR and DSSE, but not PCR and DGSE, significantly predict BRIEF-IN at T2 (controlling for covariates). The indirect effect from parents’ DSSE on BRIEF-IN via NCR is not confirmed by the data. No associations are observed regarding children’s performance in the Snack Delay task. The present study adds new and important evidence that parents’ DSSE and NCR independently predict (parent-reported) inhibitory control in toddlerhood. Parenting interventions should thus not only address parenting practices but target parental self-efficacy beliefs as an important factor, too.  相似文献   

Saturation relations in mixtures of sucrose,dextrose, and levulose     

Richard F. Jackson  Clara Gillis Silsbee 《Journal of The Franklin Institute》1924,198(4):546-547

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Teachers’ Perspectives on the Human-Nature Relationship: Implications for Environmental Education     

António Almeida  Clara Vasconcelos 《Research in Science Education》2013,43(1):299-316

This study based on a theoretical framework of three main environmental perspectives in the human-nature relationship (anthropocentrism, biocentrism and ecocentrism), aimed to identify their incidence in teachers involved with environmental projects when confronted with diverse environmental issues. 60 teachers drawn from four school cycles in Portugal (crèche; 1st cycle, 6–9 years old; 2nd cycle, 10–11 years old; 3rd cycle and Secondary school, 12–17 years old) were interviewed and divided into two groups: generalist teachers (crèche and 1st cycle) and specialists in different subjects (2nd and 3rd cycles and secondary). The results showed a higher occurrence of biocentric perceptions in all teachers (more significantly in those from the 1st group). Comparatively, the teachers from the 2nd group showed more ecocentric perceptions. These differences can be explained by the models of teacher education (initial and inservice) and by the influence of the specific characteristics of the cycles in question. In contrast, the teachers' environmental projects were mostly centred on sustainable use of resources, which inevitably favours anthropocentric arguments. The results allow us to conclude that different environmental approaches are possible, especially if teachers are aware of the importance of dealing with more controversial environmental issues.  相似文献   

An Acquaintance of Yours: Solon B. Sudduth     

Clara Gibson Haddox 《Peabody Journal of Education》2013,88(6)

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Authority in the classroom: adolescent autonomy, autonomy support, and teachers’ legitimacy     

João Graça  Maria Manuela Calheiros  Maria Clara Barata 《European Journal of Psychology of Education - EJPE》2013,28(3):1065-1076

Younger generations are increasingly questioning the legitimacy of teachers. However, evidence concerning classroom authority and the many factors that shape it tend to disregard the complexity and dynamics of the relationship between the teacher and the student. This paper aims to contribute to further unfold and understand this topic. Specifically, teachers’ legitimacy is examined from the scope of the Relational Model of Authority and the principle of autonomy, from the standpoint of the individual (i.e. adolescent’s autonomy level) and the individual’s perception of the social context (i.e. perceived autonomy support). Participants were 323 adolescents attending two secondary schools in urban areas of Portugal, from 9th to 12th grades. The results indicate that teachers’ legitimacy, as recognised by students, varies according to their perceived autonomy support. In addition, more autonomous adolescents, when in contexts that they perceive as lower in autonomy support, recognise lower levels of legitimacy to their teachers, compared with individuals with lower autonomy levels. Results are discussed from the standpoint of the Relational Model of Authority, the Self-Determination Theory and the Theory of Psychological Reactance.  相似文献   

Morning     

Clara M. Saunders 《The Educational forum》2013,77(4)

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Expanding knowledge: from the classroom into cyberspace     

Maria Potes Santa‐Clara Barbas 《Educational Media International》2013,50(1):65-73

This paper is part of a larger project in the area of research. The main purpose of this mediated discourse was to implement, observe and analyse experiences of teachers in a training project developed for two different settings in the classroom. The first was between international classrooms through cyberspace and the second was a cyberspace forum. We carried out these experiences with beginning teachers in training during semester‐long courses on ‘audiovisual communication techniques’. The data analysed in these two projects indicated that the integration of ICT (information and communication technologies) had a great impact on student teachers’ abilities to improve their pedagogical, individual, social and technological skills in order to build effective teaching tools and materials through the use of ICT. The positive outcomes of the project were: (1) teachers conceived the information in a multimodal format through the integration of linear and nonlinear formats of information in their pedagogical training; (2) teachers underwent significant learning because they were put in the position of hypermedia product builders; (3) teachers acquired information/tools not only to search but also to build and analyse digital discourses; (4) teachers conducted research emphasizing various points of view.

Elargir le Savoir: de la classe au cyberspace

Cet article faisait partie d’un projet plus vaste dans le domaine de la recherche sur la finalité du Discours Médiatique. Il s’agissait de mettre en place, d’observer et d’analyser les expériences de professeurs dans le cadre d’un projet de formation mis au point pour deux configurations de classes différentes. Dans la première il s’agissait de relier des classes internationales à travers le cyberespace et la seconde était un forum dans le cyberespace. Nous avons mené ces expériences avec des professeurs débutants en formation, dans le cadre de cours semestriels portant sur «Les Techniques de Communication Audiovisuelle». Les données analysées dans ces deux projets ont montré que l’intégration des TIC (Technologies de l’Information et de la Communication) influençait fortement les capacités des futurs professeurs à améliorer leurs compétences pédagogiques, individuelles, sociales et technologiques pour construire des outils et des matériaux d’enseignement efficaces avec l’aide des TIC. Les résultats positifs de ce projet ont été les suivants: (1) Les enseignants ont conçu l’information en forme multimodale et ce, en intégrant des formats d’information linéaires et non‐linéaires dans leur formation pédagogique; (2) Les enseignants ont acquis des connaissances significatives parcequ’ils/elles ont été placés dans la position de constructeurs de produits hypermedia ; (3) Les enseignants ont maîtrisé des outils d’information non seulement pour rechercher mais aussi pour construire et analyser les discours numériques ; (4) Les enseignants ont conduit leur recherche en mettant l’accent sur différents points de vue.

Wissensausbreitung: Vom Klassenzimmer in den Cyberspace

Dieses Papier war Teil eines größeren Forschungsprojekts. Der Hauptzweck dieses Diskurses war,Erfahrungen von Lehrern eines Übungsprojekts zu implementieren, beobachten und zu analysieren, das für zwei unterschiedliche Gegebenheiten im Klassenraum entwickelt worden war. Der erste war zwischen internationalen Klassen durch das Cyberspace und das zweite war ein Cyberspace‐Forum. Durchgeführt wurden diese mit Lehreranfängern im Rahmen eines ein‐semestrigen Kurses “Audiovisuel Communication Techniques”. Die Analyse der in diesen beiden Projekten gewonnenen Daten zeigten, dass die Integration von ICT einen großen Einfluss auf die Fähigkeiten der Studentenlehrer hat, ihre pädagogischen, individuellen, sozialen und technischen Kenntnisse weiterzuentwickeln, um effektive Lehrwerkzeuge und –materialien durch den Einsatz von ICT zu entwickeln. Die positiven Ergebnisse des Projekts waren: (1) Lehrer ersannen sich die Information in einem multimodalen Format durch das Integrieren von linearen und nicht‐linearen Formaten der Information in ihrer pädagogischen Ausbildung; (2) Lehrer unterzogen sich signifikanten Lernsituationen, weil sie in die Position von Hypermedia‐Produkt Bauunternehmern gestellt wurden; (3) Lehrer erwarben Information/Werkzeuge, nicht nur um digitale Diskurse zu suchen und zu analysieren, sondern auch um digitale Diskurse zu bauen und zu analysieren; (4) Lehrer führten Forschung durch, die verschiedene Ansätze umfasste.  相似文献   

METHODS IN THE FAMILY     

Clara B. Beatley 《Religious education (Chicago, Ill.)》2013,108(4):324-325

This article introduces a relationship between neuroscience and creativity for the sake of religious education. Citing creativity as a process that involves both originality and value, the writing articulates Howard Gardner's interplay between the talent of the person, the internal demands of a discipline, and the quality judgment of the field. The article explores creativity expressed both within the field of neuroscience, with the beginning of the neurocentric era, and continuing with contemporary use of technology. It then surveys neuroscience's own exploration of the fields of creativity and religious experience, with ensuing limitations. The article establishes a dialogue between religious education and neuroscience, demonstrating how religious education provides neuroscience theory with grounded practice while also supplying ethical frameworks for neuroscience practice. It closes asserting that while currently neuroscience primarily endorses sound educational practice, future neuroscientific research should yield fresh horizons demanding ongoing creativity by religious educators.  相似文献   

Digital Europe 2030: Designing scenarios for ICT in future governance and policy making     

Gianluca Misuraca  David Broster  Clara Centeno 《Government Information Quarterly》2012

The article outlines a set of visionary scenarios on how the European society could develop by 2030 by using advanced ICT tools and modelling techniques and integrating them into governance processes and policy making mechanisms. These scenarios have been designed through a foresight exercise conducted by the Institute for Prospective Technological Studies (IPTS) as part of the CROSSROAD Project, a support action of the European Commission's 7th Framework Programme. After presenting the conceptual framework and methodological approach followed, the scenario design framework developed and the resulting views of what the European Information Society might be by 2030 are presented. The article follows with a discussion of the implications of the scenarios design in terms of key areas of expected change and grand challenges to be addressed. It concludes by identifying policy challenges and proposing possible future research directions in the domain of ICT for governance and policy modelling needed to build a truly open Digital Europe twenty years from now.  相似文献