Profile and Motivations of Registered Whole-Body Donors in Turkey: Istanbul University Experience     

İlke Ali Gürses  Ahmet Ertaş  Başak Gürtekin  Osman Coşkun  Mehmet Üzel  Özcan Gayretli  Mehmet Selman Demirci 《Anatomical sciences education》2019,12(4):370-385

Little is known regarding the profiles of whole body donors in Muslim majority countries where donation is scarce. Therefore, this study aims to profile registered donors in Turkey by means of a survey. The explored data could be used to improve ongoing campaign efforts and ethical practices such as commemoration services. Registered donors of the donation programs at the two faculties of medicine of Istanbul University were compared with the national population and a cluster analysis was performed to reveal any concealed sub-groups. Data from 188 respondents were analyzed. The majority of registered donors were married (42%), male (65.4%), aged over 50 years (76%), held a tertiary education degree (49.7%), and were irreligious (58.5%). Cluster analysis revealed two groups with significantly different educational levels, marital statuses, and religious choices. Regarding whether their bodies could be used for education or research, the majority (64.5%) of the respondents left the decision to the anatomy department. Similarly, 73.8% approved indefinite use of their organs, body parts and/or skeletons. The respondents were also willing to share their medical history (94.2%) and personal information (81.6%) if needed. Motivational themes for body donation including usefulness, impermanence, religion, awareness, and kinship were devised after a thematic analysis. Among the respondents, 56.5% were registered organ donors and 63.3% were frequent blood donors. The results of this study provide data that may help revising informed consent forms, developing and implementing thanksgiving ceremonies, and selecting additional targets for supporting body donation campaign activities such as organ and blood donation units.  相似文献   

Effects of periodic carbohydrate ingestion on endurance and cognitive performances during a 40-km cycling time-trial under normobaric hypoxia in well-trained triathletes     

Yi-Hung Liao  Toby Mündel  Yan-Ting Yang  Chen-Chan Wei  Shiow-Chwen Tsai 《Journal of sports sciences》2019,37(16):1805-1815

The purpose of this study was to examine CHO ingestion on a cognitive task using a field-simulated time-trial (TT) under hypoxia in well-trained triathletes. Ten male triathletes (age: 22.1 ± 1.1 years; VO₂max: 59.4 ± 1.4 ml/kg/min) participated in this double-blind/crossover/counter-balanced design study. Participants completed 3 TT trials: 1) normoxic placebo (NPLA; FiO₂ = 20.9%), 2) hypoxic placebo (HPLA; FiO₂ = 16.3%), and 3) hypoxic CHO (HCHO; 6% CHO provided as 2 ml/kg/15 min; FiO₂ = 16.3%). During the TT, physiological responses (SpO₂, HR, RPE, and blood glucose/lactate), cognitive performance, and cerebral haemodynamics were measured. Hypoxia reduced TT performance by ~3.5–4% (p < 0.05), but CHO did not affect TT performance under hypoxia. For the cognitive task, CHO slightly preserved exercise-induced cognitive reaction speed but did not affect response accuracy during hypoxic exercise. However, CHO did not preserve the decreased Hb-Diff (cerebral blood flow, CBF) and increased HHb in the prefrontal lobe (p < 0.05) during hypoxic exercise, and CHO failed to preserve hypoxia-suppressed prefrontal CBF and tissue oxygen saturation. In conclusion, the present study demonstrates that CHO is effective in sustaining reaction speed for a cognitive task but not promoting TT performance during hypoxic exercise, which would be important for strategy-/decision-making when athletes compete at moderate high-altitude.  相似文献   

Promoting schoolchildren’s self-esteem in physical education: testing the effectiveness of a five-month teacher training     

Benjamin Rubeli  Esther Oswald  Achim Conzelmann  Jürg Schmid  Stefan Valkanover 《Physical Education & Sport Pedagogy》2020,25(4):346-360

ABSTRACT

Background: Schoolchildren’s personality development is considered a central goal of physical education (PE). With regard to the relationship between psychological well-being and global self-esteem over the life course, the promotion of positive self-esteem is an issue of particular significance. Past research revealed that PE taught with an individualized teacher frame of reference (iTFR) and a reflexive teaching style is associated with positive effects on facets of children’s perceived sports competence. However, it remains an open question whether this teaching styles has the potential to promote positive self-esteem.

Purpose: The present study investigated whether a five-month teacher training, aimed to enhance the teachers’ iTFR and their reflexive teaching style in PE, has a positive effect on students’ perceived sports competence and their global self-esteem. To analyse the implementation quality, changes in students’ perceived iTFR and perceived reflexive teaching style were investigated.

Method: A total of 21 teachers were assigned to either an intervention group (n?=?13), receiving the five-month teacher training, or a control group (n?=?8) consisting of regular teaching without teacher training. The teacher training encompassed five three-hour consecutive sessions during which the teachers acquired theoretical and practical knowledge about the promotion of competence perceptions in PE with a reflexive teaching style and an iTFR. Between the sessions, the teachers were instructed to implement an iTFR and a reflexive teaching style into their own PE classes. To evaluate the effects of the teacher training, their students’ (N?=?315, 53.7% girls, M_age?=?13.2 y, SD_age?=?1.3 y) perceived teaching style (iTFR and reflexive teaching), perceived sports competence and global self-esteem were measured with paper-pencil questionnaires at three measurement points (pre, post and follow-up).

Findings: Linear mixed effect models showed that students of the intervention group reported an increase in their teachers’ reflexive teaching style, but there were no changes with regard to iTFR. With regard to students’ perceived sports competence and global self-esteem, there were significant interaction effects between time and group over a period of eight months (from pre-test to follow-up), indicating positive effects on these self-concept dimensions due to the teacher training.

Conclusion: The present study indicates that a long-term teacher training supports PE teachers to implement teaching styles with the aim to promote students’ self-concept. Furthermore, the findings lead to the assumption that a more pronounced iTFR in combination with an enhanced reflexive teaching style has the potential to positively influence schoolchildren’s perceived sports competence and global self-esteem.  相似文献   

Content valuation strategies for digital subscription platforms     

Kübler  Raoul  Seifert  Rouven  Kandziora  Michael 《Journal of Cultural Economics》2021,45(2):295-326

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Is knowledge merely perception?     

Heiner Müller-Merbach 《知识管理研究与实践》2004,2(3):200-200

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Bridging knowledge: A collective undergraduate thesis development approach     

Jason K. Holdsworth  Özgür Arun 《Educational gerontology》2017,43(11):561-567

While there are various approaches to gerontological and geriatrics (and social sciences) education globally, a component commonly included in undergraduate education is a final thesis project. In Turkey, the Department of Gerontology at Akdeniz University has undertaken a unique approach to thesis development that values and draws on accessing the greater expertise and knowledge of faculty and students through joint collaborations. We offer an overview of the eleven stages of a collective thesis development approach as an alternative to the conventional way of conducting oversight of undergraduate thesis projects. With four years of experience, observed benefits of a collective thesis development approach for students include the opportunity to draw on the comradery, insights, and experience of a plurality of educators and aspiring students while developing, executing, and documenting a thesis project. Benefits to advisors/educators include profiting from the strengths in other advisors and wider exposure to current research, findings, and methodological approaches. So while there may be multifold variations in curriculum content and educational approaches, it is of great importance that educators create “spaces” that give value to and foster the pursuit of collective wisdom through joint collaborations. (188 words)  相似文献   

The development of the nature of science view scale (NOSvs) at university level     

Senar Temel  Şenol Şen  Özgür Özcan 《Research in Science & Technological Education》2018,36(1):55-68

Background: Determining individuals’ views of the nature of science is quite important for researchers since it is both a component of scientific literacy and a fundamental aim of science education.

Purpose: This study aims to develop a NOSvs for assessing prospective teachers’ views of the nature of science and to analyse their psychometric properties.

Sample: A total of 565 prospective teachers participated in the study.

Design and methods: The Kaiser–Meyer–Olkin (KMO) Index and Bartlett’s Sphericity Test were used in this study. Confirmatory factor analysis (CFA) was performed to determine the construct validity of the scale. Cronbach’s Alpha (α) coefficient was calculated for the reliability of the study.

Results: It was consequently found that the KMO was larger than .50. That Bartlett’s Sphericity Test was also statistically significant. The items with item-total correlations smaller than .30 were removed from the scale. Cronbach’s α values calculated for each sub-scale were above .70. In consequence of the first CFA performed, fit indices were found to be below the expected level. For this reason, three more items with the least item-total correlations were removed from the scale. Following the CFA, the final form of the scale included 36 items and five sub-scales.  相似文献   

Change in Fluid and Crystallized Intelligence and Student Achievement: The Role of Intellectual Engagement          下载免费PDF全文

Gizem Hülür  Fidan Gasimova  Alexander Robitzsch  Oliver Wilhelm 《Child development》2018,89(4):1074-1087

Intellectual engagement (IE) refers to enjoyment of intellectual activities and is proposed as causal for knowledge acquisition. The role of IE for cognitive development was examined utilizing 2‐year longitudinal data from 112 ninth graders (average baseline age: 14.7 years). Higher baseline IE predicted higher baseline crystallized ability but not changes therein, and was not associated with fluid ability. Furthermore, IE predicted change in school grades in language but not in mathematics grades or in standardized tests. These findings suggest that IE is not a major predictor of knowledge acquisition in adolescence, where degree of self‐determination in intellectual behaviors may be relatively limited. Open questions for future research are addressed, including reciprocal longitudinal associations between IE and academic and cognitive development.  相似文献   

Übereinstimmung,Variabilität und Reliabilität von Schülerurteilen zur Unterrichtsqualität auf Schulebene     

Marina Wenger  Oliver Lüdtke  Martin Brunner 《Zeitschrift für Erziehungswissenschaft》2018,21(5):929-950

Using student ratings to assess instructional quality of schools should fulfill three requirements: (1) an appropriate level of inter-rater agreement within schools, (2) systematic variance of student ratings between schools, (3) an adequate reliability level of aggregated student ratings. Using international PISA-data (2000–2012; 81 countries, over 55,300 schools, over 1.3 million 15-year olds) this study investigated how these requirements were met regarding indicators of instructional quality (classroom management, cognitive activation, individual learning support). We computed the interrater agreement index r_WG(J), as well as the intraclass correlations ICC(1) and ICC(2). Our results showed that (1) student ratings demonstrated a moderate or strong level of agreement for most indicators of instructional quality and (2) instructional quality assessed by students varied systematically between schools. Yet, (3) reliability of aggregated student ratings was not sufficient in many countries. We discuss these results regarding conventions to evaluate agreement, variability, and reliability of student ratings at the school level.  相似文献   

Who is the expert? Construct and criteria validity of student and teacher ratings of instruction   总被引：2，自引：1，他引：2  

Mareike Kunter  Jürgen Baumert 《Learning Environments Research》2006,9(3):231-251

In this article, we examine the construct and criteria validity of student and teacher ratings as indicators of instructional features. As parsimonious measures, student and teacher reports are frequently used to assess aspects of the learning environment. From a methodological perspective, however, both approaches have been questioned. Whereas student ratings are occasionally criticised as being undifferentiated and easily influenced by personal preferences, teacher reports are sometimes considered to be biased by self-serving strategies or teaching ideals. Instead of pitting one method against the other, our study aimed at establishing the specific value of each approach. The analyses draw on data from a German extension to the 2003 PISA assessment, in which 288 mathematics teachers and their students completed questionnaires using identical items to tap various aspects of instruction. Mean student ratings were computed for each class. Exploratory and confirmatory factor analyses revealed specific conceptual structures for student and teacher ratings, with teachers elaborating on the use of tasks and methods, and students focusing on their teacher’s support in personal and learning matters. Three shared dimensions were also established: occurrence of classroom management problems, degree of cognitive autonomy during lessons, and tempo of interaction. Teacher/student agreement on these dimensions varied across constructs, with considerable agreement on classroom management, low agreement on cognitive autonomy, and no significant agreement on whether or not the interaction tempo was appropriate. Accordingly, correlations with external criteria (student motivation, teacher motivation, mathematical achievement scores, and characteristics of the tasks set in class) also varied across constructs. We conclude that student and teacher ratings are best suited to tapping different aspects of the learning environment, and recommend that care be taken in choosing a data source appropriate for the construct to be measured.

Jürgen BaumertEmail:

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