DXAGE: A New Method for Age at Death Estimation Based on Femoral Bone Mineral Density and Artificial Neural Networks

Age at death estimation in adult skeletons is hampered, among others, by the unremarkable correlation of bone estimators with chronological age, implementation of inappropriate statistical techniques, observer error, and skeletal incompleteness or destruction. Therefore, it is beneficial to consider alternative methods to assess age at death in adult skeletons. The decrease in bone mineral density with age was explored to generate a method to assess age at death in human remains. A connectionist computational approach, artificial neural networks, was employed to model femur densitometry data gathered in 100 female individuals from the Coimbra Identified Skeletal Collection. Bone mineral density declines consistently with age and the method performs appropriately, with mean absolute differences between known and predicted age ranging from 9.19 to 13.49 years. The proposed method—DXAGE—was implemented online to streamline age estimation. This preliminary study highlights the value of densitometry to assess age at death in human remains.     

Online collaboration as a pedagogical approach to learning and teaching undergraduate legal education

Legal education is in a period of rapid development driven by changing industry demands and developing technologies. This paper will describe an innovative pilot study which utilises new technologies to provide an alternative mode of teaching and learning to meet growing industry demands for graduates who are technologically savvy and have strong communication and collaboration skills. The pilot study redesigns a law unit combining a more traditional approach with an approach in which online collaboration is critical to student learning as a teaching and assessment tool. After completing an online collaborative activity as part of their assessment for the unit, students completed an online survey to identify their perspectives of the online collaborative experience. The online survey data was analysed to identify common themes and the experiences of students are shared in this paper. The paper provides an example of how instructors might take advantage of a learning design process, online tools and infrastructure to develop educational experiences which promote communication and collaboration within the law discipline. It will also include five recommendations to consider when including online collaboration in unit design for law students.     

Exploring conceptual legal knowledge building in law students’ reflective reports using theoretical constructs from the sociology of education: what,how and why?

The substantive content of the undergraduate law curriculum in the UK is currently under scrutiny as a result of forthcoming changes in the entry level requirements of the legal profession. As a result LLB curriculum designers are evaluating what knowledge should be included in the curriculum, how students should access this knowledge, and which pedagogic approaches to adopt. This study will analyse student submissions for an assessment item at York Law School called the reflective report to explore how students are building their conceptual legal knowledge, and what this means for curriculum designers. The data analysis will be informed by the theoretical constructs of three sociologists of education, Michael Young, Basil Bernstein, and Karl Maton, including their respective concepts of social realism, hierarchical and horizontal knowledge structures, and semantic gravity. It develops themes exploring how students can weaken the semantic gravity of knowledge to make meanings that reach beyond the learning context. It draws some conclusions about the implications of the research on future curriculum design and the importance of developing students’ engagement with powerful knowledge in the delivery of legal education in an academic environment.     

“You must be joking”: the role of humour in the law classroom

There is a body of literature, including persuasive empirical evidence, linking the use of positive humour in tertiary classrooms with the creation of a relaxed learning environment, student motivation, attendance and engagement as well as positive student evaluations of teacher performance. However, the literature on the use of humour in teaching law is generally limited to anecdotal evidence. Drawing on the literature on using humour in teaching courses that students perceive as “difficult” in other disciplines, in this article we explore the benefits and pitfalls of using humour in the law classroom and provide illustrations of how humour might be used appropriately and effectively in teaching law.     

高校学风建设的现状与对策思考

学风是大学的立校之本。学风建设是一个系统工程,涉及到教育理念和学风建设的思路、模式、途径、措施等,根据高校目前学风建设的现状,应从思想政治教育、校园文化建设、师德教风建设、规章制度建设、社会实践教育以及学生主体作用等方面,全面加强高校的学风建设。     

针刺对血管性痴呆大鼠学习记忆能力及海马内乙酰胆碱酯酶含量的影响

目的 复制拟血管性痴呆(vascular dementia,VD)模型,探讨针刺百会、人中、大椎穴对大鼠学习记忆能力及血清和海马内乙酰胆碱酯酶(acetylcholinesterase,AchE)含量的影响.方法 用双侧颈总动脉缺血再灌注法复制VD大鼠模型,将VD大鼠随机分为模型组、针刺组和西药组.采用大鼠跳台试验检测...     

补肾安胎冲剂联合免疫疗法治疗反复自然流产40例

目的 观察补肾安胎冲剂联合免疫疗法治疗反复自然流产(recurrent spontaneous abortion,RSA)的临床疗效.方法 收集封闭抗体低下型RSA患者80例,随机分成综合治疗组、单纯淋巴细胞治疗对照组各40例,对照组采用丈夫淋巴细胞皮下注射主动免疫疗法;综合治疗组在对照组基础上加服补肾安胎冲剂,比较治...