Development and implementation of a three-dimensional (3D) printing elective course for health science students     

Derek J. Harmon  Barbie A. Klein  Cecilia Im  Dylan Romero 《Anatomical sciences education》2022,15(3):620-627

Three-dimensional (3D) printing technology has become more affordable, accessible, and relevant in healthcare, however, the knowledge of transforming medical images to physical prints still requires some level of training. Anatomy educators can play a pivotal role in introducing learners to 3D printing due to the spatial context inherent to learning anatomy. To bridge this knowledge gap and decrease the intimidation associated with learning 3D printing technology, an elective was developed through a collaboration between the Department of Anatomy and the Makers Lab at the University of California, San Francisco. A self-directed digital resource was created for the elective to guide learners through the 3D printing workflow, which begins with a patient's computed tomography digital imaging and communication in medicine (DICOM) file to a physical 3D printed model. In addition to practicing the 3D printing workflow during the elective, a series of guest speakers presented on 3D printing applications they utilize in their clinical practice and/or research laboratories. Student evaluations indicated that their intimidation associated with 3D printing decreased, the clinical and research topics were directly applicable to their intended careers, and they enjoyed the autonomy associated with the elective format. The elective and the associated digital resource provided students with the foundational knowledge of 3D printing, including the ability to extract, edit, manipulate, and 3D print from DICOM files, making 3D printing more accessible. The aim of disseminating this work is to help other anatomy educators adopt this curriculum at their institution.  相似文献   

Virtual anatomy and point-of-care ultrasonography integration pilot for medical students     

Marcus E. Olivares-Perez  Sally Graglia  Derek J. Harmon  Barbie A. Klein 《Anatomical sciences education》2022,15(3):464-475

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Reading the mass violence in Indonesia 1965–1966 as a form of primitive accumulation     

Colm McNaughton 《Inter-Asia Cultural Studies》2013,14(2):292-305

Abstract

A human rights perspective is compromised in its ability to understand and respond to the mass violence that took place in Indonesia, largely against members and supporters of the Indonesian Communist Party (PKI) from 1965–1966. In “Indonesia's Original Sin: Mass Killings and Capitalist Expansion, 1965–66,” Hilmar Farid makes the point that a human rights standpoint is limited when capital or its various actors, are involved in propagating and/or perpetrating mass violence. In starting to fashion an alternative reading, Farid proposes Marx's notion of primitive accumulation. While Farid's position is suggestive, I contend that his analysis is marred by a number of theoretical weaknesses, which I attempt to sublate in this article. As such, I will offer an alternative reading of primitive accumulation perceived through a multi-dimensional local/global dialectic.  相似文献   

Economic returns to education: What We Know, What We Don’t Know, and Where We Are Going—Some brief pointers     

Matt Dickson  Colm Harmon 《Economics of Education Review》2011,30(6):1118-1122

The estimation of the economic return to education has perhaps been one of the predominant areas of analysis in applied economics for over 50 years. In this short note we consider some of the recent directions taken by the literature, and also some of the blockages faced by both science and policymakers in pushing forward some key issues. This serves by way of introduction to a set of papers for a special issue of the Economics of Education Review.  相似文献   

Peer education in the commons: a new approach to reference services     

Neal RE  Ajamie LF  Harmon KD  Kellerby CD  Schweikhard AJ 《Medical reference services quarterly》2010,29(4):405-413

In planning for a new library construction project for the University of Oklahoma-Tulsa, graduate students enrolled in the University of Oklahoma (OU) School of Library and Information Studies collaborated in an innovative effort to develop a commons-based reference service. By first considering a philosophical approach to the need for a commons, blending in the experiences of other libraries that have created similar spaces, and focusing on the workflow issues likely to be encountered by the graduate assistants staffing the commons itself, this planning team developed an uncommon peer-to-peer approach to reference and education services, one focused on the patron as student.  相似文献   

大学里的德里达     

科尔姆·凯利  吴万伟 《复旦教育论坛》2013,11(1):10-17

本文解读了德里达对康德和席勒论现代大学起源的著作的阐述,表明那些试图监督和掌控当代大学的理论立场本身也不知不觉地遭到了解构和颠覆.接着,文章考察了当今两个把文科当作现代大学守卫者和监督者的例子.两者都成为德里达辨别出来的解构置换类型的牺牲品.文章还讨论了德里达本人对现代法国大学的制度性干预背后的不同理由.该讨论引向本文的结论,即我们应该像为社会科学和自然科学的纯粹研究辩护一样为人文科学中的纯粹研究辩护,但不应该把经典文科提升到享受特权的优越地位.  相似文献   

Promoting Evidence-based Education Practice and Better Student Outcomes through Improved Consumer Reporting     

Steve Fleischman  Jennifer A. Harmon  Marlene J. Darwin 《Journal of Education for Students Placed at Risk》2013,18(1):1-7

The past two decades have seen an increased need for better consumer reporting in education. This has resulted in part from a variety of education initiatives sponsored by the US Department of Education (ED) and others. The initiatives have increased the number of school improvement options available to educators and encouraged—or sometimes required—that choices be guided by “scientifically-based research.”  相似文献   

Mastery Motivation: Definition and Measurement     

George A. Morgan  Robert J. Harmon  Christine A. Maslin-Cole 《Early education and development》1990,1(5):318-339

This paper presents a working definition of mastery motivation which has evolved from our research with infants and young children over the past two decades. We define mastery motivation as a psychological force that stimulates an individual to attempt independently, in a focused and persistent manner, to solve a problem or master a skill or task which is at least moderately challenging for him or her. After describing key features of this definition, we discuss three conceptual issues: 1) the distinction between mastery motivation and cognitive competence, 2) developmental transitions in mastery motivation, and 3) the breadth of the concept. The paper concludes with a long section on assessing mastery motivation. Persistence at tasks is the main measure of the strength of the child's mastery motivation. Our structured task procedure, for 15- to 36-month-old children, attempts to disentangle mastery motivation and competence. We have also developed a questionnaire to assess mastery motivation in general and in five specific behavioral domains: social, symbolic, combinatorial, means-end, and gross motor. We believe that our definition helps to clarify the concept of mastery motivation and that our assessment procedures will facilitate future research.  相似文献   

Bottom line: Overscheduled and overcommitted     

Noël Harmon 《About Campus》2010,14(6):26-29

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‘Sweet analytics’: Athleticism and Elementary-School Football Associations     

Colm Kerrigan 《国际体育史杂志》2013,30(18):2500-2531

J.A. Mangan and Colm Hickey, in articles in 1999 and 2008, argued that the motivation of teachers promoting elementary-school football in the late nineteenth and early twentieth centuries was mainly athleticism. In 2000, 2005 and 2009, I expressed my reservations about their claims. Most recently, articles by Gerry P.T. Finn in Soccer & Society in 2010 and by Hickey and Finn separately in the International Journal of the History of Sport in 2011 have argued against my reservations and offered what they consider further evidence for athleticism in elementary-school football. In response, the present article examines the evidence for the claims of athleticism in elementary-school football and concludes that it was only through failing to engage with the vast majority of sources of this kind of football, in particular the records of Schoolboy Football Associations and the sporting and local press, that the claims of Mangan, Hickey and Finn for the extent of the influence of athleticism in elementary-school football could be sustained.  相似文献