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Marianne Skopnik-Chicago Katherine Poblete-Cordero Natali Zamora Roberto Bastías Pablo A. Lizana 《Anatomical sciences education》2021,14(6):836-846
One of the most widely used solutions to fix and preserve organic tissues is formaldehyde, despite reservations regarding its toxicity and the fact that formaldehyde-embalmed bodies lose their original characteristics. Anatomy laboratories have been replacing formaldehyde with solutions that retain the characteristics of fresh tissue. For this purpose, alternative solutions with a very low concentration of formaldehyde or without any formaldehyde have been analyzed. The objective of this study was to compare biometry, coloration, haptic properties, and bacterial load on animal specimens (pig kidneys) embalmed with formaldehyde, and with Chilean Conservative Fixative Solution with and without formaldehyde (formaldehyde chCFS and formaldehyde-free chCFS). Also, the perception of health and biological science students toward specimens treated with different solutions was assessed. The results indicated that there were no significant differences in specimens’ retraction, or bacterial load. Students showed a preference for organs embalmed in formaldehyde chCFS and formaldehyde-free chCFS; indicating that with these treatments they could better visualize structures and that the prosections had greater flexibility and the colors were more similar to those of fresh tissue. Additionally, students recommended the material embalmed in formaldehyde chCFS and formaldehyde-free chCFS for anatomy learning. In contrast, students indicated that formaldehyde-fixation negatively affected their practical experience. In conclusion, embalming with formaldehyde chCFS or formaldehyde-free chCFS provides an advantageous practical experience over the use of formaldehyde and may be an alternative to replace the use of formaldehyde in anatomy laboratories. 相似文献
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Maha Bali Maureen Crawford Rhonda Jessen Paul Signorelli Mia Zamora 《Educational Media International》2015,52(2):100-115
Imagine the challenge of being immersed in a dynamic learning network where you play brinkmanship with being overwhelmed by a plethora of information, comments, and conversations on a topic of intense interest to you. Through adept facilitation, the comments and encouragement of fellow participants, and your own perseverance, you develop a network of personal connections which serve as metaphorical flying buttresses creating enough stability that you are able to learn in a new, yet profoundly meaningful way – the connectivist massive open online course (cMOOC) way. Through the lens of autoethnography, five seasoned educators collaboratively reflect on their motivation for participating in their initial cMOOC. They analyze their lived experience, what they found most engaging, and most importantly, they grapple with why cMOOC communities often endure past official end-dates. This article attempts to provide insight into the thrill and depth of learning and connection possible through participation in cMOOCs. 相似文献
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A study was conducted to assess the validity of the Global Physical Activity Questionnaire (GPAQ) for measuring sedentary behaviour (SB) in the Chilean adult population. About 217 adults (93/124 male/female, 43.8 ± 15.75 years) who were randomly selected during National Health Survey 2009–2010 completed the protocol. The participants wore an ActiGraph GT3X (AG) for 7 consecutive days and then completed the GPAQ (single-item question for measuring time spent sitting in a usual day). Validity was examined using Spearman’s correlation, mean bias and limits of agreement (LoA), with AG (vertical axis <100 counts · min?1) as the reference standard for estimates of SB in bouts of 1 (AG1), 5 (AG5) and 10 (AG10) min. Agreement between the GPAQ and AG for classifying data into quartiles and tertiles was assessed with kappa method. The GPAQ showed fair correlation with AG1, AG5 and AG10 (range = 0.23–0.26), with large mean biases (range = ?293.9, ?76.12 min · day?1). Agreement between the GPAQ and AG1, AG5 and AG10 was poor for categorising time spent in SB into tertiles and quartiles. The single question from the GPAQ has shown fair validity for measuring SB and poor ability for correctly classifying individuals into tertiles or quartiles of SB in a Chilean population. 相似文献
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This article provides a more differentiated understanding of mobile health consumers, and considers whether health app use may contribute to new digital inequalities. It focuses on factors associated with mobile health app use, and identifies which factors explain the use of different types of health apps. Data from a large representative sample of the Dutch population (N = 1,079) show that mobile health app users were generally younger, higher educated, and had higher levels of e-health literacy skills than non-users. Interestingly, different usage patterns were found for specific types of health apps. Theory and policy implications are discussed. 相似文献
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Online platforms, from Facebook to Twitter, and from Coursera to Uber, have become deeply involved in a wide range of public activities, including journalism, civic engagement, education, and transport. As such, they have started to play a vital role in the realization of important public values and policy objectives associated with these activities. Based on insights from theories about risk sharing and the problem of many hands, this article develops a conceptual framework for the governance of the public role of platforms, and elaborates on the concept of cooperative responsibility for the realization of critical public policy objectives in Europe. It argues that the realization of public values in platform-based public activities cannot be adequately achieved by allocating responsibility to one central actor (as is currently common practice), but should be the result of dynamic interaction between platforms, users, and public institutions. 相似文献
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This study explored how children of lower primary school grades perceive due process in schools’ disciplinary procedures. While many studies have explored how adolescents perceive school discipline, only a few studies have examined the perceptions of primary school pupils, and no study has investigated lower primary school grades. The qualitative research design was based on semi‐structured interviews and focus groups with 70 children, aged 7 to 10, recruited from 19 public schools in Israel. In addition, we recruited a children's advisory group that participated in the research process. The findings revealed that while many of the study participants had internalised a formalistic approach to due process (i.e. meting out uniform punishments in similar cases, in accordance with a closed system of rules), others objected to this approach, providing various reasons for their concerns. Participants’ criticisms of a formalistic due process policy included lack of compassion and lack of understanding of pupils’ social, academic or other difficulties, disregard of pupils’ voice, the complex task of discerning the truth, apprehension over a uniform punitive system and low efficacy of punishments. We argue that the right to due process in schools lies at the intersection of legal and educational narratives. Even young children are able to recognise the inherent incongruity of these narratives, as they constitute a significant part of their daily routine in school. We also argue that this incongruity engenders a distorted due process, thus imparting faulty lessons about the right to due process and its justifications. 相似文献
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Silva RP Mündel T Natali AJ Bara Filho MG Lima JR Alfenas RC Lopes PR Belfort FG Marins JC 《Journal of sports sciences》2011,29(7):725-732
In this study we investigated pre-training hydration status, fluid intake, and sweat loss in 20 elite male Brazilian adolescent soccer players (mean?±?s: age 17.2?±?0.5 years; height 1.76?±?0.05?m; body mass 69.9?±?6.0?kg) on three consecutive days of typical training during the qualifying phase of the national soccer league. Urine specific gravity (USG) and body mass changes were evaluated before and after training sessions to estimate hydration status. Players began the days of training mildly hypohydrated (USG?>?1.020) and fluid intake did not match fluid losses. It was warmer on Day 1 (33.1?±?2.4°C and43.4?±?3.2% relative humidity; P?相似文献
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The present study investigated whether flipping an algebra classroom led to a stronger focus on conceptual understanding and improved learning of systems of linear equations for 54 seventh- and eighth-grade students using teacher journal data and district-mandated unit exam items. Multivariate analysis of covariance was used to compare scores on three factors, analyze, model, and solve systems of linear equations. We found comparable statistically significant learning gains in both treatment groups. We found that the focus on conceptual understanding was similar in the flipped and control classrooms, and the learning gains were statistically significant and similar in both groups. Explicit attention to the substance of the at-home videos and in-class activities is needed to use the flipped classroom model to successfully shift the instructional focus from procedural to conceptual understanding. 相似文献