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Sample records for enhancing curriculum acceptance

  1. Curriculum Development for Enhancing Grade Nine Students' Systems Thinking

    Science.gov (United States)

    Hernthaisong, Preeyanan; Sitti, Somsong; Sonsupap, Kanyarat

    2015-01-01

    The objectives of this research were to study the development of a curriculum for enhancing grade 9 students' cognitive skills using a curriculum based on Systems Thinking Process. There were 3 phases: 1) studying of the problem; 2) development of tentative curriculum; and 3) implementation of the curriculum in a pilot study. The samples were 32…

  2. Design-Oriented Enhanced Robotics Curriculum

    Science.gov (United States)

    Yilmaz, M.; Ozcelik, S.; Yilmazer, N.; Nekovei, R.

    2013-01-01

    This paper presents an innovative two-course, laboratory-based, and design-oriented robotics educational model. The robotics curriculum exposed senior-level undergraduate students to major robotics concepts, and enhanced the student learning experience in hybrid learning environments by incorporating the IEEE Region-5 annual robotics competition…

  3. Acceptability and Difficulty of the STEM Track Implementation in Senior High School

    Directory of Open Access Journals (Sweden)

    Aldrin John Jao Estonanto

    2017-05-01

    Full Text Available The Department of Education in the Philippines implemented the Enhanced Basic Education Curriculum in 2013 which led to the creation of Senior High School Program. Studies showed the importance of the support of stakeholders to the success of an educational reform. Thus, it is significant to consider the acceptance of the new curriculum. This descriptive- correlational study sought to determine the acceptability of the Senior High School STEM program and correlate it to the difficulty level of problems along its implementation. Findings showed that there was low acceptability of the new curriculum among stakeholders. It also revealed that the major problems along the implementation of the curriculum were on the areas of Facility and Instructional Materials, and that the difficulty level of the problems was high. Finally, it was found out that there was significant inverse correlation between the curriculum’s acceptability level and the problems’ difficulty level. Thus, the study concludes that the acceptability level of curriculum is significantly related to the difficulty level of the problems encountered by the school along its implementation. The researcher recommends that a series of informationdissemination programs be conducted to raise awareness on the significance of the STEM Curriculum among the stakeholders of the school. Interventions were also proposed to address the problems

  4. Use of competitive intelligence in curriculum enhancement through ...

    African Journals Online (AJOL)

    Therefore, academic libraries which play a pivotal role in curriculum enhancement should engage in strategic planning and collection of useful intelligence required to improve institutional operations. Challenges encountered during collection development process in academic libraries were identified. They include ...

  5. Enhancement of the Public Acceptance of Nuclear Energy

    International Nuclear Information System (INIS)

    Song, K. C.; Jeong, S. M.; Noh, T. W.

    2010-02-01

    To enhance the public acceptance of nuclear energy in Korea we translate the 'The Power to Save the World - The Truth about Nuclear Energy' written by the American novelist Gwyneth Cravens into Korean. 'Power to Save the World' is an eloquent, convincing argument for nuclear power as a safe energy source and an essential deterrent to global warming. To promote national power by keeping nuclear industry healthy, we need to supply the variety of material which enhances the public acceptance of nuclear energy

  6. Development of a Curriculum Management Process by Applying Lean Concept for Waste Elimination to Enhance Curriculum Implementation of Primary School Teacher

    Science.gov (United States)

    Chitrangsan, Nadrudee; Sawekngam, Wichai; Thongthew, Sumlee

    2015-01-01

    This research aims to study and develop a curriculum management process by applying Lean concept for waste elimination to enhance curriculum implementation of primary school teacher. This study was conducted with a focus on qualitative data collection by dividing into 2 phases, including (1) analyze and synthesize relevant notions, theories,…

  7. Enhancing Literacy and Curriculum Using Digitalized Collections and Approaches

    Science.gov (United States)

    Lukenbill, Bill

    2010-01-01

    Digitized collections offer a wealth of resources for improving a wide variety of literacies that promote critical thinking skills, instruction and curriculum enhancements. Digitized collections and processes are increasing rapidly in their development and availability and as such introduce issues such as public access, copyright laws, limitations…

  8. Using Games to Creatively Enhance the Counselor Education Curriculum

    Science.gov (United States)

    Swank, Jacqueline M.

    2012-01-01

    Utilizing games within the classroom may assist counselor educators with enhancing learning. Counselor educators may integrate games within the curriculum to assist students in learning and developing self-awareness and to assess knowledge and skills. This article describes the utilization of games within experiential-learning theory and presents…

  9. Consumer attitudes towards beef and acceptability of enhanced beef.

    Science.gov (United States)

    Robbins, K; Jensen, J; Ryan, K J; Homco-Ryan, C; McKeith, F K; Brewer, M S

    2003-10-01

    The objective of this study was to evaluate consumer quality characteristics of enhanced steaks and roasts derived from cattle supplemented with vitamin E during finishing, and to assess the attitudes of these consumers towards beef. Twelve steers were fed either a control (E-) diet or a diet supplemented with dl-alpha tocopheryl acetate (E+). Paired strip loins and rounds were either used as controls (C) or were pumped (P) to 110% of raw weight to contain 0.4% sodium chloride and 0.4% sodium tripolyphosphate in the final product. Consumers (n=103) evaluated roasts and steaks for juiciness, tenderness, saltiness, and overall acceptability on a 9-point hedonic scale. Enhanced steaks and roasts were more acceptable than non-enhanced controls; E+ steaks were less acceptable than E- steaks. A beef quality questionnaire revealed that color, price, visible fat and cut were the most important factors underlying beef steak purchase, while tenderness, flavor and juiciness were weighted most heavily with regard to eating satisfaction.

  10. Computerised Accounting Software; A Curriculum That Enhances an Accounting Programme

    Science.gov (United States)

    Machera, Robert P.; Machera, Precious C.

    2017-01-01

    There has been an outcry in commerce and industry about students who fail to perform in the accounting department due to lack of "practical accounting skills". It is from this background that the researchers were motivated to investigate the impact of a Computerised Accounting Software Curriculum that enhances an Accounting Programme. At…

  11. Comprehensive simulation-enhanced training curriculum for an advanced minimally invasive procedure: a randomized controlled trial.

    Science.gov (United States)

    Zevin, Boris; Dedy, Nicolas J; Bonrath, Esther M; Grantcharov, Teodor P

    2017-05-01

    There is no comprehensive simulation-enhanced training curriculum to address cognitive, psychomotor, and nontechnical skills for an advanced minimally invasive procedure. 1) To develop and provide evidence of validity for a comprehensive simulation-enhanced training (SET) curriculum for an advanced minimally invasive procedure; (2) to demonstrate transfer of acquired psychomotor skills from a simulation laboratory to live porcine model; and (3) to compare training outcomes of SET curriculum group and chief resident group. University. This prospective single-blinded, randomized, controlled trial allocated 20 intermediate-level surgery residents to receive either conventional training (control) or SET curriculum training (intervention). The SET curriculum consisted of cognitive, psychomotor, and nontechnical training modules. Psychomotor skills in a live anesthetized porcine model in the OR was the primary outcome. Knowledge of advanced minimally invasive and bariatric surgery and nontechnical skills in a simulated OR crisis scenario were the secondary outcomes. Residents in the SET curriculum group went on to perform a laparoscopic jejunojejunostomy in the OR. Cognitive, psychomotor, and nontechnical skills of SET curriculum group were also compared to a group of 12 chief surgery residents. SET curriculum group demonstrated superior psychomotor skills in a live porcine model (56 [47-62] versus 44 [38-53], Ppsychomotor skills in the live porcine model and in the OR in a human patient (56 [47-62] versus 63 [61-68]; P = .21). SET curriculum group demonstrated inferior knowledge (13 [11-15] versus 16 [14-16]; P<.05), equivalent psychomotor skill (63 [61-68] versus 68 [62-74]; P = .50), and superior nontechnical skills (41 [38-45] versus 34 [27-35], P<.01) compared with chief resident group. Completion of the SET curriculum resulted in superior training outcomes, compared with conventional surgery training. Implementation of the SET curriculum can standardize training

  12. Family and Consumer Sciences Teacher Needs Assessment of a STEM-Enhanced Food and Nutrition Sciences Curriculum

    OpenAIRE

    Merrill, Cathy A.

    2016-01-01

    Science, technology, engineering and mathematics (STEM) education concepts are naturally contextualized in the study of food and nutrition. In 2014 a pilot group of Utah high school Career and Technical Education Family and Consumer Sciences teachers rewrote the Food and Nutrition Sciences curriculum to add and enhance the STEM-related content. This study is an online needs assessment by Utah Food and Nutrition 1 teachers on the implementation of the STEM-enhanced curriculum after its first y...

  13. Receptivity of African American Adolescents to an HIV-Prevention Curriculum Enhanced by Text Messaging

    Science.gov (United States)

    Cornelius, Judith B.; St Lawrence, Janet S.

    2013-01-01

    PURPOSE This study assessed African American adolescents’ receptivity to an HIV-prevention curriculum enhanced by text messaging. DESIGN AND METHODS Two focus groups were conducted with 14 African American adolescents regarding how an HIV-prevention curriculum could be enhanced for text messaging delivery. RESULTS The adolescents were receptive to the idea of text messaging HIV-prevention information but wanted to receive a maximum of three messages per day during the hours of 4:00–6:00 p.m. PRACTICE IMPLICATIONS By taking the findings of this study, nurses, other healthcare providers, and community-based organizations can adapt evidence-based interventions for text messaging delivery to individuals at high risk for HIV infection. PMID:19356206

  14. The Effect of Contextual Material on Evolution in the Jordanian Secondary-School Curriculum on Students' Acceptance of the Theory of Evolution

    Science.gov (United States)

    De Baz, Theodora; El-Weher, Mahmoud

    2012-01-01

    The purpose of this study was to detect the extent to which contextual material of a unit on "The origin and evolution of living organisms" included in the high-school biology curriculum in Jordan affected students' acceptance of the theory of evolution. The participants of this study consisted of 107 tenth-grade students randomly drawn…

  15. Enhancing student performance: Linking the geography curriculum, instruction, and assessment in the English-speaking Caribbean

    Science.gov (United States)

    Collymore, Jennifer C.

    In a 21st century knowledge society individuals are expected to use their knowledge and skills to think critically, problem solve, make decisions, comprehend new ideas, communicate, and collaborate effectively with others. Helping students achieve this level of performance is no easy task and it brings into focus the fact that the effectiveness of any education system rests on the systemic coordination or alignment of three crucial components: curriculum, instruction and assessment (referred to as the CIA). These components must work in concert to facilitate and enhance student performance. However, educational reform typically targets these components in isolation, often treating only one component, rather than the system as a whole. The misalignment of these components can adversely affect student performance in any discipline. When the CIA components are out of alignment, it is difficult to evaluate student and system performance and achieve improvement in an educational system. Therefore, using geography education in Trinidad & Tobago as a case study, this study examined the nature of the alignment among the CIA components in the advanced geography system in the English- Speaking Caribbean and the extent to which the alignment may be affecting student performance. The study sought to determine the possible sources and causes of misalignment, the challenges to achieving alignment, and ways of achieving greater coordination among the CIA components of the system. The methodology employed in the study involved the use of classroom observations, interviews, and the Surveys of Enacted Curriculum Alignment Model which uses content analyses and surveys. The results showed that there were varying degrees of alignment among the components. There was acceptable alignment (Alignment Index ≥ 0.25) between the curriculum and assessment. However, the alignment between curriculum and instruction or assessment and instruction was poor (Alignment Index ≤ 0.12). The baseline

  16. Guiding Curriculum Development: Student Perceptions for the Second Language Learning in Technology-Enhanced Learning Environments

    Science.gov (United States)

    Gürleyik, Sinan; Akdemir, Elif

    2018-01-01

    Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of…

  17. Engineering the curriculum: Towards an adaptive curriculum

    Science.gov (United States)

    Johns-Boast, Lynette Frances

    cohesiveness. Without integrity, a curriculum is unlikely to be able to deliver all its required outcomes. Utilising the concepts of system dynamics and systems thinking I propose that not only is the curriculum a complex adaptive system, it is a multi-dimensional object. Adopting this notion facilitates possible interventions that may be used to monitor the curriculum and to moderate the effects of curriculum drift. I argue that using the articulated purpose of the curriculum to determine the desired outcomes of that curriculum will enhance curricular alignment, leading to improved student learning and outcomes. Furthermore, perceiving the curriculum as a multi-dimensional object reinforces the proposition that aligning the purpose and desired outcomes of each course with those of the program will achieve improved desired outcomes from the program as a whole. The original contributions to knowledge arising from this research are curriculum drift, an enhanced approach to the curricular alignment, and a multi-dimensional view of curriculum. Perhaps the most important implication of this research, is insight into how we might incorporate curriculum drift into curriculum review models. Successful incorporation has the potential to deliver increased quality of educational outcomes by enabling innovation whilst maintaining the integrity of the curriculum.

  18. Cathedral outreach: student-led workshops for school curriculum enhancement in non-traditional environments

    Science.gov (United States)

    Posner, Matthew T.; Jantzen, Alexander; van Putten, Lieke D.; Ravagli, Andrea; Donko, Andrei L.; Soper, Nathan; Wong, Nicholas H. L.; John, Pearl V.

    2017-08-01

    Universities in the United Kingdom have been driven to work with a larger pool of potential students than just the more traditional student (middle-class white male), in order to tackle the widely-accepted skills-shortage in the fields of science, technology, engineering and mathematics (STEM), whilst honoring their commitment to fair access to higher education. Student-led outreach programs have contributed significantly to this drive. Two such programs run by postgraduate students at the University of Southampton are the Lightwave Roadshow and Southampton Accelerate!, which focus on photonics and particle physics, respectively. The program ambassadors have developed activities to enhance areas of the national curriculum through presenting fundamental physical sciences and their applications to optics and photonics research. The activities have benefitted significantly from investment from international organizations, such as SPIE, OSA and the IEEE Photonics Society, and UK research councils, in conjunction with university recruitment and outreach strategies. New partnerships have been formed to expand outreach programs to work in non-traditional environments to challenge stereotypes of scientists. This paper presents two case studies of collaboration with education learning centers at Salisbury Cathedral and Winchester Cathedral. The paper outlines workshops and shows developed for pupils aged 6-14 years (UK key stages 2-4) on the electromagnetic spectrum, particle physics, telecommunications and the human eye using a combination of readily obtainable items, hand-built kits and elements from the EYEST Photonics Explorer kit. The activities are interactive to stimulate learning through active participation, complement the UK national curriculum and link the themes of science with the non-traditional setting of a cathedral. We present methods to evaluate the impact of the activity and tools to obtain qualitative feedback for continual program improvement. We also

  19. Enhancing the Relevance and Value of Marketing Curriculum Outcomes to a Liberal Arts Education

    Science.gov (United States)

    Petkus, Ed, Jr.

    2007-01-01

    Could marketing coursework be part of the general education requirements for all college students? This article describes the ways in which the professional school marketing curriculum model (Schibrowsky, Peltier, & Boyt, 2002) can complement and enhance liberal arts education outcomes. First, the general relationship between liberal arts…

  20. A Curriculum Development for the Enhancement of Learning Management Performances Emphasizing Higher Order Thinking Skills for Lower Secondary Science Teachers

    Directory of Open Access Journals (Sweden)

    Saksit Seeluangpetch

    2016-12-01

    Full Text Available This study aimed at 1 investigating the problems and needs for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers, 2 developing an effective curriculum to enhance the learning management performances which emphasized the higher order thinking skills for lower secondary Science teachers, and 3 studying the effects of using the curriculum developed for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers. The research was conducted in 4 phases. Phase 1 of the research was the study of fundamental information regarding problems and needs for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers. It was carried out by studying the related literature and exploring the needs. The instrument used in Phase 1 study was the needs assessment. The statistics used for data analysis were mean ( , percentage (%, and standard deviation (S.D.. The result of the study revealed that the Science teachers’ prior knowledge was at low level and the need to enhance their performances was at high level. The development of the curriculum was carried out in Phase 2 of the study. The curriculum was constructed and developed in order to enhance the learning management performances which emphasized the higher order thinking skills. The instrument used was the appropriateness the assessment of the curriculum framework. Mean ( , percentage (%, and standard deviation (S.D. were used to analyze the data. The result of the assessment showed that the overall appropriateness of the curriculum was at high level. The main components of the curriculum comprised of curriculum’s problem and necessity, rationale, objective, structure, training activity, training media, training duration, and evaluation and assessment. The curriculum trial was

  1. Responding to Changes in HIV Policy: Updating and Enhancing the Families Matter! Curriculum.

    Science.gov (United States)

    Miller, Kim S; Winskell, Kate; Berrier, Faith L

    2016-06-01

    The past decade has seen changes in US HIV policy in sub-Saharan Africa in response to a new Administration and far-reaching technical, scientific and programmatic developments. These include: dramatically increased access to life-saving ART and related services; the roll-out of voluntary medical male circumcision; and growing sensitivity to gender-based violence, including child sexual abuse, and to its role in increasing vulnerability to HIV. The Families Matter! Program (FMP) is an intervention for parents and caregivers of 9-12 year-olds that promotes effective parent-child communication about sexuality and sexual risk reduction. FMP was adapted from a US evidence-based intervention in 2003-4 and is now implemented in eight African countries. In 2012-13, the FMP curriculum was updated and enhanced to respond to new US Government priorities. Enhancements to the curriculum drew on the results of Violence Against Children surveys, on a review of existing literature, on feedback from the field on the existing curriculum, and on stories written by young people across Africa for scriptwriting competitions. We updated FMP with scientific content and stronger linkages to services. We also intensified our focus on structural determinants of risk. This contextualisation of sexual risk-taking within structural constraints led us to place greater emphasis on gendered vulnerability and the diverse pressures children face, and to intensify our situation-based pedagogical approach, drawing on the authentic youth-authored narratives. We describe these changes as an illustration of and source of insight into much-needed programmatic adaptation in response to evolving HIV policy.

  2. Educating Business Marketers: A Lack of Common Ground in the Curriculum?

    DEFF Research Database (Denmark)

    Brennan, Ross; Skaates, Maria Anne

    2001-01-01

    The paper is concerned with the issue of curriculum development in the field of business to business marketing. While there is no single right way to teach business marketing, many students, educators and practitioners prefer a curriculum composed of a single, widely accepted body of knowledge....... By analysing textbooks (in French, German, English and Swedish) and course designs (from five countries) it is established that there is no single accepted business marketing curriculum, and that there are implicit controversies in the curriculum. The purpose of the paper is to make explicit those implicit...... controversies, and to promote debate on the transmission of business marketing knowledge through the undergraduate and postgraduate curricula....

  3. Business ethics across the curriculum?

    OpenAIRE

    Brinkmann, Johannes; Sims, Ronald R.; Nelson, Lawrence J.

    2011-01-01

    This is the authors’ final, accepted and refereed manuscript to the article. This article describes and discusses team teaching and particularly guest lectures as a way of integrating ethics into the business curriculum. After a brief discussion of business school responsibilities and the teaching of ethics, the article looks at efforts to integrate the teaching of ethics across the curriculum. Then, findings from a small pilot study among business ethics and business school co...

  4. INFLUENCE OF THE ENHANCED PHYSICAL EDUCATION CURRICULUM ON THE PHYSICAL FITNESS OF CHILDREN

    OpenAIRE

    Jurak, Gregor; Strel, Janko; Leskošek, Bojan; Kovač, Marjeta

    2011-01-01

    This study was designed as a cluster-randomised quasi-experiment to assess the effect of the implementation of school-based kinesiological intervention, through which some schools in Slovenia offer an enhanced physical education curriculum, on children's physical fitness in the first four years of schooling. A total of 328 children from nine Slovenian primary schools were assigned to kinesiological intervention (n=157) and control groups (n=171). Data from the SLOFIT database was used to comp...

  5. Need Assessment of Enhancing the Weightage of Applied Biochemistry in the Undergraduate Curriculum at MGIMS, Sevagram

    Science.gov (United States)

    Kumar, Satish; Jena, Lingaraja; Vagha, Jayant

    2016-01-01

    In order to review the need assessment of enhancing the weightage of Applied Biochemistry in the undergraduate curriculum at Mahatma Gandhi Institute of Medical Sciences (MGIMS), Sevagram, a validated questionnaire was sent to 453 participants which include 387 undergraduate students, 11 interns, 23 postgraduate students, and 32 faculty members. A…

  6. Role of a Semiotics-Based Curriculum in Empathy Enhancement: A Longitudinal Study in Three Dominican Medical Schools.

    Science.gov (United States)

    San-Martín, Montserrat; Delgado-Bolton, Roberto; Vivanco, Luis

    2017-01-01

    Background: Empathy in the context of patient care is defined as a predominantly cognitive attribute that involves an understanding of the patient's experiences, concerns, and perspectives, combined with a capacity to communicate this understanding and an intention to help. In medical education, it is recognized that empathy can be improved by interventional approaches. In this sense, a semiotic-based curriculum could be an important didactic tool for improving medical empathy. The main purpose of this study was to determine if in medical schools where a semiotic-based curriculum is offered, the empathetic orientation of medical students improves as a consequence of the acquisition and development of students' communication skills that are required in clinician-patient encounters. Design: This quasi-experimental study was conducted in three medical schools of the Dominican Republic that offer three different medical curricula: (i) a theoretical and practical semiotic-based curriculum; (ii) a theoretical semiotic-based curriculum; and (iii) a curriculum without semiotic courses. The Jefferson scale of empathy was administered in two different moments to students enrolled in pre-clinical cycles of those institutions. Data was subjected to comparative statistical analysis and logistic regression analysis. Results: The study included 165 students (55 male and 110 female). Comparison analysis showed statistically significant differences in the development of empathy among groups ( p semiotic-based curriculum contributed toward the enhancement of empathy. Conclusion: These findings demonstrate the importance of medical semiotics as a didactic teaching method for improving beginners' empathetic orientation in patients' care.

  7. Rethinking the MSW Curriculum

    Science.gov (United States)

    Colby, Ira C.

    2013-01-01

    The foundation year and specialization year of study are the accepted framework for graduate social work education. A common belief among educators is that accreditation standards are prescriptive by design, resulting in a rigidity that neither encourages nor supports curricular innovation. This article outlines a newly developed curriculum model…

  8. The Latent Curriculum: Breaking Conceptual Barriers to Information Architecture

    Directory of Open Access Journals (Sweden)

    Catherine Boden

    2012-05-01

    Full Text Available In online instruction there is a physical and temporal distance between students and instructors that is not present in face-to-face instruction, which has implications for developing online curricula. This paper examines information literacy components of Introduction to Systematic Reviews, an online graduate-level course offered at the University of Saskatchewan. Course evaluation suggested that, although the screencast tutorials were well accepted by the students as a method of learning, there was need to enhance their content. Through grading of assignments, consultations with the students, and evaluation of the final search strategies, the authors identified common aspects of search strategy development with which the students struggled throughout the course. There was a need to unpack the curriculum to more clearly identify specific areas that needed to be expanded or improved. Bloom’s Revised Taxonomy was utilized as the construct to identify information literacy learning objectives at a relatively granular level. Comparison of learning objectives and the content of the screencast tutorials revealed disparities between desired outcomes and the curriculum (particularly for high-level thinking – the latent curriculum. Analyzing curricula using a tool like Bloom’s Revised Taxonomy will help information literacy librarians recognize hidden or latent learning objectives.

  9. Pasos Adelante (Steps Forward): A Resiliency Enhancement Curriculum for Preschoolers and Their Parents. Volume 1: Preschool Curriculum. Volume 2: Parent Curriculum.

    Science.gov (United States)

    Peck, Lucy; And Others

    This guide presents a curriculum designed to promote resiliency in Hispanic preschool children whose parents are undergoing treatment for substance abuse, and includes a 12-week parent and child component. The curriculum focuses on increasing cultural awareness, motor skills, language skills, early childhood coping strategies, and social…

  10. Role of a Semiotics-Based Curriculum in Empathy Enhancement: A Longitudinal Study in Three Dominican Medical Schools

    Directory of Open Access Journals (Sweden)

    Montserrat San-Martín

    2017-11-01

    Full Text Available Background: Empathy in the context of patient care is defined as a predominantly cognitive attribute that involves an understanding of the patient’s experiences, concerns, and perspectives, combined with a capacity to communicate this understanding and an intention to help. In medical education, it is recognized that empathy can be improved by interventional approaches. In this sense, a semiotic-based curriculum could be an important didactic tool for improving medical empathy. The main purpose of this study was to determine if in medical schools where a semiotic-based curriculum is offered, the empathetic orientation of medical students improves as a consequence of the acquisition and development of students’ communication skills that are required in clinician–patient encounters.Design: This quasi-experimental study was conducted in three medical schools of the Dominican Republic that offer three different medical curricula: (i a theoretical and practical semiotic-based curriculum; (ii a theoretical semiotic-based curriculum; and (iii a curriculum without semiotic courses. The Jefferson scale of empathy was administered in two different moments to students enrolled in pre-clinical cycles of those institutions. Data was subjected to comparative statistical analysis and logistic regression analysis.Results: The study included 165 students (55 male and 110 female. Comparison analysis showed statistically significant differences in the development of empathy among groups (p < 0.001. Logistic regression confirmed that gender, age, and a semiotic-based curriculum contributed toward the enhancement of empathy.Conclusion: These findings demonstrate the importance of medical semiotics as a didactic teaching method for improving beginners’ empathetic orientation in patients’ care.

  11. A Curriculum Development Route Map for a Technology Enhanced Learning Era

    Science.gov (United States)

    Castañeda, Linda; Prendes, Paz

    2013-01-01

    In this paper we are trying to present a model of analysis that includes a comprehensive perspective of the state of the art in the specialized literature about curriculum development. From this theoretical approach, we get a complete curriculum overview. Including insights into: what are the curriculum principal elements, what we already know…

  12. Enhancing Geriatric Curriculum in Nursing School

    Science.gov (United States)

    Collins, Kevin

    2013-01-01

    People are living longer. The average age of the population is increasing, and is expected to keep growing. Any person age 65 and older is now considered "geriatric." However, although growing, this population is not receiving adequate nursing care, and results in increased pain, falls, and even death. Geriatric curriculum is becoming…

  13. eABLE: Embedding Social Media in Academic Curriculum as a Learning and Assessment Strategy to Enhance Students Learning and E-Professionalism

    Science.gov (United States)

    Megele, Claudia

    2015-01-01

    This paper outlines the redesign of an MSc module to enhance students' engagement and learning through embedding social media technologies into the academic curriculum as a learning and assessment strategy, and in a complementary manner that facilitated and enhanced the achievement of the module's learning outcomes. This paper describes the…

  14. LifeChanger: A Pilot Study of a Game-Based Curriculum for Sexuality Education.

    Science.gov (United States)

    Gilliam, Melissa; Jagoda, Patrick; Heathcock, Stephen; Orzalli, Sarah; Saper, Carolyn; Dudley, Jessyca; Wilson, Claire

    2016-04-01

    To assess the feasibility and acceptability of a game-based sexuality education curriculum. Curriculum evaluation used descriptive statistics, observation, and qualitative and quantitative data collection. The study was conducted in eighth grade classrooms in Chicago, Illinois. Students from 3 eighth grade classrooms from a school using a game-based curriculum. The intervention had 11 modules and used an ecological model informed by the extant literature. The intervention was developed by the Game Changer Chicago Design Lab and featured a card game designed with youth participation. The study outcomes of interest included learning, feasibility, and acceptability of the curriculum. Students highly rated frank conversation via "Ask the Doctor" sessions and role-playing. Students raised concerns about the breadth of activities, preferring to explore fewer topics in greater depth. A game-based curriculum was feasible, yet students placed the highest value on frank discussion about sexuality. Copyright © 2016 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

  15. Competency based ophthalmology training curriculum for ...

    African Journals Online (AJOL)

    Background: The establishment of a credible, defensible and acceptable “formal competency based ophthalmology training curriculum for undergraduate medical and dental students” is fundamental to program recognition, monitoring and evaluation. The University of Zimbabwe College of Health Sciences (UZ-CHS) has ...

  16. Controlling Curriculum Redesign with a Process Improvement Model

    Science.gov (United States)

    Drinka, Dennis; Yen, Minnie Yi-Miin

    2008-01-01

    A portion of the curriculum for a Management Information Systems degree was redesigned to enhance the experiential learning of students by focusing it on a three-semester community-based system development project. The entire curriculum was then redesigned to have a project-centric focus with each course in the curriculum contributing to the…

  17. Curriculum Redesign in Veterinary Medicine: Part I.

    Science.gov (United States)

    Chaney, Kristin P; Macik, Maria L; Turner, Jacqueline S; Korich, Jodi A; Rogers, Kenita S; Fowler, Debra; Scallan, Elizabeth M; Keefe, Lisa M

    Curricular review is considered a necessary component for growth and enhancement of academic programs and requires time, energy, creativity, and persistence from both faculty and administration. At Texas A&M College of Veterinary Medicine & Biomedical Sciences (TAMU), the faculty and administration partnered with the university's Center for Teaching Excellence to create a faculty-driven, data-enhanced curricular redesign process. The 8-step process begins with the formation of a dedicated faculty curriculum design team to drive the redesign process and to support the college curriculum committee. The next steps include defining graduate outcomes and mapping the current curriculum to identify gaps and redundancies across the curriculum. Data are collected from internal and external stakeholders including veterinary students, faculty, alumni, and employers of graduates. Data collected through curriculum mapping and stakeholder engagement substantiate the curriculum redesign. The guidelines, supporting documents, and 8-step process developed at TAMU are provided to assist other veterinary schools in successful curricular redesign. This is the first of a two-part report that provides the background, context, and description of the process for charting the course for curricular change. The process involves defining expected learning outcomes for new graduates, conducting a curriculum mapping exercise, and collecting stakeholder data for curricular evaluation (steps 1-4). The second part of the report describes the development of rubrics that were applied to the graduate learning outcomes (steps 5-8) and engagement of faculty during the implementation phases of data-driven curriculum change.

  18. An Enhanced Artificial Bee Colony Algorithm with Solution Acceptance Rule and Probabilistic Multisearch.

    Science.gov (United States)

    Yurtkuran, Alkın; Emel, Erdal

    2016-01-01

    The artificial bee colony (ABC) algorithm is a popular swarm based technique, which is inspired from the intelligent foraging behavior of honeybee swarms. This paper proposes a new variant of ABC algorithm, namely, enhanced ABC with solution acceptance rule and probabilistic multisearch (ABC-SA) to address global optimization problems. A new solution acceptance rule is proposed where, instead of greedy selection between old solution and new candidate solution, worse candidate solutions have a probability to be accepted. Additionally, the acceptance probability of worse candidates is nonlinearly decreased throughout the search process adaptively. Moreover, in order to improve the performance of the ABC and balance the intensification and diversification, a probabilistic multisearch strategy is presented. Three different search equations with distinctive characters are employed using predetermined search probabilities. By implementing a new solution acceptance rule and a probabilistic multisearch approach, the intensification and diversification performance of the ABC algorithm is improved. The proposed algorithm has been tested on well-known benchmark functions of varying dimensions by comparing against novel ABC variants, as well as several recent state-of-the-art algorithms. Computational results show that the proposed ABC-SA outperforms other ABC variants and is superior to state-of-the-art algorithms proposed in the literature.

  19. An Enhanced Artificial Bee Colony Algorithm with Solution Acceptance Rule and Probabilistic Multisearch

    Directory of Open Access Journals (Sweden)

    Alkın Yurtkuran

    2016-01-01

    Full Text Available The artificial bee colony (ABC algorithm is a popular swarm based technique, which is inspired from the intelligent foraging behavior of honeybee swarms. This paper proposes a new variant of ABC algorithm, namely, enhanced ABC with solution acceptance rule and probabilistic multisearch (ABC-SA to address global optimization problems. A new solution acceptance rule is proposed where, instead of greedy selection between old solution and new candidate solution, worse candidate solutions have a probability to be accepted. Additionally, the acceptance probability of worse candidates is nonlinearly decreased throughout the search process adaptively. Moreover, in order to improve the performance of the ABC and balance the intensification and diversification, a probabilistic multisearch strategy is presented. Three different search equations with distinctive characters are employed using predetermined search probabilities. By implementing a new solution acceptance rule and a probabilistic multisearch approach, the intensification and diversification performance of the ABC algorithm is improved. The proposed algorithm has been tested on well-known benchmark functions of varying dimensions by comparing against novel ABC variants, as well as several recent state-of-the-art algorithms. Computational results show that the proposed ABC-SA outperforms other ABC variants and is superior to state-of-the-art algorithms proposed in the literature.

  20. Coordinating a Team Response to Behavioral Emergencies in the Emergency Department: A Simulation-Enhanced Interprofessional Curriculum.

    Science.gov (United States)

    Wong, Ambrose H; Wing, Lisa; Weiss, Brenda; Gang, Maureen

    2015-11-01

    While treating potentially violent patients in the emergency department (ED), both patients and staff may be subject to unintentional injury. Emergency healthcare providers are at the greatest risk of experiencing physical and verbal assault from patients. Preliminary studies have shown that a team-based approach with targeted staff training has significant positive outcomes in mitigating violence in healthcare settings. Staff attitudes toward patient aggression have also been linked to workplace safety, but current literature suggests that providers experience fear and anxiety while caring for potentially violent patients. The objectives of the study were (1) to develop an interprofessional curriculum focusing on improving teamwork and staff attitudes toward patient violence using simulation-enhanced education for ED staff, and (2) to assess attitudes towards patient aggression both at pre- and post-curriculum implementation stages using a survey-based study design. Formal roles and responsibilities for each member of the care team, including positioning during restraint placement, were predefined in conjunction with ED leadership. Emergency medicine residents, nurses and hospital police officers were assigned to interprofessional teams. The curriculum started with an introductory lecture discussing de-escalation techniques and restraint placement as well as core tenets of interprofessional collaboration. Next, we conducted two simulation scenarios using standardized participants (SPs) and structured debriefing. The study consisted of a survey-based design comparing pre- and post-intervention responses via a paired Student t-test to assess changes in staff attitudes. We used the validated Management of Aggression and Violence Attitude Scale (MAVAS) consisting of 30 Likert-scale questions grouped into four themed constructs. One hundred sixty-two ED staff members completed the course with >95% staff participation, generating a total of 106 paired surveys

  1. Tell Me Your Story: A Pilot Narrative Medicine Curriculum During the Medicine Clerkship.

    Science.gov (United States)

    Chretien, Katherine C; Swenson, Rebecca; Yoon, Bona; Julian, Ricklie; Keenan, Jonathan; Croffoot, James; Kheirbek, Raya

    2015-07-01

    Narrative medicine educational interventions may enhance patient-centered care, yet most educational interventions do not involve actual patient-provider interactions, nor do they assess narrative competence, a key skill for its practice. An experiential narrative medicine curriculum for medical students was developed and piloted. The purpose of the study was to develop narrative competence, practice attentive listening, and stimulate reflection. Participants were third-year medicine clerkship students. The curriculum involved 1) an introductory session, 2) a patient storytelling activity, and 3) a group reflection session. For the storytelling activity, students elicited illness narratives in storytelling form from patients, listened attentively, wrote their versions of the story, and then read them back to patients. Five student focus groups were conducted between July 2011 and March 2012 (n = 31; 66%) to explore students' experiences, student-patient dynamics, challenges, and what they learned. Patient interviews (n = 17) on their experience were conducted in January 2013. Thematic analysis of the audiotaped stories of ten patients and corresponding student-written stories helped gauge narrative competence. The curriculum was found to be feasible and acceptable to both patients and students. Some patients and students were profoundly moved. Ongoing focus groups resulted in continual process improvement. Students' stories showed attainment of narrative competence.

  2. Application Deadlines - CPFP Summer Curriculum in Cancer Prevention Courses 2016 | Division of Cancer Prevention

    Science.gov (United States)

    The National Cancer Institute (NCI) Cancer Prevention Fellowship Program (CPFP) is now accepting applications for the Summer Curriculum in Cancer Prevention until February 26, 2016 for international applicants and March 15, 2016 for domestic applicants. For more information and to apply, please visit: https://cpfp.cancer.gov/summer-curriculum. |

  3. Towards a Model of School-Based Curriculum Development and Assessment Using the SOLO Taxonomy.

    Science.gov (United States)

    Biggs, John

    1989-01-01

    One factor preventing the wider acceptance of school-based curriculum development and assessment is the problem of comparing performances of different students, in different schools. The SOLO taxonomy is used to describe the complexity of learning outcomes in a language that is generally applicable across the curriculum. (Author/MLW)

  4. Coordinating a Team Response to Behavioral Emergencies in the Emergency Department: A Simulation-Enhanced Interprofessional Curriculum

    Directory of Open Access Journals (Sweden)

    Ambrose H. Wong

    2015-10-01

    Full Text Available Introduction: While treating potentially violent patients in the emergency department (ED, both patients and staff may be subject to unintentional injury. Emergency healthcare providers are at the greatest risk of experiencing physical and verbal assault from patients. Preliminary studies have shown that a teambased approach with targeted staff training has significant positive outcomes in mitigating violence in healthcare settings. Staff attitudes toward patient aggression have also been linked to workplace safety, but current literature suggests that providers experience fear and anxiety while caring for potentially violent patients. The objectives of the study were (1 to develop an interprofessional curriculum focusing on improving teamwork and staff attitudes toward patient violence using simulation-enhanced education for ED staff, and (2 to assess attitudes towards patient aggression both at pre- and post-curriculum implementation stages using a survey-based study design. Methods: Formal roles and responsibilities for each member of the care team, including positioning during restraint placement, were predefined in conjunction with ED leadership. Emergency medicine residents, nurses and hospital police officers were assigned to interprofessional teams. The curriculum started with an introductory lecture discussing de-escalation techniques and restraint placement as well as core tenets of interprofessional collaboration. Next, we conducted two simulation scenarios using standardized participants (SPs and structured debriefing. The study consisted of a survey-based design comparing pre- and post-intervention responses via a paired Student t-test to assess changes in staff attitudes. We used the validated Management of Aggression and Violence Attitude Scale (MAVAS consisting of 30 Likert-scale questions grouped into four themed constructs. Results: One hundred sixty-two ED staff members completed the course with >95% staff participation

  5. Mental Health Stigma Prevention: Pilot Testing a Novel, Language Arts Curriculum-Based Approach for Youth.

    Science.gov (United States)

    Weisman, Hannah L; Kia-Keating, Maryam; Lippincott, Ann; Taylor, Zachary; Zheng, Jimmy

    2016-10-01

    Researchers have emphasized the importance of integrating mental health education with academic curriculum. The focus of the current studies was Mental Health Matters (MHM), a mental health curriculum that is integrated with English language arts. It is taught by trained community member volunteers and aims to increase knowledge and decrease stigma toward individuals with mental health disorders. In Study 1, 142 sixth graders participated in MHM and completed pre- and postprogram measures of mental health knowledge, stigma, and program acceptability. Teachers also completed ratings of acceptability. Study 2 (N = 120 seventh graders) compared participants who had participated in MHM the previous year with those who had not using the same measures. Sixth grade students and teachers rated the program as highly acceptable. Participants significantly increased their knowledge and decreased their levels of stigma. Seventh graders who had participated in MHM had significantly more mental health knowledge than peers who had not, but there were no differences in stigma. The model appears to be acceptable to students and teachers. Future research is needed to assess the long-term effectiveness of integrating mental health education with other academic curriculum such as language arts or science. © 2016, American School Health Association.

  6. Classical Curriculum Design

    Science.gov (United States)

    George, Judith W.

    2009-01-01

    The article identifies some key findings in pedagogical research over recent decades, placing them within a framework of logical curriculum development and current practice in quality assurance and enhancement. Throughout, the ideas and comments are related to the practice of teaching classics in university. (Contains 1 figure and 3 notes.)

  7. ENHANCING STAKEHOLDER ACCEPTANCE OF BIOREMEDIATION TECHNOLOGIES

    Energy Technology Data Exchange (ETDEWEB)

    Focht, Will; Albright, Matt; Anex, Robert P., Jr., ed.

    2009-04-21

    This project inquired into the judgments and beliefs of people living near DOE reservations and facilities at Oak Ridge, Tennessee; Hanford, Washington; and Los Alamos, Tennessee about bioremediation of subsurface contamination. The purpose of the investigation was to identify strategies based on these judgments and beliefs for enhancing public support of bioremediation. Several methods were used to collect and analyze data including content analysis of transcripts of face-to-face personal interviews, factor analysis of subjective perspectives using Q methodology, and statistical analysis of results from a large-sample randomized telephone survey. Content analysis of interview transcripts identified themes about public perceptions and constructions of contamination risk, risk management, and risk managers. This analysis revealed that those who have no employment relationship at the sites and are not engaged in technical professions are most concerned about contamination risks. We also found that most interviewees are unfamiliar with subsurface contamination risks and how they can be reduced, believe they have little control over exposure, are frustrated with the lack of progress in remediation, are concerned about a lack of commitment of DOE to full remediation, and distrust site managers to act in the public interest. Concern is also expressed over frequent site management turnover, excessive secrecy, ineffective and biased communication, perceived attempts to talk the public into accepting risk, and apparent lack of concern about community welfare. In the telephone survey, we asked respondents who were aware of site contamination about their perceptions of risk from exposure to subsurface contamination. Response analysis revealed that most people believe that they are at significant risk from subsurface contamination but they acknowledge that more education is needed to calibrate risk perceptions against scientific risk assessments. Most rate their personal

  8. Enhancing Stakeholder Acceptance Of Bioremediation Technologies

    International Nuclear Information System (INIS)

    Focht, Will; Albright, Matt; Anex, Robert P. Jr.

    2009-01-01

    This project inquired into the judgments and beliefs of people living near DOE reservations and facilities at Oak Ridge, Tennessee; Hanford, Washington; and Los Alamos, Tennessee about bioremediation of subsurface contamination. The purpose of the investigation was to identify strategies based on these judgments and beliefs for enhancing public support of bioremediation. Several methods were used to collect and analyze data including content analysis of transcripts of face-to-face personal interviews, factor analysis of subjective perspectives using Q methodology, and statistical analysis of results from a large-sample randomized telephone survey. Content analysis of interview transcripts identified themes about public perceptions and constructions of contamination risk, risk management, and risk managers. This analysis revealed that those who have no employment relationship at the sites and are not engaged in technical professions are most concerned about contamination risks. We also found that most interviewees are unfamiliar with subsurface contamination risks and how they can be reduced, believe they have little control over exposure, are frustrated with the lack of progress in remediation, are concerned about a lack of commitment of DOE to full remediation, and distrust site managers to act in the public interest. Concern is also expressed over frequent site management turnover, excessive secrecy, ineffective and biased communication, perceived attempts to talk the public into accepting risk, and apparent lack of concern about community welfare. In the telephone survey, we asked respondents who were aware of site contamination about their perceptions of risk from exposure to subsurface contamination. Response analysis revealed that most people believe that they are at significant risk from subsurface contamination but they acknowledge that more education is needed to calibrate risk perceptions against scientific risk assessments. Most rate their personal

  9. Impact of a structured surgical curriculum on ophthalmic resident cataract surgery complication rates.

    Science.gov (United States)

    Rogers, Gina M; Oetting, Thomas A; Lee, Andrew G; Grignon, Connie; Greenlee, Emily; Johnson, A Tim; Beaver, Hilary A; Carter, Keith

    2009-11-01

    To determine whether institution of a structured surgical curriculum for ophthalmology residents decreased the rate of sentinel surgical complications. Veterans Affairs Medical Center, Des Moines, Iowa, USA. A retrospective review was performed of third-year ophthalmic resident quality-assurance surgical outcomes data at a single residency-training site from 1998 to 2008. The primary outcome measure was defined as a sentinel event; that is, a posterior capsule tear (with or without vitreous loss) or vitreous loss (from any cause) occurring during a resident-performed case. The study population was divided into 2 groups. Group 1 comprised surgical cases of residents trained before the surgical curriculum change (academic years 1998 to 2003) and Group 2, surgical cases of residents trained with the enhanced curriculum (academic years 2004 to 2008). Data from 1 year (academic year 2003 to 2004) were excluded because the transition to the enhanced curriculum occurred during that period. The data were analyzed and adjusted for surgical experience. In Group 1 (before institution of surgical curriculum), there were 823 cases with 59 sentinel complications. In Group 2 (after institution of surgical curriculum), there were 1009 cases with 38 sentinel complications. There was a statistically significant reduction in the sentinel complication rate, from 7.17% before the curriculum changes to 3.77% with the enhanced curriculum (P = .001, unpaired 2-tailed t test). Implementation of a structured surgical curriculum resulted in a statistically significant reduction in sentinel event complications, even after adjusting for surgical experience.

  10. "Where Is the Post-Modern Truth We Have Lost in Reductionist Knowledge?" A Curriculum's Epitaph

    Science.gov (United States)

    Slabbert, Johannes A.; Hattingh, Annemarie

    2006-01-01

    This essay suggests a way for creating a curriculum for the future amidst the challenges of post-modern uncertainty. Curriculum discourse in the past has been dominated by widely-accepted key questions, which produce and maintain curricula that are essentially fragmented and reductionistic, and directly opposed to the essential demands of the…

  11. Predicting User Acceptance of Collaborative Technologies: An Extension of the Technology Acceptance Model for E-Learning

    Science.gov (United States)

    Cheung, Ronnie; Vogel, Doug

    2013-01-01

    Collaborative technologies support group work in project-based environments. In this study, we enhance the technology acceptance model to explain the factors that influence the acceptance of Google Applications for collaborative learning. The enhanced model was empirically evaluated using survey data collected from 136 students enrolled in a…

  12. A Critical Look at Different Classifications of Curriculum Principles: The Influence on Enhancing Learners’ Autonomy

    Directory of Open Access Journals (Sweden)

    Parviz Maftoon

    2012-11-01

    Full Text Available In recent decades, following the shift of focus from the previous teacher-centered approaches and the emergence of social constructivist theories, learner autonomy has come to be considered as an important goal in the process of second language teaching and learning. Therefore, in the domain of L2 education, much effort has been made to make learners take on more responsibility for their own learning. In this direction, all attempts have concentrated merely on learners’ variables or teachers’ own practices neglecting the crucial place of instructional materials as an integral component of curriculum. Instructional materials generally serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. Therefore, realizing the key role of materials, a lot of research began to focus on devising out certain principles aimed at improving language syllabus or curriculum. Two main trends of research are remarkable in this regard. The first line of research deals with designing principles which are mostly confined to the organization and gradation of content for language course materials. The second line of research focuses on designing principles through which the instructional materials can enhance learner autonomy. Consequently, the present article has been developed in an attempt to first take a general look at some of the main classifications of these principles, and second and most importantly to elaborate in detail on those principles of language curriculum and course design which lead to increased autonomy in the learners. Finally, the implications and applications of such an approach will be discussed for all the stakeholders in the field.

  13. Integrative Curriculum Development in Nuclear Education and Research Vertical Enhancement Program

    International Nuclear Information System (INIS)

    Egarievwe, Stephen U.; Jow, Julius O.; Edwards, Matthew E.; Montgomery, V. Trent; James, Ralph B.; Blackburn, Noel D.; Glenn, Chance M.

    2015-01-01

    Using a vertical education enhancement model, a Nuclear Education and Research Vertical Enhancement (NERVE) program was developed. The NERVE program is aimed at developing nuclear engineering education and research to 1) enhance skilled workforce development in disciplines relevant to nuclear power, national security and medical physics, and 2) increase the number of students and faculty from underrepresented groups (women and minorities) in fields related to the nuclear industry. The program uses multi-track training activities that vertically cut across the several education domains: undergraduate degree programs, graduate schools, and post-doctoral training. In this paper, we present the results of an integrative curriculum development in the NERVE program. The curriculum development began with nuclear content infusion into existing science, engineering and technology courses. The second step involved the development of nuclear engineering courses: 1) Introduction to Nuclear Engineering, 2) Nuclear Engineering I, and 2) Nuclear Engineering II. The third step is the establishment of nuclear engineering concentrations in two engineering degree programs: 1) electrical engineering, and 2) mechanical engineering. A major outcome of the NERVE program is a collaborative infrastructure that uses laboratory work, internships at nuclear facilities, on-campus research, and mentoring in collaboration with industry and government partners to provide hands-on training for students. The major activities of the research and education collaborations include: - One-week spring training workshop at Brookhaven National Laboratory: The one-week training and workshop is used to enhance research collaborations and train faculty and students on user facilities/equipment at Brookhaven National Laboratory, and for summer research internships. Participants included students, faculty members at Alabama A and M University and research collaborators at BNL. The activities include 1) tour and

  14. Integrative Curriculum Development in Nuclear Education and Research Vertical Enhancement Program

    Energy Technology Data Exchange (ETDEWEB)

    Egarievwe, Stephen U.; Jow, Julius O.; Edwards, Matthew E.; Montgomery, V. Trent [Nuclear Engineering and Radiological Science Center, Alabama A and M University, Huntsville, AL (United States); James, Ralph B.; Blackburn, Noel D. [Nonproliferation and National Security Department, Brookhaven National Laboratory, Upton, NY (United States); Glenn, Chance M. [College of Engineering, Technology and Physical Sciences, Alabama A and M University, Huntsville, AL (United States)

    2015-07-01

    Using a vertical education enhancement model, a Nuclear Education and Research Vertical Enhancement (NERVE) program was developed. The NERVE program is aimed at developing nuclear engineering education and research to 1) enhance skilled workforce development in disciplines relevant to nuclear power, national security and medical physics, and 2) increase the number of students and faculty from underrepresented groups (women and minorities) in fields related to the nuclear industry. The program uses multi-track training activities that vertically cut across the several education domains: undergraduate degree programs, graduate schools, and post-doctoral training. In this paper, we present the results of an integrative curriculum development in the NERVE program. The curriculum development began with nuclear content infusion into existing science, engineering and technology courses. The second step involved the development of nuclear engineering courses: 1) Introduction to Nuclear Engineering, 2) Nuclear Engineering I, and 2) Nuclear Engineering II. The third step is the establishment of nuclear engineering concentrations in two engineering degree programs: 1) electrical engineering, and 2) mechanical engineering. A major outcome of the NERVE program is a collaborative infrastructure that uses laboratory work, internships at nuclear facilities, on-campus research, and mentoring in collaboration with industry and government partners to provide hands-on training for students. The major activities of the research and education collaborations include: - One-week spring training workshop at Brookhaven National Laboratory: The one-week training and workshop is used to enhance research collaborations and train faculty and students on user facilities/equipment at Brookhaven National Laboratory, and for summer research internships. Participants included students, faculty members at Alabama A and M University and research collaborators at BNL. The activities include 1) tour and

  15. Chicago section activities to enhance public acceptance of nuclear power

    International Nuclear Information System (INIS)

    Snyder, T.L.; Keffer, J.W.

    1992-01-01

    The Chicago section of the American Nuclear Society (ANS) is an active organization with ∼450 members. The local section territory encompasses northern Illinois and includes in its territory all six of Commonwealth Edison Company's (CECo's) nuclear generating stations as well as Argonne National Laboratory (ANL). Included in the territory are several large engineering firms - ABB Impell, Bechtel, Fluor Daniel, and Sargent ampersand Lundy. The national headquarters of the ANS is also located within the local section boundaries. All these organizations are represented in the local section membership and provide access to abundant technical resources that can be used to enhance public acceptance of nuclear power. An important attribute of any local section that enables it to perform interesting programs and be active in the community is its financial resources. The Chicago section has a strong financial base because of its ability to raise funds by participating in and sponsoring ANS topical and other meetings. For instance, in 1991, they sponsored and were actively involved in the Emergency Preparedness Topical Meeting held in Chicago. In 1992, they were actively involved in sponsoring the organizational activities of the ANS/ENS International Meeting, which will celebrate the 50th year of nuclear fission. The financial and technical resources of the Chicago section continue to contribute to a successful program of public education and public acceptance activities regarding the nuclear industry

  16. Mutual Workshops enhancing Curriculum Integration

    DEFF Research Database (Denmark)

    Bjerregaard Jensen, Lotte; Markvorsen, Steen; Almegaard, Henrik

    2011-01-01

    . A course in material science was moved from the fourth to the first semester so that the project could be informed by material science. A new course in geometry was prepared and software that could facilitate an integrated design project was introduced (STAAD Pro). The ‘full package’ of the new third....... Every semester has a teaching team consisting of all the teachers for courses in that semester. Each semester also has its own theme and a multidisciplinary, joint project. So the most active members of the teaching team, of course, are those responsible for courses that address the theme and contribute...... to the joint project. The theme of the third semester is ‘structural design’. Structural design is defined as an integration of material science, statics and geometry in relation to an architectural project. Anticipating the implementation of CDIO and this theme, major changes were made to the curriculum...

  17. Novel horizontal and vertical integrated bioethics curriculum for medical courses.

    Science.gov (United States)

    D'Souza, Russell F; Mathew, Mary; D'Souza, Derek S J; Palatty, Princy

    2018-02-28

    Studies conducted by the University of Haifa, Israel in 2001, evaluating the effectiveness of bioethics being taught in medical colleges, suggested that there was a significant lack of translation in clinical care. Analysis also revealed, ineffectiveness with the teaching methodology used, lack of longitudinal integration of bioethics into the undergraduate medical curriculum, and the limited exposure to the technology in decision making when confronting ethical dilemmas. A modern novel bioethics curriculum and innovative methodology for teaching bioethics for the medical course was developed by the UNESCO Chair in Bioethics, Haifa. The horizontal (subject-wise) curriculum was vertically integrated seamlessly through the entire course. An innovative bioethics teaching methodology was employed to implement the curriculum. This new curriculum was piloted in a few medical colleges in India from 2011 to 2015 and the outcomes were evaluated. The evaluation confirmed gains over the earlier identified translation gap with added high student acceptability and satisfaction. This integrated curriculum is now formally implemented in the Indian program's Health Science Universities which is affiliated with over 200 medical schools in India. This article offers insights from the evaluated novel integrated bioethics curriculum and the innovative bioethics teaching methodology that was used in the pilot program.

  18. Enhancement of "Reducing the Risk" for the 21st Century: Improvement to a Curriculum Developed to Prevent Teen Pregnancy and STI Transmission

    Science.gov (United States)

    Langley, Cheri; Barbee, Anita P.; Antle, Becky; Christensen, Dana; Archuleta, Adrian; Sar, Bibhuti K.; Karam, Eli; van Zyl, Riaan; Cunningham, Michael R.; Borders, Kevin

    2015-01-01

    To ensure that "Reducing the Risk," a successful teen pregnancy prevention education curriculum, remains relevant for today's youth, covers all information youth need to know in order to make better choices, and is delivered in a standardized way, adaptations were made and enhancements were added. This article describes results of a…

  19. Teacher involvement in curriculum design: need for support to enhance teachers' design expertise

    NARCIS (Netherlands)

    Huizinga, T.; Handelzalts, A.; Nieveen, N.; Voogt, J.M.

    2014-01-01

    Teacher involvement in curriculum design has a long tradition. However, although it fosters implementation of curriculum reforms, teachers encounter various problems while designing related to conditions set for the design process, and lack the knowledge and skills needed to enact collaborative

  20. Elementary Students' Perspectives on a Curriculum for Literacy Education

    Science.gov (United States)

    Pires Pereira, Íris Susana; González Riaño, Xosé Antón

    2018-01-01

    This article arises out of an initiative to implement a curriculum designed to enhance the literacy learning of elementary school children in Portugal. Researchers explored students' perspectives about the experienced curriculum through the enactment of group interviews. Thematic analysis of the conversations revealed positive opinions and…

  1. UNDERSTANDING IDEA OF CURRICULUM 2013 AND ITS CONSISTENCY ON DEVELOPING CURRICULUM DOCUMENT AT LEVEL OF EDUCATION UNIT (KTSP AT PRIMARY SCHOOL LEVEL

    Directory of Open Access Journals (Sweden)

    - Prihantini

    2018-01-01

    Full Text Available Abstract:. This study is based on various issues of Curriculum 2013, both in terms of teacher readiness to accept the Curriculum 2013, an understanding of the idea of Curriculum 2013, as well as in the implementation of teaching and learning. In the curriculum development theory, curriculum ideas are an important component that the curriculum development team needs to understand, so that the development of curriculum documents composed reflects continuity with curriculum ideas. The purpose of this study is to describe and explore the understanding of principals and teachers about the idea of Curriculum 2013 and its consistency on developing Education Unit Level Curriculum (KTSP at elementary school in Sukalarang sub-district, Sukabumi regency. The research method applied is qualitative research with descriptive exploratory approach. The conclusions of the study are: (1 the understanding of principals and teachers about the idea of the  Curriculum 2013 at the know stage, the understanding that curriculum ideas have consistency in the development of the Education Unit Level Curriculum (KTSP document is not yet owned; (2 the development of KTSP document shows no consistency between the idea of Curriculum 2013 with the documents of Book I KTSP, Book II KTSP, and Book III KTSP; (3 the problems faced by school principals and teachers in relation to the Curriculum 2013 is assessment of learning, both with regard to the techniques and types of assessment and techniques of administering the results of the assessment.Recommendations are proposed to policy makers that training strategies need to be changed from "theory oriented" to "practice oriented" and need to be varied in implementation at the Kecamatan or Cluster levels and enhanced effectiveness of curriculum counseling 2013. For principals and teachers expected to disseminate the 2013 Curriculum should be supported by presenting expert resources during the workshop, Principal Working Group (K3S and

  2. A Proposed Concentration Curriculum Design for Big Data Analytics for Information Systems Students

    Science.gov (United States)

    Molluzzo, John C.; Lawler, James P.

    2015-01-01

    Big Data is becoming a critical component of the Information Systems curriculum. Educators are enhancing gradually the concentration curriculum for Big Data in schools of computer science and information systems. This paper proposes a creative curriculum design for Big Data Analytics for a program at a major metropolitan university. The design…

  3. Taking Chances: A New Librarian and Curriculum Redesign.

    Science.gov (United States)

    Kovar-Gough, Iris

    2017-01-01

    As technology becomes ubiquitous in designing and delivering medical school curricula, health sciences librarians can embrace emerging opportunities for participation in curriculum design. A new medical librarian at Michigan State University Libraries engaged her user base outside of established duties, learned new skills, and challenged preconceived notions about librarians' roles. In the process, she became a partner in copyright education, amended license agreements for enhanced curricular multimedia use, and facilitated curriculum mapping through taxonomy building. These projects helped create the informational foundation for a novel hybrid medical education curriculum and introduced new curricular roles for the librarian.

  4. Paving the road for a European postgraduate training curriculum.

    Science.gov (United States)

    van der Aa, Jessica E; Goverde, Angelique J; Teunissen, Pim W; Scheele, Fedde

    2016-08-01

    The 'Project for Achieving Consensus in Training' has been initiated by the European Board & College of Obstetrics and Gynaecology to harmonise training in Obstetrics and Gynaecology throughout Europe. In this project called the EBCOG-PACT, a state of the art pan-European training curriculum will be developed. Implementation of a pan-European curriculum will enhance harmonisation of both quality standards of women's healthcare practice and standards of postgraduate training. Secondly, it will assure equal quality of training of gynaecologists, promoting mobility throughout Europe. Thirdly, it will enhance cooperation and exchange of best practices between medical specialists and hospitals within Europe. The project is expecting to deliver (1) a description of the core and electives of the curriculum based on previously defined standards of care, (2) a societally responsive competency framework based on input from societal stakeholders and (3) strategies for education and assessment based on the current literature. Also, the project focuses on implementation and sustainability of the curriculum by delivering (4) a SWOT-analysis for the implementation based on insights into transcultural differences, (5) recommendations for implementation, change management and sustainability based on the SWOT analysis (6) and finally a handbook for other specialties initiating European curriculum development. The development and the implementation of this modern pan-European curriculum in Obstetrics and Gynaecology aims to serve as an example for the harmonisation of postgraduate training in Europe. Copyright © 2016. Published by Elsevier Ireland Ltd.

  5. Developing Public Mind Curriculum for Lower Secondary School Classes Using Contemplative Education Methods

    Science.gov (United States)

    Srijumnong, Sirithorn; Sri-ampai, Pissamai; Chano, Jiraporn

    2015-01-01

    The purposes of this study were to develop a public mind curriculum with Contemplative Education and to study the effect of using the curriculum to enhance public minds. The study was carried out using the research and development process, consisting of three phases: investigating fundamental data, developing a curriculum, and evaluating the…

  6. Chinese Nurses' Acceptance of PDA: A Cross-Sectional Survey Using a Technology Acceptance Model.

    Science.gov (United States)

    Wang, Yanling; Xiao, Qian; Sun, Liu; Wu, Ying

    2016-01-01

    This study explores Chinese nurses' acceptance of PDA, using a questionnaire based on the framework of Technology Acceptance Model (TAM). 357 nurses were involved in the study. The results reveal the scores of the nurses' acceptance of PDA were means 3.18~3.36 in four dimensions. The younger of nurses, the higher nurses' title, the longer previous usage time, the more experienced using PDA, and the more acceptance of PDA. Therefore, the hospital administrators may change strategies to enhance nurses' acceptance of PDA, and promote the wide application of PDA.

  7. Using EarthLabs to Enhance Earth Science Curriculum in Texas

    Science.gov (United States)

    Chegwidden, D. M.; Ellins, K. K.; Haddad, N.; Ledley, T. S.

    2012-12-01

    As an educator in Texas, a state that values and supports an Earth Science curriculum, I find it essential to educate my students who are our future voting citizens and tax payers. It is important to equip them with tools to understand and solve the challenges of solving of climate change. As informed citizens, students can help to educate others in the community with basic knowledge of weather and climate. They can also help to dispose of the many misconceptions that surround the climate change, which is perceived as a controversial topic. As a participant in a NSF-sponsored Texas Earth and Space (TXESS) Revolution teacher professional development program, I was selected to participate in a curriculum development project led by TERC to develop and test education resources for the EarthLabs climate literacy collection. I am involved in the multiple phases of the project, including reviewing labs that comprise the Climate, Weather and Biosphere module during the development phase, pilot teaching the module with my students, participating in research, and delivering professional development to other Texas teachers to expose them to the content found in the module and to encourage them to incorporate it into their teaching. The Climate, Weather and the Biosphere module emphasizes different forms of evidence and requires that learners apply different inquiry-based approaches to build the knowledge they need to develop as climate literate citizens. My involvement with the EarthLabs project has strengthened my overall knowledge and confidence to teach about Earth's climate system and climate change. In addition, the project has produced vigorous classroom discussion among my students as well as encouraged me to collaborate with other educators through our delivery of professional development to other teachers. In my poster, I will share my experiences, describe the impact the curriculum has made on my students, and report on challenges and valuable lessons gained by

  8. Incorporation of peer learning in first MBBS curriculum to enhance metacognition skills

    OpenAIRE

    Manas Kanti Ray; Suranjana Ray

    2012-01-01

    Peer learning can be incorporated in the first MBBS curriculum along with didactic lectures and tutorials. Peer learning is when a student learns from another student who has been trained to explain the topic and discuss it. Peer learning improves domain-specific inquiry skills, supports self-directed learning, and improves metacognition skills. Metacognition is the ability to plan, reason, judge and regulate ways to approach learning a skill or concept. In the midst of curriculum reforms tha...

  9. An Empirical Assessment of a Technology Acceptance Model for Apps in Medical Education.

    Science.gov (United States)

    Briz-Ponce, Laura; García-Peñalvo, Francisco José

    2015-11-01

    The evolution and the growth of mobile applications ("apps") in our society is a reality. This general trend is still upward and the app use has also penetrated the medical education community. However, there is a lot of unawareness of the students' and professionals' point of view about introducing "apps" within Medical School curriculum. The aim of this research is to design, implement and verify that the Technology Acceptance Model (TAM) can be employed to measure and explain the acceptance of mobile technology and "apps" within Medical Education. The methodology was based on a survey distributed to students and medical professionals from University of Salamanca. This model explains 46.7% of behavioral intention to use mobile devise or "apps" for learning and will help us to justify and understand the current situation of introducing "apps" into the Medical School curriculum.

  10. Effect of curriculum changes to enhance generic skills proficiency of ...

    African Journals Online (AJOL)

    African Journal of Health Professions Education ... Curriculum review is a dynamic, iterative process, and the effect of change may not always be wholly predictable. At Stellenbosch University, Cape Town, South Africa, revision of the MB,ChB ...

  11. A core curriculum for clinical fellowship training in pathology informatics

    Directory of Open Access Journals (Sweden)

    David S McClintock

    2012-01-01

    Full Text Available Background: In 2007, our healthcare system established a clinical fellowship program in Pathology Informatics. In 2010 a core didactic course was implemented to supplement the fellowship research and operational rotations. In 2011, the course was enhanced by a formal, structured core curriculum and reading list. We present and discuss our rationale and development process for the Core Curriculum and the role it plays in our Pathology Informatics Fellowship Training Program. Materials and Methods: The Core Curriculum for Pathology Informatics was developed, and is maintained, through the combined efforts of our Pathology Informatics Fellows and Faculty. The curriculum was created with a three-tiered structure, consisting of divisions, topics, and subtopics. Primary (required and suggested readings were selected for each subtopic in the curriculum and incorporated into a curated reading list, which is reviewed and maintained on a regular basis. Results: Our Core Curriculum is composed of four major divisions, 22 topics, and 92 subtopics that cover the wide breadth of Pathology Informatics. The four major divisions include: (1 Information Fundamentals, (2 Information Systems, (3 Workflow and Process, and (4 Governance and Management. A detailed, comprehensive reading list for the curriculum is presented in the Appendix to the manuscript and contains 570 total readings (current as of March 2012. Discussion: The adoption of a formal, core curriculum in a Pathology Informatics fellowship has significant impacts on both fellowship training and the general field of Pathology Informatics itself. For a fellowship, a core curriculum defines a basic, common scope of knowledge that the fellowship expects all of its graduates will know, while at the same time enhancing and broadening the traditional fellowship experience of research and operational rotations. For the field of Pathology Informatics itself, a core curriculum defines to the outside world

  12. Curriculum structure: principles and strategy.

    Science.gov (United States)

    Oliver, R; Kersten, H; Vinkka-Puhakka, H; Alpasan, G; Bearn, D; Cema, I; Delap, E; Dummer, P; Goulet, J P; Gugushe, T; Jeniati, E; Jerolimov, V; Kotsanos, N; Krifka, S; Levy, G; Neway, M; Ogawa, T; Saag, M; Sidlauskas, A; Skaleric, U; Vervoorn, M; White, D

    2008-02-01

    This report provides general guidelines for the structure of a curriculum, followed by specific advice on the principles of learning and teaching, the process of restructuring and change leadership and management. It provides examples of several educational philosophies, including vertical and horizontal integration. It discusses the use of competence, learning outcomes, level of degree and assessment and provides a number of recommendations. It does not seek to be prescriptive of time allocation to disciplines within a curriculum. Although this report has been written primarily for those who will develop an undergraduate curriculum, the information may be sufficiently generic to apply to the recent development in graduate entry ('shortened dental' or 'accelerated') courses and to postgraduate degree planning and higher education certificate or diploma courses for other dental care professionals (auxiliaries). The report may have a European bias as progress is made to converge and enhance educational standards in 29 countries with different educational approaches - a microcosm of global collaboration.

  13. A Survey of Pre-Service Teachers' Acceptance of Technology in Thailand

    Science.gov (United States)

    Teo, Timothy; Khlaisang, Jintavee; Thammetar, Thapanee; Ruangrit, Nammon; Satiman, Anirut; Sunphakitjumnong, Kobkul

    2014-01-01

    In the recent decade, Thailand has launched many initiatives to ensure that technology is integrated into the school curriculum. Despite the investment and efforts of the government, few studies have been conducted to examine users' acceptance of technology. Given that educators are the change agents in many educational initiatives, it is…

  14. Does a Math-Enhanced Curriculum and Instructional Approach Diminish Students' Attainment of Technical Skills? A Year-Long Experimental Study in Agricultural Power and Technology

    Science.gov (United States)

    Young, R. Brent; Edwards, M. Craig; Leising, James G.

    2009-01-01

    The purpose of this study was to empirically test the posit that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology (APT) curriculum and aligned instructional approach would not differ significantly (p less than 0.05) in their technical competence from students who participated in the…

  15. Curriculum design and German student exchange for Sino-German Bachelor program majored in optoelectronics engineering

    Science.gov (United States)

    Zheng, Jihong; Fuhrmann, Thomas; Xu, Boqing; Schreiner, Rupert; Jia, Hongzhi; Zhang, Wei; Wang, Ning; Seebauer, Gudrun; Zhu, Jiyan

    2017-08-01

    Different higher education backgrounds in China and Germany led to challenges in the curriculum design at the beginning of our cooperative bachelor program in Optoelectronics Engineering. We see challenges in different subject requirements from both sides and in the German language requirements for Chinese students. The curriculum was optimized according to the ASIIN criteria, which makes it acceptable and understandable by both countries. German students are integrated into the Chinese class and get the same lectures like their Chinese colleagues. Intercultural and curriculum challenges are successfully solved. The results are summarized to provide an example for other similar international programs.

  16. Improvement on a science curriculum including experimental demonstration of environmental radioactivity for secondary school students

    International Nuclear Information System (INIS)

    Watanabe, Kenji; Matsubara, Shizuo; Aiba, Yoshio; Eriguchi, Hiroshi; Kiyota, Saburo; Takeyama, Tetsuji.

    1988-01-01

    A science curriculum previously prepared for teaching environmental radioactivity was modified on the basis of the results of trial instructions in secondary schools. The main subject of the revised curriculum is an understanding of the natural radioactivity through the experimental demonstration about air-borne β and γ ray emitters. The other subjects included are the radioactive decay, the biological effects of radiation, the concept of risk-benefit balance (acceptable level) and the peaceful uses of nuclear energy and radiation. The work sheets and reference data prepared as learning materials are in two levels corresponding to the ability of students for this curriculum. (author)

  17. Curriculum Reform and School Performance: An Evaluation of the "New Basics."

    Science.gov (United States)

    Alexander, Karl L.; Pallas, Aaron M.

    This report examines whether a high school curriculum organized around the five "new basics" suggested by the National Commission on Excellence in Education is likely to enhance student achievement. Data from the ETS Growth Study reveals that completion of the core curriculum has sizable effects on senior-year test performance, even when…

  18. Examining occupational therapy education through faculty engagement in curriculum mapping and pedagogical reflection.

    Science.gov (United States)

    MacNeil, Cheryl; Hand, Theresa

    2014-01-01

    This article discusses a 1-yr evaluation study of a master of science in occupational therapy program to examine curriculum content and pedagogical practices as a way to gauge program preparedness to move to a clinical doctorate. Faculty members participated in a multitiered qualitative study that included curriculum mapping, semistructured individual interviewing, and iterative group analysis. Findings indicate that curriculum mapping and authentic dialogue helped the program formulate a more streamlined and integrated curriculum with increased faculty collaboration. Curriculum mapping and collaborative pedagogical reflection are valuable evaluation strategies for examining preparedness to offer a clinical doctorate, enhancing a self-study process, and providing information for ongoing formative curriculum review. Copyright © 2014 by the American Occupational Therapy Association, Inc.

  19. The Acceptability and Feasibility of Implementing a Bio-Behavioral Enhanced Surveillance Tool for Sexually Transmitted Infections in England: Mixed-Methods Study.

    Science.gov (United States)

    Wayal, Sonali; Reid, David; Blomquist, Paula B; Weatherburn, Peter; Mercer, Catherine H; Hughes, Gwenda

    2018-05-04

    Sexually transmitted infection (STI) surveillance is vital for tracking the scale and pattern of epidemics; however, it often lacks data on the underlying drivers of STIs. This study aimed to assess the acceptability and feasibility of implementing a bio-behavioral enhanced surveillance tool, comprising a self-administered Web-based survey among sexual health clinic attendees, as well as linking this to their electronic health records (EHR) held in England's national STI surveillance system. Staff from 19 purposively selected sexual health clinics across England and men who have sex with men and black Caribbeans, because of high STI burden among these groups, were interviewed to assess the acceptability of the proposed bio-behavioral enhanced surveillance tool. Subsequently, sexual health clinic staff invited all attendees to complete a Web-based survey on drivers of STI risk using a study tablet or participants' own digital device. They recorded the number of attendees invited and participants' clinic numbers, which were used to link survey data to the EHR. Participants' online consent was obtained, separately for survey participation and linkage. In postimplementation phase, sexual health clinic staff were reinterviewed to assess the feasibility of implementing the bio-behavioral enhanced surveillance tool. Acceptability and feasibility of implementing the bio-behavioral enhanced surveillance tool were assessed by analyzing these qualitative and quantitative data. Prior to implementation of the bio-behavioral enhanced surveillance tool, sexual health clinic staff and attendees emphasized the importance of free internet/Wi-Fi access, confidentiality, and anonymity for increasing the acceptability of the bio-behavioral enhanced surveillance tool among attendees. Implementation of the bio-behavioral enhanced surveillance tool across sexual health clinics varied considerably and was influenced by sexual health clinics' culture of prioritization of research and

  20. Curriculum

    Directory of Open Access Journals (Sweden)

    Robi Kroflič

    1997-12-01

    Full Text Available Modern curriculum theories emphasize that if we understand the curriculum as a real core substance of education. We have to bear in mind, when planning the curriculum, the whole multitude of factors (curricula which have an influence on the educational impact. In the field of andragogy, we especially have to consider educational needs, and linking the strategies of instruction with those of learning. The best way of realizing this principle is the open strategy of planning the national curriculum and process-developmental strategy of planning with the microandragogic situation. This planning strategy is S1m1lar to the system-integration strategy and Jarvis's model of negotiated curriculum, which derive from the basic andragogic principle: that the interests and capacities of adults for education increase if we enable them to cooperate in the planning and production of the curriculum.

  1. Associate in science degree education programs: organization, structure, and curriculum.

    Science.gov (United States)

    Galvin, William F

    2005-09-01

    After years of discussion, debate, and study, the respiratory care curriculum has evolved to a minimum of an associate degree for entry into practice. Although programs are at liberty to offer the entry-level or advanced level associate degree, most are at the advanced level. The most popular site for sponsorship of the associate degree in respiratory care is the community college. The basis for community college sponsorship seems to be its comprehensive curriculum, which focuses on a strong academic foundation in writing, communication, and the basic sciences as well as supporting a career-directed focus in respiratory care. Issues facing the community college are tied to literacy, outcomes, assessment, placement,cooperation with the community, partnerships with industry, and articulation arrangements with granting institutions granting baccalaureate degrees. Community colleges must produce a literate graduate capable of thriving in an information-saturated society. Assessment and placement will intensify as the laissez-faire attitudes toward attendance and allowing students to select courses without any accountability and evaluation of outcome become less acceptable. Students will be required to demonstrate steady progress toward established outcomes. Maintaining relations and cooperation with the local community and the health care industry will continue to be a prominent role for the community college. The challenge facing associate degree education in respiratory care at the community college level is the ability to continue to meet the needs of an expanding professional scope of practice and to provide a strong liberal arts or general education core curriculum. The needs for a more demanding and expanding respiratory care curriculum and for a rich general education core curriculum have led to increased interest in baccalaureate and graduate degree education. The value of associate degree education at the community college level is well established. It is

  2. Protein-enhanced soups: a consumer-accepted food for increasing dietary protein provision among older adults.

    Science.gov (United States)

    Donahue, Elizabeth; Crowe, Kristi Michele; Lawrence, Jeannine

    2015-02-01

    Protein-enhanced soups (PES) may improve protein intake among older adults. This study examined sensory attributes (aroma, texture, taste, and overall acceptability) and preferences of PES (chicken noodle and cheddar broccoli) compared with flavor-matched control soups (FCS) among older adults (≥65 years) and evaluated dietary profile changes of a standard menu based on the substitution of one PES serving/d for a standard soup. Modified paired preference tests and 5-point facial hedonic scales were administered to participants (n = 44). No significant differences in sensory attributes between either PES compared with FCS were identified, but significant gender- and age-related differences (p preferred protein-enhanced chicken noodle soup while only 38% preferred protein-enhanced cheddar broccoli soup to their respective FCS. Substituting one PES serving for one non-fortified soup serving per day resulted in significantly higher (p < 0.001) protein profile. Results suggest that all attributes of PES were consistent with sensory expectations and PES substitution could improve protein provision.

  3. The medical school curriculum committee revisited.

    Science.gov (United States)

    Hendricson, W D; Payer, A F; Rogers, L P; Markus, J F

    1993-03-01

    Numerous study commissions have contended that departmental territoriality and lack of coordinated planning are stagnating contemporary medical education. As a cure, these commissions have recommended the creation of centralized academic management units empowered to oversee revitalization of the curriculum through a series of reforms, including better definition of graduation competencies, community-based training, interdisciplinary courses, problem-based learning, and modernization of evaluation strategies. To determine the extent to which these recommendations were being adopted, in 1990 the authors sent a questionnaire on curriculum committee functions, current innovation efforts, and future priorities to academic administrators and members of medical school curriculum committees at 143 North American medical schools. Responses were received from administrators (primarily associate deans for academic affairs) at 118 schools and committee members (primarily faculty) at 111 schools. Recommendations for enhancing curriculum committee effectiveness were also elicited. The authors conclude that centralization of curricular management has occurred at very few institutions, and that the commonly mentioned reforms are being adopted at a modest pace. The results are analyzed in light of theories of the institutional change process and strategies for introducing educational innovations into established institutions.

  4. Curriculum Design of a Flipped Classroom to Enhance Haematology Learning

    Science.gov (United States)

    Porcaro, Pauline A.; Jackson, Denise E.; McLaughlin, Patricia M.; O'Malley, Cindy J.

    2016-01-01

    A common trend in higher education is the "flipped" classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology "major" class and the students' attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four…

  5. Nurse Educator Pathway Project: a competency-based intersectoral curriculum.

    Science.gov (United States)

    Young, Lynne; Frost, Linda J; Bigl, Julie; Clauson, Marion; McRae, Cora; Scarborough, Kathy S; Murphy, Sue; Jillings, Carol; Gillespie, Frank

    2010-01-01

    In this paper, we begin by providing an overview of the Educator Pathway Project (EPP), an education infrastructure that was developed in response to emerging critical nursing workplace issues, and the related demand for enhanced workplace education. We then describe the EPP competency-based curriculum designed to prepare nurses as preceptors, mentors, and educators to lead learning with diverse learner groups. This competency-based curriculum was developed through a collaboration of nurse leaders across practice, academic, and union sectors and drew from a widely embraced curriculum development model (Iwasiw, Goldenberg, & Andrusyzyn, 2005). The goal of the curriculum was to prepare nurses through a four-level career pathway model that contextualized practice and education theory to various education-related roles and levels of experience within the practice setting. Over 1,100 nurses participated in this innovative intersectoral nursing initiative.

  6. Pediatrics Residents' Confidence and Performance Following a Longitudinal Quality Improvement Curriculum.

    Science.gov (United States)

    Courtlandt, Cheryl; Noonan, Laura; Koricke, Maureen Walsh; Zeskind, Philip Sanford; Mabus, Sarah; Feld, Leonard

    2016-02-01

    Quality improvement (QI) training is an integral part of residents' education. Understanding the educational value of a QI curriculum facilitates understanding of its impact. The purpose of this study was to evaluate the effects of a longitudinal QI curriculum on pediatrics residents' confidence and competence in the acquisition and application of QI knowledge and skills. Three successive cohorts of pediatrics residents (N = 36) participated in a longitudinal curriculum designed to increase resident confidence in QI knowledge and skills. Key components were a succession of progressive experiential projects, QI coaching, and resident team membership culminating in leadership of the project. Residents completed precurricular and postcurricular surveys and demonstrated QI competence by performance on the pediatric QI assessment scenario. Residents participating in the Center for Advancing Pediatric Excellence QI curriculum showed significant increases in pre-post measures of confidence in QI knowledge and skills. Coaching and team leadership were ranked by resident participants as having the most educational value among curriculum components. A pediatric QI assessment scenario, which correlated with resident-perceived confidence in acquisition of QI skills but not QI knowledge, is a tool available to test pediatrics residents' QI knowledge. A 3-year longitudinal, multimodal, experiential QI curriculum increased pediatrics residents' confidence in QI knowledge and skills, was feasible with faculty support, and was well-accepted by residents.

  7. Creating Problem-Based Leadership Learning across the Curriculum

    Science.gov (United States)

    Thompson, Sara E.; Couto, Richard A.

    2016-01-01

    This chapter explores problem-based learning (PBL) as effective pedagogy to enhance leadership learning. Through institutional examples, research, and personal experiences, the authors provide a rationale for faculty and staff to utilize PBL across the curriculum.

  8. Description of an ethics curriculum for a medicine residency program.

    OpenAIRE

    Silverman, H J

    1999-01-01

    This paper examines the attempts to develop and implement an ethics curriculum for the Internal Medicine Residency Program at the University of Maryland Medical Center. The objectives of the curriculum were to enhance moral reasoning skills and to promote humanistic attitudes and behavior among the residents. The diverse methodologies used to achieve these objectives included case discussions, literature reading, role playing, writing, and videos. These activities occurred predominantly withi...

  9. Examining the Perceptions of Curriculum Leaders on Primary School Reform: A Case Study of Hong Kong

    Science.gov (United States)

    Cheung, Alan C. K.; Yuen, Timothy W. W.

    2017-01-01

    In an effort to enhance the quality of teachers and teaching, and to lead internal curriculum development in primary schools, the Hong Kong Education Bureau created a new curriculum leader post entitled primary school master/mistress (curriculum development) or PSMCD for short. The main purpose of the study was to examine the perceptions of these…

  10. Technology and Environmental Education: An Integrated Curriculum

    Science.gov (United States)

    Willis, Jana M.; Weiser, Brenda

    2005-01-01

    Preparing teacher candidates to integrate technology into their future classrooms effectively requires experience in instructional planning that utilizes technology to enhance student learning. Teacher candidates need to work with curriculum that supports a variety of technologies. Using Project Learning Tree and environmental education (EE),…

  11. Space Physiology within an Exercise Physiology Curriculum

    Science.gov (United States)

    Carter, Jason R.; West, John B.

    2013-01-01

    Compare and contrast strategies remain common pedagogical practices within physiological education. With the support of an American Physiological Society Teaching Career Enhancement Award, we have developed a junior- or senior-level undergraduate curriculum for exercise physiology that compares and contrasts the physiological adaptations of…

  12. Impact of a family medicine resident wellness curriculum: a feasibility study.

    Science.gov (United States)

    Runyan, Christine; Savageau, Judith A; Potts, Stacy; Weinreb, Linda

    2016-01-01

    Up to 60% of practicing physicians report symptoms of burnout, which often peak during residency. Residency is also a relevant time for habits of self-care and resiliency to be emphasized. A growing literature underscores the importance of this; however, evidence about effective burnout prevention curriculum during residency remains limited. The purpose of this project is to evaluate the impact of a new, 1-month wellness curriculum for 12 second-year family medicine residents on burnout, empathy, stress, and self-compassion. The pilot program, introduced during a new rotation emphasizing competencies around leadership, focused on teaching skills to cultivate mindfulness and self-compassion in order to enhance empathy and reduce stress. Pre-assessments and 3-month follow-up assessments on measures of burnout, empathy, self-compassion, and perceived stress were collected to evaluate the impact of the curriculum. It was hypothesized that this curriculum would enhance empathy and self-compassion as well as reduce stress and burnout among family medicine residents. Descriptive statistics revealed positive trends on the mean scores of all the measures, particularly the Mindfulness Scale of the Self-Compassion Inventory and the Jefferson Empathy Scale. However, the small sample size and lack of sufficient power to detect meaningful differences limited the use of inferential statistics. This feasibility study demonstrates how a residency wellness curriculum can be developed, implemented, and evaluated with promising results, including high participant satisfaction.

  13. Implementation of the power to prevent diabetes prevention educational curriculum into rural African American communities: a feasibility study.

    Science.gov (United States)

    Cené, Crystal W; Haymore, Laura Beth; Ellis, Danny; Whitaker, Shaketa; Henderson, Stacey; Lin, Feng-Chang; Corbie-Smith, Giselle

    2013-01-01

    The purpose of this study was to describe the feasibility of using a community-based participatory research (CBPR) approach to implement the Power to Prevent (P2P) diabetes prevention education curriculum in rural African American (AA) settings. Trained community health workers facilitated the 12-session P2P curriculum across 3 community settings. Quantitative (based on the pre- and post-curriculum questionnaires and changes in blood glucose, blood pressure [BP], and weight at baseline and 6 months) and qualitative data (based on semi-structured interviews with facilitators) were collected. Indicators of feasibility included: demand, acceptability, implementation fidelity, and limited efficacy testing. Across 3 counties, 104 AA participants were recruited; 43% completed ≥ 75% of the sessions. There was great demand for the program. Fifteen community health ambassadors (CHAs) were trained, and 4 served as curriculum facilitators. Content and structure of the intervention was acceptable to facilitators but there were challenges to implementing the program as designed. Improvements were seen in diabetes knowledge and the impact of healthy eating and physical activity on diabetes prevention, but there were no significant changes in blood glucose, BP, or weight. While it is feasible to use a CBPR approach to recruit participants and implement the P2P curriculum in AA community settings, there are significant challenges that must be overcome.

  14. Competency Standards for Bachelor of Industrial Technology Graduates for the Construction Industry in Region IV-A: Inputs For Curriculum Enhancement

    Directory of Open Access Journals (Sweden)

    George P. Compasivo

    2015-12-01

    Full Text Available The main objective of this study was to develop competency standards for Industrial Technology graduates for employment in the construction industry in Region IV-A, Philippines. It specifically identified the basic and core competency standards for industrial technology and determined the degree of importance of competencies needed in the construction industry sector. The study identified 28 common competencies for three areas of specializations in industrial technology namely: electrical, civil and drafting technology. There were 39 core competencies for electrical, 31 for drafting and 38 items for civil technology. A total of 50 panel of experts were carefully selected using the purposive sampling as respondents in the study. Experts are selected based on their technical know-how or proficiency and currently practicing their line of profession in the construction industry. The study used the descriptive-developmental method of research. The Delphi technique was applied to determine if the competency under investigation reached the general agreement of opinions by the panel of experts involved. The findings implied that the newly developed competency standards were good input for curriculum enhancement in the area of civil, drafting and electrical technology. The study recommended the newly developed competencies may be followed by the faculty in the course they teach and the new competency items suggested by the panel of experts for inclusion in the curriculum for the three areas of specializations may be considered during the curriculum revision.

  15. Curriculum Analytics: Application of Social Network Analysis for Improving Strategic Curriculum Decision-Making in a Research-Intensive University

    Science.gov (United States)

    Dawson, Shane; Hubball, Harry

    2014-01-01

    This paper provides insight into the use of curriculum analytics to enhance learning-centred curricula in diverse higher education contexts. Engagement in evidence-based practice to evaluate and monitor curricula is vital to the success and sustainability of efforts to reform undergraduate and graduate programs. Emerging technology-enabled inquiry…

  16. Student approaches for learning in medicine: what does it tell us about the informal curriculum?

    Science.gov (United States)

    Zhang, Jianzhen; Peterson, Raymond F; Ozolins, Ieva Z

    2011-10-21

    It has long been acknowledged that medical students frequently focus their learning on that which will enable them to pass examinations, and that they use a range of study approaches and resources in preparing for their examinations. A recent qualitative study identified that in addition to the formal curriculum, students are using a range of resources and study strategies which could be attributed to the informal curriculum. What is not clearly established is the extent to which these informal learning resources and strategies are utilized by medical students. The aim of this study was to establish the extent to which students in a graduate-entry medical program use various learning approaches to assist their learning and preparation for examinations, apart from those resources offered as part of the formal curriculum. A validated survey instrument was administered to 522 medical students. Factor analysis and internal consistence, descriptive analysis and comparisons with demographic variables were completed. The factor analysis identified eight scales with acceptable levels of internal consistency with an alpha coefficient between 0.72 and 0.96. Nearly 80% of the students reported that they were overwhelmed by the amount of work that was perceived necessary to complete the formal curriculum, with 74.3% believing that the informal learning approaches helped them pass the examinations. 61.3% believed that they prepared them to be good doctors. A variety of informal learning activities utilized by students included using past student notes (85.8%) and PBL tutor guides (62.7%), and being part of self-organised study groups (62.6%), and peer-led tutorials (60.2%). Almost all students accessed the formal school resources for at least 10% of their study time. Students in the first year of the program were more likely to rely on the formal curriculum resources compared to those of Year 2 (p = 0.008). Curriculum planners should examine the level of use of informal

  17. Standardizing hysteroscopy teaching: development of a curriculum using the Delphi method.

    Science.gov (United States)

    Neveu, Marie-Emmanuelle; Debras, Elodie; Niro, Julien; Fernandez, Hervé; Panel, Pierre

    2017-12-01

    Hysteroscopy is performed often and in many indications but is challenging to learn. Hands-on training in live patients faces ethical, legal, and economic obstacles. Virtual reality simulation may hold promise as a hysteroscopy training tool. No validated curriculum specific in hysteroscopy exists. The aim of this study was to develop a hysteroscopy curriculum, using the Delphi method to identify skill requirements. Based on a literature review using the key words "curriculum," "simulation," and "hysteroscopy," we identified five technical and non-technical areas in which skills were required. Twenty hysteroscopy experts from different French hospital departments participated in Delphi rounds to select items in these five areas. The rounds were to be continued until 80-100% agreement was obtained for at least 60% of items. A curriculum was built based on the selected items and was evaluated in residents. From November 2014 to April 2015, 18 of 20 invited experts participated in three Delphi rounds. Of the 51 items selected during the first round, only 25 (49%) had 80-100% agreement during the second round, and a third round was therefore conducted. During this last round, 80-100% agreement was achieved for 31 (61%) items, which were used to create the curriculum. All 14 residents tested felt that a simulator training session was acceptable and helped them to improve their skills. We describe a simulation-based hysteroscopy curriculum focusing on skill requirements identified by a Delphi procedure. Its development allows standardization of training programs offered to residents.

  18. Competency-based (CanMEDS) residency training programme in radiology: systematic design procedure, curriculum and success factors

    International Nuclear Information System (INIS)

    Jippes, Erik; Engelen, Jo M.L. van; Brand, Paul L.P.; Oudkerk, Matthijs

    2010-01-01

    Based on the CanMEDS framework and the European Training Charter for Clinical Radiology a new radiology curriculum was designed in the Netherlands. Both the development process and the resulting new curriculum are presented in this paper. The new curriculum was developed according to four systematic design principles: discursiveness, hierarchical decomposition, systematic variation and satisficing (satisficing is different from satisfying; in this context, satisficing means searching for an acceptable solution instead of searching for an optimal solution). The new curriculum is organ based with integration of radiological diagnostic techniques, comprises a uniform national common trunk followed by a 2-year subspecialisation, is competency outcome based with appropriate assessment tools and techniques, and is based on regional collaboration among radiology departments. The application of the systematic design principles proved successful in producing a new curriculum approved by all authorities. The principles led to a structured, yet flexible, development process in which creative solutions could be generated and adopters (programme directors, supervisors and residents) were highly involved. Further research is needed to empirically test the components of the new curriculum. (orig.)

  19. Changing Professional Demands in Sustainable Regional Development: A Curriculum Design Process to meet Transboundary Competence

    NARCIS (Netherlands)

    Lansu, Angelique; Boon, Jo; Sloep, Peter; van Dam-Mieras, Rietje

    2012-01-01

    Lansu, A., Boon, J., Sloep, P. B., & Van Dam-Mieras, R. (Accepted). Changing Professional Demands in Sustainable Regional Development: A Curriculum Design Process to meet Transboundary Competence. Journal of Cleaner Production. [Special Issue: Learning for Sustainable Development in Regional

  20. Systematic Changes in the Undergraduate Chemistry Curriculum Progam Award and Course and Curriculum Development Program Awards

    Science.gov (United States)

    1996-06-01

    Eight awards in chemistry curriculum development for FY1996 have been announced. One award, to a consortium centered at the University of California-Los Angeles, represents the fifth award in the Systemic Changes in the Undergraduate Chemistry Curriculum program. Although no proposals will be accepted in this program for either planning or full grants for FY1997, it is anticipated that proposals will be accepted in June of 1997 for projects that would adapt and adopt materials developed by the five funded consortia: Molecular Science centered at the University of California-Los Angeles; ChemLinks centered at Beloit College; MolecularChem Consortium centered at the University of California-Berkeley; Workshop Chemistry centered at CUNY City College; and New Traditions centered at the University of Wisconsin-Madison. Seven awards have been made in the Course and Curriculum Development program. This ongoing program continues to accept proposals in chemistry as usual. Systemic Changes in the Undergraduate Chemistry Curriculum Program Award. Molecular Science. Orville L. Chapman University of California-Los Angeles DUE 9555605 FY96 725,000 FY97 575,000, FY98 575,000 FY99 275,000, FY00 275,000 The UCLA-CSUF-Community College Alliance (24 area community colleges that have worked together for more than 15 years) proposes a sweeping restructuring of the lower division chemistry curriculum and the auxiliary learning and assessment processes. In forming our new curriculum, we reject the positivist approach to science education in favor of a constructivist approach that emphasizes problem solving and exploratory learning. We make this change in order to focus on the developing key skills, traits, and abilities of our students. Our new curriculum, the Molecular Science Curriculum, cuts across departments and disciplines to embrace all activities that involve the study of atoms and molecules. In particular, environmental science, materials science, and molecular life science have

  1. European Higher Health Care Education Curriculum

    DEFF Research Database (Denmark)

    Koskinen, Liisa; Kelly, Hélène; Bergknut, Eva

    2012-01-01

    This article concerns the European Curriculum in Cultural Care Project (2005-2009), which aimed at developing a curriculum framework for the enhancement of cultural competence in European health care education. The project was initiated and supported by the Consortium of Institutes in Higher...... Education in Health and Rehabilitation, whose goal is to nurture educational development and networking among member institutions. The framework is the result of a collaborative endeavor by nine nurse educators from five different European countries. The production of the framework will be described...... in accordance with the following tenets: developing cultural competence is a continuing process, cultural competence is based on sensitivity toward others, and cultural competence is a process of progressive inquiry. Critique concerning the framework will be presented....

  2. Impact of a family medicine resident wellness curriculum: a feasibility study

    Directory of Open Access Journals (Sweden)

    Christine Runyan

    2016-06-01

    Full Text Available Background: Up to 60% of practicing physicians report symptoms of burnout, which often peak during residency. Residency is also a relevant time for habits of self-care and resiliency to be emphasized. A growing literature underscores the importance of this; however, evidence about effective burnout prevention curriculum during residency remains limited. Objectives: The purpose of this project is to evaluate the impact of a new, 1-month wellness curriculum for 12 second-year family medicine residents on burnout, empathy, stress, and self-compassion. Methods: The pilot program, introduced during a new rotation emphasizing competencies around leadership, focused on teaching skills to cultivate mindfulness and self-compassion in order to enhance empathy and reduce stress. Pre-assessments and 3-month follow-up assessments on measures of burnout, empathy, self-compassion, and perceived stress were collected to evaluate the impact of the curriculum. It was hypothesized that this curriculum would enhance empathy and self-compassion as well as reduce stress and burnout among family medicine residents. Results: Descriptive statistics revealed positive trends on the mean scores of all the measures, particularly the Mindfulness Scale of the Self-Compassion Inventory and the Jefferson Empathy Scale. However, the small sample size and lack of sufficient power to detect meaningful differences limited the use of inferential statistics. Conclusions: This feasibility study demonstrates how a residency wellness curriculum can be developed, implemented, and evaluated with promising results, including high participant satisfaction.

  3. Investigating Elementary School Students' Technology Acceptance by Applying Digital Game-Based Learning to Environmental Education

    Science.gov (United States)

    Cheng, Yuh-Ming; Lou, Shi-Jer; Kuo, Sheng-Huang; Shih, Ru-Chu

    2013-01-01

    In order to improve and promote students' environmental knowledge, attitudes, and behaviour, integrating environmental education into the primary education curriculum has become a key issue for environmental education. For this reason, this study aimed to investigate elementary school students' acceptance of technology applying digital game-based…

  4. Hierarchy curriculum for practical skills training in optics and photonics

    Science.gov (United States)

    Zheng, XiaoDong; Wang, XiaoPing; Liu, Xu; Liu, XiangDong; Lin, YuanFang

    2017-08-01

    The employers in optical engineering fields hope to recruit students who are capable of applying optical principles to solve engineering problems and have strong laboratory skills. In Zhejiang University, a hierarchy curriculum for practical skill training has been constructed to satisfy this demand. This curriculum includes "Introductive practicum" for freshmen, "Opto-mechanical systems design", "Engineering training", "Electronic system design", "Student research training program (SRTP)", "National University Students' Optical-Science-Technology Competition game", and "Offcampus externship". Without cutting optical theory credit hours, this hierarchy curriculum provides a step-by-step solution to enhance students' practical skills. By following such a hierarchy curriculum, students can smoothly advance from a novice to a qualified professional expert in optics. They will be able to utilize optical engineering tools to design, build, analyze, improve, and test systems, and will be able to work effectively in teams to solve problems in engineering and design.

  5. Curriculum, Curriculum Development, Curriculum Studies? Problematising Theoretical Ambiguities in Doctoral Theses in the Education Field

    Science.gov (United States)

    du Preez, Petro; Simmonds, Shan

    2014-01-01

    Theoretical ambiguities in curriculum studies result in conceptual mayhem. Accordingly, they hinder the development of the complicated conversation on curriculum as a verb. This article aims to contribute to reconceptualizing curriculum studies as a dynamic social practice that aspires to thinking and acting with intelligences and sensitivity so…

  6. Using community participation to assess acceptability of "Contra Caries", a theory-based, promotora-led oral health education program for rural Latino parents: a mixed methods study.

    Science.gov (United States)

    Hoeft, Kristin S; Rios, Sarah M; Pantoja Guzman, Estela; Barker, Judith C

    2015-09-03

    Latino children experience more prevalent and severe tooth decay than non-Hispanic white and non-Hispanic black children. Few theory-based, evaluated and culturally appropriate interventions target parents of this vulnerable population. To fill this gap, the Contra Caries Oral Health Education Program, a theory-based, promotora-led education program for low-income, Spanish-speaking parents of children aged 1-5 years, was developed. This article describes qualitative findings of the acceptability of curriculum content and activities, presents the process of refinement of the curriculum through engaging the target population and promotoras, and presents results from the evaluation assessing the acceptability of the curriculum once implemented. Focus groups were conducted with low-income Spanish-speaking parents of children 1-5 years living in a city in an agricultural area of California. Interviews were digitally recorded, translated and transcribed, checked for accuracy and the resulting data was thematically coded and analyzed using a social constructionist approach. The Contra Caries Oral Health Education Program was then implemented with a separate but similar sample, and after completing the program, participants were administered surveys asking about acceptability and favorite activities of the education program. Data were entered into a database, checked for accuracy, open-ended questions were categorized, and responses to close-ended questions counted. Twelve focus groups were conducted (N = 51), 105 parents attended the Contra Caries Oral Health Education Program, and 83 parents filled out surveys. Complete attendance and retention was high (89% and 90%, respectively). This study found that their children's oral health is a high priority. Parents were not only interested in, but actually attended classes focused on increasing their knowledge and skills with respect to early childhood oral health. The Contra Caries content and format was perceived as

  7. Integrated Curriculum and Subject-based Curriculum: Achievement and Attitudes

    Science.gov (United States)

    Casady, Victoria

    The research conducted for this mixed-method study, qualitative and quantitative, analyzed the results of an academic year-long study to determine whether the use of an integrated fourth grade curriculum would benefit student achievement in the areas of English language arts, social studies, and science more than a subject-based traditional curriculum. The research was conducted based on the international, national, and state test scores, which show a slowing or lack of growth. Through pre- and post-assessments, student questionnaires, and administrative interviews, the researcher analyzed the phenomenological experiences of the students to determine if the integrated curriculum was a beneficial restructuring of the curriculum. The research questions for this study focused on the achievement and attitudes of the students in the study and whether the curriculum they were taught impacted their achievement and attitudes over the course of one school year. The curricula for the study were organized to cover the current standards, where the integrated curriculum focused on connections between subject areas to help students make connections to what they are learning and the world beyond the classroom. The findings of this study indicated that utilizing the integrated curriculum could increase achievement as well as students' attitudes toward specific content areas. The ANOVA analysis for English language arts was not determined to be significant; although, greater growth in the students from the integrated curriculum setting was recorded. The ANOVA for social studies (0.05) and the paired t-tests (0.001) for science both determined significant positive differences. The qualitative analysis led to the discovery that the experiences of the students from the integrated curriculum setting were more positive. The evaluation of the data from this study led the researcher to determine that the integrated curriculum was a worthwhile endeavor to increase achievement and attitudes

  8. A large-scale peer teaching programme - acceptance and benefit.

    Science.gov (United States)

    Schuetz, Elisabeth; Obirei, Barbara; Salat, Daniela; Scholz, Julia; Hann, Dagmar; Dethleffsen, Kathrin

    2017-08-01

    The involvement of students in the embodiment of university teaching through peer-assisted learning formats is commonly applied. Publications on this topic exclusively focus on strictly defined situations within the curriculum and selected target groups. This study, in contrast, presents and evaluates a large-scale structured and quality-assured peer teaching programme, which offers diverse and targeted courses throughout the preclinical part of the medical curriculum. The large-scale peer teaching programme consists of subject specific and interdisciplinary tutorials that address all scientific, physiological and anatomic subjects of the preclinical curriculum as well as tutorials with contents exceeding the formal curriculum. In the study year 2013/14 a total of 1,420 lessons were offered as part of the programme. Paper-based evaluations were conducted over the full range of courses. Acceptance and benefit of this peer teaching programme were evaluated in a retrospective study covering the period 2012 to 2014. Usage of tutorials by students who commenced their studies in 2012/13 (n=959) was analysed from 2012 till 2014. Based on the results of 13 first assessments in the preclinical subjects anatomy, biochemistry and physiology, the students were assigned to one of five groups. These groups were compared according to participation in the tutorials. To investigate the benefit of tutorials of the peer teaching programme, the results of biochemistry re-assessments of participants and non-participants of tutorials in the years 2012 till 2014 (n=188, 172 and 204, respectively) were compared using Kolmogorov-Smirnov- and Chi-square tests as well as the effect size Cohen's d. Almost 70 % of the students attended the voluntary additional programme during their preclinical studies. The students participating in the tutorials had achieved different levels of proficiency in first assessments. The acceptance of different kinds of tutorials appears to correlate with their

  9. Integrating neuroscience in the training of psychiatrists: a patient-centered didactic curriculum based on adult learning principles.

    Science.gov (United States)

    Ross, David A; Rohrbaugh, Robert

    2014-04-01

    The authors describe the development and implementation of a new adult psychiatry residency didactic curriculum based on adult learning principles and an integrative, patient-centered approach that includes a progressive 4-year neuroscience curriculum. The authors describe the process of conducting a needs assessment, engaging stakeholders and developing guiding principles for the new curriculum. The curriculum was evaluated using qualitative measures, a resident survey, course evaluations, and a pilot version of a specialized assessment tool. Feedback from the resident survey and from course evaluations was positive, and residents indicated interest in receiving additional training in neuroscience. Residents self-reported not incorporating neuroscience into formulation and treatment planning as often as other perspectives. They also reported that neuroscience was reinforced less by clinical faculty than other perspectives. Performance on the curriculum assessment corroborated that clinical application of neuroscience may benefit from additional reinforcement. Residents responded well to the design and content of the new didactic curriculum. The neuroscience component appears to have achieved its primary objective of enhancing attitudes to the field. Continued work including enhancing the culture of neuroscience at the clinical sites may be required to achieve broader behavioral goals.

  10. Enhancing Public Acceptance of Nuclear Energy through the Education program for Schoolteachers

    Energy Technology Data Exchange (ETDEWEB)

    Nam, Y. M.; Min, B. J.; Yoo, J. G.; Lee, E. J.; Lee, J. H.; Ha, J. H.; Kim, H. S.; Shin, J. Y.; Seo, D. S. [KAERI, Daejeon (Korea, Republic of); Park, S. T.; Lee, H. B.; Han, S. H. [Kongju National University, Gongju (Korea, Republic of)

    2009-11-15

    Since most students acquire their nuclear related information from classes and mass-media, teachers, as knowledge propagators, can play a key role in public acceptance of nuclear power. The main purpose of this project is to enhance public acceptance of nuclear power through a nuclear education program for teachers from whom the next generation would cultivate their own knowledge and understanding of nuclear and radiation sciences. Thus systematic education programs for incumbent teachers are essential, since the teacher's understandings of nuclear and radiation science influence students directly. We derived the contents of the introductory textbook on the nuclear power and radiation technologies, the education programs and courses, and the performance criteria of the experiment kit, on the bases of the survey results in the teacher's college curricula and the workshop programs related to the nuclear education for science teachers. We developed the introductory textbook with a tremendous number of picture and diagrams to provide readers rich visual information on the nuclear and radiation technologies. We fabricated 6 compact radiation detection kits with total 10 lab. modules included in lab. manual. We carried out a nuclear education program for science teachers consisting of lectures, lab tours and radiation detection experiments to experience nuclear and radiation technologies. Also we established a working group to build a research-industry-university cooperation system for nuclear and radiation education and knowledge propagation. The cooperation body anticipates that the radiation detection kits would give enough experiment courses to fresh workforce of nuclear and radiation fields

  11. Enhancing Public Acceptance of Nuclear Energy through the Education program for Schoolteachers

    International Nuclear Information System (INIS)

    Nam, Y. M.; Min, B. J.; Yoo, J. G.; Lee, E. J.; Lee, J. H.; Ha, J. H.; Kim, H. S.; Shin, J. Y.; Seo, D. S.; Park, S. T.; Lee, H. B.; Han, S. H.

    2009-11-01

    Since most students acquire their nuclear related information from classes and mass-media, teachers, as knowledge propagators, can play a key role in public acceptance of nuclear power. The main purpose of this project is to enhance public acceptance of nuclear power through a nuclear education program for teachers from whom the next generation would cultivate their own knowledge and understanding of nuclear and radiation sciences. Thus systematic education programs for incumbent teachers are essential, since the teacher's understandings of nuclear and radiation science influence students directly. We derived the contents of the introductory textbook on the nuclear power and radiation technologies, the education programs and courses, and the performance criteria of the experiment kit, on the bases of the survey results in the teacher's college curricula and the workshop programs related to the nuclear education for science teachers. We developed the introductory textbook with a tremendous number of picture and diagrams to provide readers rich visual information on the nuclear and radiation technologies. We fabricated 6 compact radiation detection kits with total 10 lab. modules included in lab. manual. We carried out a nuclear education program for science teachers consisting of lectures, lab tours and radiation detection experiments to experience nuclear and radiation technologies. Also we established a working group to build a research-industry-university cooperation system for nuclear and radiation education and knowledge propagation. The cooperation body anticipates that the radiation detection kits would give enough experiment courses to fresh workforce of nuclear and radiation fields

  12. Acceptance of Smartphone in Enhancing Patient-Caregivers Relationship

    Directory of Open Access Journals (Sweden)

    Wan Khairuzzaman Wan Ismail

    2012-09-01

    Full Text Available Patients may take more initiative to give more attention to their health as well as foster closer relationship with the caregivers and this has been made possible through smartphone. This paper investigates the perceived usefulness of smartphone among healthcare personnel in a private hospital setting. The study has identified elements which have had impact on individual decision to use smartphones using Technology Acceptance Model (TAM. Questionnaires were distributed to 57 respondents including medical doctors, nurses and head of department of a hospital. The analysis shows that the younger generations were more ‘trendy’ in owning a Smartphone. The study indicates that females reported better acceptance of smartphone use in their works. Healthcare industry will be more patient-centric instead of doctor-centric, hence, it is important for healthcare providers to provide services in line with the customers’ requirement without jeopardizing patient safety and lives.

  13. Development of a Comprehensive Communication Skills Curriculum for Pediatrics Residents.

    Science.gov (United States)

    Peterson, Eleanor B; Boland, Kimberly A; Bryant, Kristina A; McKinley, Tara F; Porter, Melissa B; Potter, Katherine E; Calhoun, Aaron W

    2016-12-01

    Effective communication is an essential element of medical care and a priority of medical education. Specific interventions to teach communication skills are at the discretion of individual residency programs. We developed the Resident Communication Skills Curriculum (RCSC), a formal curriculum designed to teach trainees the communication skills essential for high-quality practice. A multidisciplinary working group contributed to the development of the RCSC, guided by an institutional needs assessment, literature review, and the Accreditation Council for Graduate Medical Education core competencies. The result was a cohesive curriculum that incorporates didactic, role play, and real-life experiences over the course of the entire training period. Methods to assess curricular outcomes included self-reporting, surveys, and periodic faculty evaluations of the residents. Curricular components have been highly rated by residents (3.95-3.97 based on a 4-point Likert scale), and residents' self-reported communication skills demonstrated an improvement over the course of residency in the domains of requesting a consultation, providing effective handoffs, handling conflict, and having difficult conversations (intern median 3.0, graduate median 4.0 based on a 5-point Likert scale, P  ≤ .002). Faculty evaluations of residents have also demonstrated improvement over time (intern median 3.0, graduate median 4.5 based on a 5-point Likert scale, P  communication skills curriculum for pediatrics residents was implemented, with a multistep evaluative process showing improvement in skills over the course of the residency program. Positive resident evaluations and informal comments from faculty support its general acceptance. The use of existing resources makes this curriculum feasible.

  14. Envisioning Curriculum as Six Simultaneities

    Science.gov (United States)

    Hussain, Hanin; Conner, Lindsey; Mayo, Elaine

    2014-01-01

    This paper uses the discourse of complexity thinking to envision curriculum as six partial and coupled facets that exist simultaneously: curriculum as structure, curriculum as process, curriculum as content, curriculum as teaching, curriculum as learning and curriculum as activity. Such a curriculum is emergent and self-organising. It is emergent…

  15. Multicultura Perpectives in Indonesian Social Studies Education Curriculum

    Directory of Open Access Journals (Sweden)

    Fattah Hanurawan

    2016-02-01

    Full Text Available Multicultural education can be defined as educational policies and practies that recognize, accept and affirm human differences and similarities related to gender, race, handicap and class. Multicultural perspectives in Indonesian social studies may be become a powerful element in the school curriculum to help create cultural harmony in Indonesian multicultural society. There are attitudes and strategies that teachers may display or use to promote multicultural perspectives in Indonesian social studies curricula, i.e. the integrity of all cultures, the selection of cultural heroes, and the inclusion of children's cultural values

  16. Sociology of Hidden Curriculum

    Directory of Open Access Journals (Sweden)

    Alireza Moradi

    2017-06-01

    Full Text Available This paper reviews the concept of hidden curriculum in the sociological theories and wants to explain sociological aspects of formation of hidden curriculum. The main question concentrates on the theoretical approaches in which hidden curriculum is explained sociologically.For this purpose it was applied qualitative research methodology. The relevant data include various sociological concepts and theories of hidden curriculum collected by the documentary method. The study showed a set of rules, procedures, relationships and social structure of education have decisive role in the formation of hidden curriculum. A hidden curriculum reinforces by existed inequalities among learners (based on their social classes or statues. There is, in fact, a balance between the learner's "knowledge receptions" with their "inequality proportion".The hidden curriculum studies from different major sociological theories such as Functionalism, Marxism and critical theory, Symbolic internationalism and Feminism. According to the functionalist perspective a hidden curriculum has a social function because it transmits social values. Marxists and critical thinkers correlate between hidden curriculum and the totality of social structure. They depicts that curriculum prepares learners for the exploitation in the work markets. Symbolic internationalism rejects absolute hegemony of hidden curriculum on education and looks to the socialization as a result of interaction between learner and instructor. Feminism theory also considers hidden curriculum as a vehicle which legitimates gender stereotypes.

  17. Schools Together: Enhancing the Citizenship Curriculum through a Non-Formal Education Programme

    Science.gov (United States)

    O'Connor, Una

    2012-01-01

    In divided societies education for diversity, often introduced via the combined approaches of civic education, citizenship education and community-relations activity, is advocated as a core element of the school curriculum. Its delivery, through formal and non-formal educational approaches, has been routinely recognised as an opportunity for…

  18. Enhancing the Undergraduate Industrial Engineering Curriculum: Defining Desired Characteristics and Emerging Topics

    Science.gov (United States)

    Eskandari, Hamidreza; Sala-Diakanda, Serge; Furterer, Sandra; Rabelo, Luis; Crumpton-Young, Lesia; Williams, Kent

    2007-01-01

    Purpose: This paper aims to present the results of an initial research study conducted to identify the desired professional characteristics of an industrial engineer with an undergraduate degree and the emerging topic areas that should be incorporated into the curriculum to prepare industrial engineering (IE) graduates for the future workforce.…

  19. Developing a Simulation-Based Mastery Learning Curriculum: Lessons From 11 Years of Advanced Cardiac Life Support.

    Science.gov (United States)

    Barsuk, Jeffrey H; Cohen, Elaine R; Wayne, Diane B; Siddall, Viva J; McGaghie, William C

    2016-02-01

    Curriculum development in medical education should follow a planned, systematic approach fitted to the needs and conditions of a local institutional environment and its learners. This article describes the development and maintenance of a simulation-based medical education curriculum on advanced cardiac life support skills and its transformation to a mastery learning program. Curriculum development used the Kern 6-step model involving problem identification and general needs assessment, targeted needs assessment, goals and objectives, educational strategies, implementation, and evaluation and feedback. Curriculum maintenance and enhancement and dissemination are also addressed. Transformation of the simulation-based medical education curriculum to a mastery learning program was accomplished after a 2-year phase-in trial. A series of studies spanning 11 years was performed to adjust the curriculum, improve checklist outcome measures, and evaluate curriculum effects as learning outcomes among internal medicine residents and improved patient care practices. We anticipate wide adoption of the mastery learning model for skill and knowledge acquisition and maintenance in medical education settings.

  20. Using a Systematic Approach and Theoretical Framework to Design a Curriculum for the Shaping Healthy Choices Program.

    Science.gov (United States)

    Linnell, Jessica D; Zidenberg-Cherr, Sheri; Briggs, Marilyn; Scherr, Rachel E; Brian, Kelley M; Hillhouse, Carol; Smith, Martin H

    2016-01-01

    To examine the use of a systematic approach and theoretical framework to develop an inquiry-based, garden-enhanced nutrition curriculum for the Shaping Healthy Choices Program. Curriculum development occurred in 3 steps: identification of learning objectives, determination of evidence of learning, and activity development. Curriculum activities were further refined through pilot-testing, which was conducted in 2 phases. Formative data collected during pilot-testing resulted in improvements to activities. Using a systematic, iterative process resulted in a curriculum called Discovering Healthy Choices, which has a strong foundation in Social Cognitive Theory and constructivist learning theory. Furthermore, the Backward Design method provided the design team with a systematic approach to ensure activities addressed targeted learning objectives and overall Shaping Healthy Choices Program goals. The process by which a nutrition curriculum is developed may have a direct effect on student outcomes. Processes by which nutrition curricula are designed and learning objectives are selected, and how theory and pedagogy are applied should be further investigated so that effective approaches to developing garden-enhanced nutrition interventions can be determined and replicated. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  1. Global curriculum in research literacy for the surgical oncologist.

    Science.gov (United States)

    Are, C; Yanala, U; Malhotra, G; Hall, B; Smith, L; Cummings, C; Lecoq, C; Wyld, L; Audisio, R A; Berman, R S

    2018-01-01

    The ability to provide optimal care to cancer patients depends on awareness of current evidence-based practices emanating from research or involvement in research where circumstances permit. The significant global variations in cancer-related research activity and its correlation to cancer-specific outcomes may have an influence on the care provided to cancer patients and their outcomes. The aim of this project is to develop a global curriculum in research literacy for the surgical oncologist. The leadership of the Society of Surgical Oncology and European Society of Surgical Oncology convened a global curriculum committee to develop a global curriculum in research literacy for the Surgical Oncologist. A global curriculum in research literacy is developed to incorporate the required domains considered to be essential to interpret the published research or become involved in research activity where circumstances permit. The purpose of this curriculum is to promote research literacy for the surgical oncologist, wherever they are based. It does not mandate direct research participation which may not be feasible due to restrictions within the local health-care delivery environment, socio-economic priorities and the educational environment of the individual institution where they work. A global curriculum in research literacy is proposed which may promote research literacy or encourage involvement in research activity where circumstances permit. It is hoped that this will enhance cancer-related research activity, promote awareness of optimal evidence-based practices and improve outcomes for cancer patients globally. Copyright © 2017 Society of Surgical Oncology, European Society of Surgical Oncology. Published by Elsevier Ltd.. All rights reserved.

  2. THE SECONDARY SCHOOL ENGLISH LANGUAGE READING CURRICULUM: A TEACHER’S PERCEPTIONS

    Directory of Open Access Journals (Sweden)

    Hazlina Abdullah

    2016-08-01

    Abstract The Secondary School English Language Reading Curriculum: A teacher’s Perceptions. The problem of reading comprehension is not unique to only Malaysian graduates. In fact many students experience comprehension difficulties. This, some sudents need explicit comprehension strategy instruction. A rational starting point for this discussion is by defining what reading is. It is then followed by a brief review on Communicative Language Teaching (CLT which is adopted in the Malaysian Form 5 English Language Reading Curriculum. Involving the writer, the reader and the text, reading is actually a communication process where a reader is seen to perform an active role in a reading process. Based on the many previous researches, it is obvious that the teacher’s role in aiding students’ reading comprehension skills is vital. This also reflects the importance of the reading curriculum, as teachers will impkement their reading instruction based on the outlined curriculum. It is hoped that this study may benefit those involved in the curriulum development and examination syndicate, to enhance the teaching and learning processes of reading in the second language, not only among teachers in Malaysia but also world-wide. Keywords: English language Reading Curriculum, reading comprehension skill

  3. Automotive Mechanics Curriculum Outline for Secondary Schools. Vocational Education Curriculum Guide.

    Science.gov (United States)

    Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

    This curriculum outline for secondary automotive mechanics is structured around Louisiana's Vocational-Technical Automotive Mechanics Curriculum. The curriculum is composed of 16 units of instruction, covering the following topics: benchwork, fundamentals of automotive engines, preventive maintenance, automotive brakes, steering and front…

  4. Integrating numerical computation into the undergraduate education physics curriculum using spreadsheet excel

    Science.gov (United States)

    Fauzi, Ahmad

    2017-11-01

    Numerical computation has many pedagogical advantages: it develops analytical skills and problem-solving skills, helps to learn through visualization, and enhances physics education. Unfortunately, numerical computation is not taught to undergraduate education physics students in Indonesia. Incorporate numerical computation into the undergraduate education physics curriculum presents many challenges. The main challenges are the dense curriculum that makes difficult to put new numerical computation course and most students have no programming experience. In this research, we used case study to review how to integrate numerical computation into undergraduate education physics curriculum. The participants of this research were 54 students of the fourth semester of physics education department. As a result, we concluded that numerical computation could be integrated into undergraduate education physics curriculum using spreadsheet excel combined with another course. The results of this research become complements of the study on how to integrate numerical computation in learning physics using spreadsheet excel.

  5. Howard's End: A Narrative Memoir of Political Contrivance, Neoconservative Ideology and the Australian History Curriculum

    Science.gov (United States)

    Taylor, Tony

    2009-01-01

    In August 2006, Australia's conservative prime minister John Howard convened a history summit in Canberra. The purported goal of the summit was the framing of a nationally-acceptable curriculum in Australian history. However, as this article suggests, Howard's hidden intention was to use the summit as a device for introducing a narrowly…

  6. Using Green Chemistry Principles as a Framework to Incorporate Research into the Organic Laboratory Curriculum

    Science.gov (United States)

    Lee, Nancy E.; Gurney, Rich; Soltzberg, Leonard

    2014-01-01

    Despite the accepted pedagogical value of integrating research into the laboratory curriculum, this approach has not been widely adopted. The activation barrier to this change is high, especially in organic chemistry, where a large number of students are required to take this course, special glassware or setups may be needed, and dangerous…

  7. DO STUDENTS PREFER RESEARCH AS A CURRICULUM IN MBBS?

    Directory of Open Access Journals (Sweden)

    Shantaraman

    2016-02-01

    Full Text Available BACKGROUND Biomedical research has very little representation in the graduate curriculum in India. Research and academic education operate in tandem and enhance critical appraisal skills of the students and orients them to evidence based medical practice in the years of their profession. It has been reported that students in medical schools report mixed interest in undertaking research during the study period. MATERIALS & METHODS This institute implements a short term student Research Program as a systemic annual curricular engagement. A questionnaire based assessment of the awareness, knowledge and attitude of MBBS students about research as a curricular activity was performed. RESULTS & CONCLUSION The responses of the medical students were tabulated and statistically analysed. Of the 347 respondents, 70.32% were aware that medical research was possible during the graduate course period in the medical school, in the current medical curriculum and 87.6% opined that research as a compulsory part of graduate medical curriculum was welcome.

  8. [Chicano Counselor Training: Curriculum and Beyond Curriculum].

    Science.gov (United States)

    Aleman, Ramon

    The particulars of the evolved curriculum and how the training has evolved around the change-agent concept are stressed in this presentation. The measure of success achieved in attempting to influence the staff and course of studies of the regular guidance department is also emphasized. The curriculum of this counselor training institute has, from…

  9. Doing Business with China: Curriculum Internationalisation through an Infusion Method

    Science.gov (United States)

    Jin, Byoungho; Swinney, Jane; Cao, Huantian; Muske, Glenn; Nam, Jinhee; Kang, Ji Hye

    2011-01-01

    The US apparel and textiles industry operates within an interdependent global system, necessitating workforces competent for day-to-day operations. The US workforce lacks preparedness in working globally; this study tests an infusion method of curriculum internationalisation to enhance students' global understanding. Four cognitive and…

  10. Curriculum Differential Enactment: The Interplay of Teacher, Class, and Curriculum Materials

    Science.gov (United States)

    Eisenmann, Tammy

    2011-01-01

    Curriculum materials' developers typically assume the existence of certain general social-educational classroom practices and norms. Conversely, the current study addresses the effects of context on curriculum enactment, focusing on the interrelations between teacher, class and curriculum materials. Each of the two case studies presented herein…

  11. Building a low carbon scenario for France. How a participatory approach can enhance social and economic acceptability

    International Nuclear Information System (INIS)

    Bibas, Ruben; Mathy, Sandrine; Fink, Meike

    2012-03-01

    This publication presents the French case study of the European ENCI-LowCarb research project: Engaging Civil Society in Low Carbon scenarios. The core activity of this project was the development of a methodology for the transparent integration of stakeholders' contributions in the scenario design process to enhance the stakeholders' acceptance of the resulting low carbon pathways. This attempt at integrating acceptability in scenario-making constitutes an important step to distinguish what is technically and economically feasible from what is acceptable. Today, a wide range of published scenarios emphasize the fact that they are built on public consultations or stakeholders' contributions. However, transparency is lacking concerning the methodology relative to how contributions were taken into account and translated into assumptions that can be used by the modeling tool. The project ENCI-LowCarb aimed at exploring this scientific gap. Energy scenarios outline possible low-carbon futures built around assumptions on fossil fuels prices evolution, technological choices and the mechanisms of energy demand and supply, among others. Scenarios are influential tools in political decision-making processes since they shed light on the long-term impacts of today's investment decisions, especially regarding infrastructures. This is why it is crucial that these pathways derive from discussions with main stakeholders. In this report, the French project team (CIRED and RAC-F) has the pleasure to present energy scenarios for France which derive from a collaborative scenario design process including the participation of a wide range of French stakeholders (civil society organizations including trade unions and non-governmental organizations, private companies, banks, statewide and local authorities). Participating stakeholders were asked to define or select acceptable CO 2 emissions mitigation measures. Their contributions were implemented in the technico-economic model Imaclim

  12. Engendering Curriculum History. Studies in Curriculum Theory Series

    Science.gov (United States)

    Hendry, Petra

    2011-01-01

    How can curriculum history be re-envisioned from a feminist, poststructuralist perspective? "Engendering Curriculum History" disrupts dominant notions of history as linear, as inevitable progress, and as embedded in the individual. This conversation requires a history that seeks "rememberance" not representation, "reflexivity" not linearity, and…

  13. Acceptance of irradiated food: an education issue

    International Nuclear Information System (INIS)

    Modanez, Leila

    2012-01-01

    The commercial use of irradiated food technology in Brazil has a slow growing due to misinterpretation by most Brazilian consumers, who have been mislead by wrong ideas about the meaning of what is nuclear energy. Researches indicate that consumers have difficult in accepting such a technology due to the confusion between the terms irradiation and radioactivity, which are often related to health risks. When properly informed about the process, its purpose and the benefits offered by food irradiation technology, most consumers react positively. Therefore, this work aims to: first, to evaluate the acceptance of irradiated foods by Brazilian consumers; second, to verify the teaching at school about the food irradiation process; third, to analyze the Brazilian school curriculum from elementary school to high school, regarding nuclear energy applications; then, to compare the content taught in Brazil with the content covered in other surveyed countries, such as France, United States, and China. The methodology of this study consisted of a systematic survey of the specific literature, and a questionnaire to verify the acceptance of irradiated food by Brazilian consumers. According to the researched bibliography, it was clear the recommendation of an early school education about the usage of nuclear energy, more specifically, food irradiation. Such a recommendation is due to the fact that the consulted costumers, in Brazil and other countries mentioned in this work, do not clearly understand the full benefits of irradiated food. Hence, education is fundamental for the acceptance of new technologies by consumers, as it is the case with irradiated food. (author)

  14. Evaluation of the Acceptance of Audience Response System by Corporations Using the Technology Acceptance Model

    Science.gov (United States)

    Chu, Hsing-Hui; Lu, Ta-Jung; Wann, Jong-Wen

    The purpose of this research is to explore enterprises' acceptance of Audience Response System (ARS) using Technology Acceptance Model (TAM). The findings show that (1) IT characteristics and facilitating conditions could be external variables of TAM. (2) The degree of E-business has positive significant correlation with behavioral intention of employees. (3) TAM is a good model to predict and explain IT acceptance. (4) Demographic variables, industry and firm characteristics have no significant correlation with ARS acceptance. The results provide useful information to managers and ARS providers that (1) ARS providers should focus more on creating different usages to enhance interactivity and employees' using intention. (2) Managers should pay attention to build sound internal facilitating conditions for introducing IT. (3) According to the degree of E-business, managers should set up strategic stages of introducing IT. (4) Providers should increase product promotion and also leverage academic and government to promote ARS.

  15. Refining teacher design capacity: mathematics teachers' interactions with digital curriculum resources

    NARCIS (Netherlands)

    Pepin, B.; Gueudet, G.; Trouche, L.

    2017-01-01

    The goal of this conceptual paper is to develop enhanced understandings of mathematics teacher design and design capacity when interacting with digital curriculum resources. We argue that digital resources in particular offer incentives and increasing opportunities for mathematics teachers’ design,

  16. Curriculum as a Discourse: Using Critical Discourse Analysis to Revive Curriculum Reconceptualists' Thought

    Science.gov (United States)

    Harb, Majed

    2017-01-01

    Curriculum reconceptualists seek to reshape the field of curriculum studies. Unlike traditional curricularists, they reprobate the technical approach of curriculum development because of its pure functional and managerial tendency. Reconceptualists look at curriculum from various philosophy-saturated perspectives. One of their claims is…

  17. Curriculum Online Review System: Proposing Curriculum with Collaboration

    Science.gov (United States)

    Rhinehart, Marilyn; Barlow, Rhonda; Shafer, Stu; Hassur, Debby

    2009-01-01

    The Curriculum Online Review System (CORS) at Johnson County Community College (JCCC) uses SharePoint as a Web platform for the JCCC Curriculum Proposals Process. The CORS application manages proposals throughout the approval process using collaboration tools and workflows to notify all stakeholders. This innovative new program has changed the way…

  18. Improving curriculum development practices in a technical vocational community college: examining effects of a professional development arrangement for middle managers

    NARCIS (Netherlands)

    Albashiry, Nabeel; Voogt, Joke; Pieters, Julius Marie

    2015-01-01

    Learning about curriculum development is critical for middle managers of technical vocational institutions in order to assume curriculum leadership in maintaining and enhancing the quality and relevance of their educational programs. This case study reports on the design and effects of a

  19. Midwifery education and technology enhanced learning: Evaluating online story telling in preregistration midwifery education.

    Science.gov (United States)

    Scamell, Mandie; Hanley, Thomas

    2018-03-01

    A major issue regarding the implementation of blended learning for preregistration health programmes is the analysis of students' perceptions and attitudes towards their learning. It is the extent of the embedding of Technology Enhanced Learning (TEL) into the higher education curriculum that makes this analysis so vital. This paper reports on the quantitative results of a UK based study that was set up to respond to the apparent disconnect between technology enhanced education provision and reliable student evaluation of this mode of learning. Employing a mixed methods research design, the research described here was carried to develop a reliable and valid evaluation tool to measure acceptability of and satisfaction with a blended learning approach, specifically designed for a preregistration midwifery module offered at level 4. Feasibility testing of 46 completed blended learning evaluation questionnaires - Student Midwife Evaluation of Online Learning Effectiveness (SMEOLE) - using descriptive statistics, reliability and internal consistency tests. Standard deviations and mean scores all followed predicted pattern. Results from the reliability and internal consistency testing confirm the feasibility of SMEOLE as an effective tool for measuring student satisfaction with a blended learning approach to preregistration learning. The analysis presented in this paper suggests that we have been successful in our aim to produce an evaluation tool capable of assessing the quality of technology enhanced, University level learning in Midwifery. This work can provide future benchmarking against which midwifery, and other health, blended learning curriculum planning could be structured and evaluated. Copyright © 2017 Elsevier Ltd. All rights reserved.

  20. "We Have a Right to Know": Exploring Consumer Opinions on Content, Design and Acceptability of Enhanced Alcohol Labels.

    Science.gov (United States)

    Vallance, Kate; Romanovska, Inna; Stockwell, Tim; Hammond, David; Rosella, Laura; Hobin, Erin

    2018-01-01

    This study aimed to refine content and design of an enhanced alcohol label to provide information that best supports informed drinking and to gauge consumer acceptability of enhanced alcohol labels among a subset of consumers. Five focus groups (n = 45) were conducted with stakeholders and the general public (age 19+) across one jurisdiction in northern Canada. Interviews were transcribed and analyzed using NVivo software. The majority of participants showed strong support for enhanced alcohol labels with an emphasis on the consumers' right to know about the health risks related to alcohol. Participants preferred larger labels that included standard drink (SD) information, national low-risk drinking guidelines presented as a chart with pictograms, cancer health messaging and a pregnancy warning. Supporting introduction of the labels with a web resource and an educational campaign was also recommended. Displaying enhanced labels on alcohol containers that include SD information, low-risk drinking guidelines and other health messaging in an accessible format may be an effective way to better inform drinkers about their consumption and increase awareness of alcohol-related health risks. Introduction of enhanced labels shows potential for consumer support. Focus group findings indicate strong support for enhanced alcohol labels displaying SD information, national drinking guidelines, health messaging and a pregnancy warning. Introduction of enhanced alcohol labels in tandem with an educational campaign may be an effective way to better inform Canadian drinkers and shows potential for consumer support. © The Author 2017. Medical Council on Alcohol and Oxford University Press. All rights reserved.

  1. Feasibility and Acceptability of a Gardening-Based Nutrition Education Program in Preschoolers from Low-Income, Minority Populations

    Science.gov (United States)

    Sharma, Shreela V.; Hedberg, Ann Marie; Skala, Katherine A.; Chuang, Ru-Jye; Lewis, Tamara

    2015-01-01

    Garden-based lessons are gaining popularity as a means of increasing fruit and vegetable intake among children. The study objective was to pilot test a garden-based preschool curriculum for feasibility and acceptability in Harris County Department of Education Head Start using qualitative and quantitative methods. A total of 103, 3- to 5-year-old…

  2. Why American curriculum research could enrich Swiss curriculum stud-ies

    OpenAIRE

    Brühwiler Ingrid

    2016-01-01

    Implementing American curriculum research in another country is very problematic and frequently undesired because curriculum studies are complex as there are differences in terms history research approaches and political and social contexts. Nevertheless it is worthwhile to consider some North American curriculum theories as the findings lead to an enriching understanding of schools and hence of curricula and society. In this article William Pinar’s method of “currere” is explained to determ...

  3. Developing a "clinical presentation" curriculum at the University of Calgary.

    Science.gov (United States)

    Mandin, H; Harasym, P; Eagle, C; Watanabe, M

    1995-03-01

    Currently, medical curricula are structured according to disciplines, body systems, or clinical problems. Beginning in 1988, the faculty of the University of Calgary Faculty of Medicine (U of C) carefully evaluated the advantages and disadvantages of each of these models in seeking to revise their school's curriculum. However, all three models fell short of a curricular structure based on current knowledge and principles of adult learning, clinical problem solving, community demands, and curriculum management. By 1991, the U of C had formulated a strategic plan for a revised curriculum structure based on the way patients present to physicians, and implementation of this plan has begun. In creating the new curriculum, 120 clinical presentations (e.g., "loss of consciousness/syncope") were defined and each was assigned to an individual or small group of faculty for development based on faculty expertise and interest. Terminal objectives (i.e., "what to do") were defined for each presentation to describe the appropriate clinical behaviors of a graduating physician. Experts developed schemes that outlined how they differentiated one cause (i.e., disease category) from another. The underlying enabling objectives (i.e., knowledge, skills, and attitudes) for reaching the terminal objectives for each clinical presentation were assigned as departmental responsibilities. A new administrative structure evolved in which there is a partnership between a centralized multidisciplinary curriculum committee and the departments. This new competency-based, clinical presentation curriculum is expected to significantly enhance students' development of clinical problem-solving skills and affirms the premise that prudent, continuous updating is essential for improving the quality of medical education.

  4. An Investigation of Curriculum Elements for the Enhancement of the Teaching-Learning Process

    Science.gov (United States)

    Zohrabi, Mohammad

    2011-01-01

    Any curriculum consists of several components: goals, disposition, duration, needs analysis, learners and teachers, exercises and activities, resources, ways of learning, skills to be acquired, lexis, language structure, and ability assessment. Before setting up a program or course of study, these components should be determined and described in…

  5. Examining the Gaps between Teaching and Learning in the Technology Curriculum within Taiwan's 9-Year Articulated Curriculum Reform from the Perspective of Curriculum Implementation

    Science.gov (United States)

    Lin, Kuen-Yi; Chang, Liang-Te; Tsai, Fu-Hsing; Kao, Chia-Pin

    2015-01-01

    Curriculum reform has frequently focused on the curriculum-development stage, overlooking considerations regarding curriculum implementation, which has led to reform failure. In this study, consideration was placed primarily on the curriculum implementation stage. The gaps between teachers' and students' perceptions of content, learning…

  6. Implementation of a novel population panel management curriculum among interprofessional health care trainees.

    Science.gov (United States)

    Kaminetzky, Catherine P; Beste, Lauren A; Poppe, Anne P; Doan, Daniel B; Mun, Howard K; Woods, Nancy Fugate; Wipf, Joyce E

    2017-12-22

    Gaps in chronic disease management have led to calls for novel methods of interprofessional, team-based care. Population panel management (PPM), the process of continuous quality improvement across groups of patients, is rarely included in health professions training for physicians, nurses, or pharmacists. The feasibility and acceptance of such training across different healthcare professions is unknown. We developed and implemented a novel, interprofessional PPM curriculum targeted to diverse health professions trainees. The curriculum was implemented annually among internal medicine residents, nurse practitioner students and residents, and pharmacy residents co-located in a large, academic primary care site. Small groups of interprofessional trainees participated in supervised quarterly seminars focusing on chronic disease management (e.g., diabetes mellitus, hypertension, or chronic obstructive pulmonary disease) or processes of care (e.g., emergency department utilization for nonacute conditions or chronic opioid management). Following brief didactic presentations, trainees self-assessed their clinic performance using patient-level chart review, presented individual cases to interprofessional staff and faculty, and implemented subsequent feedback with their clinic team. We report data from 2011 to 2015. Program evaluation included post-session participant surveys regarding attitudes, knowledge and confidence towards PPM, ability to identify patients for referral to interprofessional team members, and major learning points from the session. Directed content analysis was performed on an open-ended survey question. Trainees (n = 168) completed 122 evaluation assessments. Trainees overwhelmingly reported increased confidence in using PPM and increased knowledge about managing their patient panel. Trainees reported improved ability to identify patients who would benefit from multidisciplinary care or referral to another team member. Directed content analysis

  7. Thematic curriculum approach

    Directory of Open Access Journals (Sweden)

    Šefer Jasmina P.

    2003-01-01

    Full Text Available Thematic curriculum combines disciplines and media. The process is problem-oriented and the scenario most often follows the logic of exploring or storytelling. Those two approaches to teaching are appropriate because they fit into interdisciplinary and creative open-ended problem solving through play, as insisted upon by thematic curriculum. The matrix, where seven types of abilities intersect with five types of problems according to their degree of openness, defines well the outcomes of teaching. However, it did not prove to be suitable for planning the majority of activities in thematic curriculum, for it follows with difficulty the process of exploring or storytelling i.e. it disrupts the subject matter coherence of thematic curriculum. Therefore, it is suggested that matrix should be used for disciplinary curriculum planning but for that of thematic curriculum only in exclusive cases. The matrix should be used primarily as a framework for evaluating the distribution of various types of abilities and problem situations in teaching. The logic of diverse approaches to teaching reflects itself in the manner of planning and organizing the teaching process. Conceptual, visual-graphic, structural and other aids employed during educational process planning should suit the nature of the approach chosen. On the basis of qualitative investigations of educational process, in the present paper considerations are given to various approaches to teaching development of various drafts for the planning of teaching, and recognition of the logic of storytelling and exploring in thematic curriculum.

  8. Assessing Baccalaureate Advertising Education Outcome Utilizing Marketing Education Curriculum Development Strategies.

    Science.gov (United States)

    Ganahl, Dennis J.; Ganahl, Richard J., III

    The purpose of this paper is to compare and contrast the mission and scope of professional/baccalaureate advertising education with Marketing Education curriculum and instruction strategies to enhance advertising students' outcome. Sixty-five colleges and universities with advertising education departments, sequences, or areas of emphasis…

  9. Development of a death education curriculum model for the general public using DACUM method.

    Science.gov (United States)

    Kim, Yong-Ha; Ahn, Sang-Yoon; Lee, Chong-Hyung; Lee, Moo-Sik; Kim, Moon-Joon; Arma, Park; Hwang, Hye-Jeong; Song, Hyeon-Dong; Shim, Moon-Sook; Kim, Kwang-Hwan

    2016-05-18

    In order to analyze tasks of the death education curriculum for the public, DACUM method was used. A committee for DACUM was gathered and a survey was conducted on professors of health care, humanities and social sciences for an interdisciplinary study. In the survey used to verify the model for death education for the public, a compilation based on difficulty and importance factor shows that the 27 tasks including the psychological changes in terminally ill or suicidal patients, healing of stress, acceptance and understanding of death and suicide prevention were identified as needing to be included in the curriculum. The data thus concluded will have to be reviewed when they are applied to actual education to revise the education program to make it more appropriate.

  10. Enhancing technology acceptance: The role of the subsurface contaminants focus area external integration team

    International Nuclear Information System (INIS)

    Kirwan-Taylor, H.; McCabe, G.H.; Lesperance, A.; Kauffman, J.; Serie, P.; Dressen, L.

    1996-09-01

    The US DOE is developing and deploying innovative technologies for cleaning up its contaminated facilities using a market-oriented approach. This report describes the activities of the Subsurface Contaminant Focus Area's (SCFA) External Integration Team (EIT) in supporting DOE's technology development program. The SCFA program for technology development is market-oriented, driven by the needs of end users. The purpose of EIT is to understand the technology needs of the DOE sites and identify technology acceptance criteria from users and other stakeholders to enhance deployment of innovative technologies. Stakeholders include regulators, technology users, Native Americans, and environmental and other interest groups. The success of this national program requires close coordination and communication among technology developers and stakeholders to work through all of the various phases of planning and implementation. Staff involved must be willing to commit significant amounts of time to extended discussions with the various stakeholders

  11. Enhancing technology acceptance: The role of the subsurface contaminants focus area external integration team

    Energy Technology Data Exchange (ETDEWEB)

    Kirwan-Taylor, H.; McCabe, G.H. [Battelle Seattle Research Center, WA (United States); Lesperance, A. [Pacific Northwest National Lab., Richland, WA (United States); Kauffman, J.; Serie, P.; Dressen, L. [EnvironIssues (United States)

    1996-09-01

    The US DOE is developing and deploying innovative technologies for cleaning up its contaminated facilities using a market-oriented approach. This report describes the activities of the Subsurface Contaminant Focus Area`s (SCFA) External Integration Team (EIT) in supporting DOE`s technology development program. The SCFA program for technology development is market-oriented, driven by the needs of end users. The purpose of EIT is to understand the technology needs of the DOE sites and identify technology acceptance criteria from users and other stakeholders to enhance deployment of innovative technologies. Stakeholders include regulators, technology users, Native Americans, and environmental and other interest groups. The success of this national program requires close coordination and communication among technology developers and stakeholders to work through all of the various phases of planning and implementation. Staff involved must be willing to commit significant amounts of time to extended discussions with the various stakeholders.

  12. Analyzing the Curriculum of the Faculty of Medicine, University of Gezira using Harden's 10 questions framework.

    Science.gov (United States)

    Ahmed, Yasar Albushra; Alneel, Salma

    2017-04-01

    objectives. It presents a structured, conceptual framework that supports the validity of the assumption behind the curriculum. The curriculum enhances intellectual and academic pursuits and supports social accountability.

  13. CurriM : Curriculum mining (Poster)

    NARCIS (Netherlands)

    Pechenizkiy, M.; Trcka, N.; De Bra, P.M.E.; Toledo, P.

    2012-01-01

    Curriculum mining includes three main kinds of tasks: (i) actual curriculum model discovery, i.e. constructing complete and compact academic curriculum models that are able to reproduce the observed behavior of students, (ii) curriculum model conformance checking, i.e. checking whether the observed

  14. International Curriculums.

    Science.gov (United States)

    Neal, Larry L.

    This workshop presentation on international curriculums in the field of parks, recreation, leisure, cultural services, and travel/tourism comments that the literature is replete with articles addressing what the field is about, but not about curriculum issues, models, and structure. It reports an international survey of 12 college educators…

  15. Engaging Stakeholders in Curriculum Development

    Science.gov (United States)

    Wood, Jo Nell

    2010-01-01

    This article investigates the importance of parent and community engagement in curriculum development, along with curriculum leadership, engaging stakeholders, and the importance of curriculum. Parent and community member engagement is examined in light of curriculum committee participation as reported by Missouri superintendents. Survey responses…

  16. The Global Awareness Curriculum in International Business Programs: A Critical Perspective

    Science.gov (United States)

    Witte, Anne E.

    2010-01-01

    Designing educational sequences that enhance the cognitive, behavioral, and critical skills of a diverse learning community seeking global competencies, requires mindfulness of different international educational models, a tailored curriculum designed to build different types of awareness learning, and clarity in targeted outputs keeping in mind a…

  17. Systemic Changes in the Undergraduate Chemistry Curriculum Program Awards

    Science.gov (United States)

    1995-07-01

    The National Science Foundation has awarded over 10 million in awards to four coalitions in the first round of full awards in the Systemic Changes in the Undergraduate Chemistry Curriculum program. Overall, more than 50 institutions, ranging from large universities to four-year and community colleges, are formally involved in these projects. Each of the projects will involve five years of curricular development and evaluation and dissemination of the results by the participating institutions, as described in the abstracts below. We encourage faculty who are interested in becoming involved in any of these projects to contact the appropriate coalition. In addition, we expect to begin offering an emphasis in 1997 under the Course and Curriculum Development program in which faculty can request funds to assist them in adapting and adopting at their own institutions curricular innovations that have been developed by these coalitions. Another round of proposals for full awards was accepted in June of 1995, and we expect to make one more award in the program during FY1996. We do not expect to accept proposals for either planning or full grants in this program in June of 1996. However, the regular Course and Curriculum Development program will continue to accept and fund proposals requesting support for smaller-scale changes in the chemistry curriculum. ChemLinks Coalition: Making Chemical Connections Brock Spencer Beloit College, Beloit, WI 53511 DUE 9455918: FY1995, 705,000; FY 1996, 655,000; FY1997, 655,000; FY1998, 350,00; FY1999, 350,000 The ChemLinks Coalition is undertaking a five-year project to change the way students learn chemistry, increase scientific literacy for all students taking chemistry, and promote the process of educational reform. In collaboration with the ModularChem Consortium, faculty are developing, testing, and disseminating modular course materials that use active and collaborative approaches to learning. These materials, focused on the first two

  18. Integrated Model for E-Learning Acceptance

    Science.gov (United States)

    Ramadiani; Rodziah, A.; Hasan, S. M.; Rusli, A.; Noraini, C.

    2016-01-01

    E-learning is not going to work if the system is not used in accordance with user needs. User Interface is very important to encourage using the application. Many theories had discuss about user interface usability evaluation and technology acceptance separately, actually why we do not make it correlation between interface usability evaluation and user acceptance to enhance e-learning process. Therefore, the evaluation model for e-learning interface acceptance is considered important to investigate. The aim of this study is to propose the integrated e-learning user interface acceptance evaluation model. This model was combined some theories of e-learning interface measurement such as, user learning style, usability evaluation, and the user benefit. We formulated in constructive questionnaires which were shared at 125 English Language School (ELS) students. This research statistics used Structural Equation Model using LISREL v8.80 and MANOVA analysis.

  19. Curriculum Development in Geomorphology.

    Science.gov (United States)

    Gregory, Kenneth J.

    1988-01-01

    Examines the context of present curriculum development in geomorphology and the way in which it has developed in recent years. Discusses the content of the geomorphology curriculum in higher education and the consequences of curriculum development together with a consideration of future trends and their implications. (GEA)

  20. Genetically Modified Food in Perspective: An Inquiry-Based Curriculum to Help Middle School Students Make Sense of Tradeoffs. Research Report

    Science.gov (United States)

    Seethaler, Sherry; Linn, Marcia

    2004-01-01

    To understand how students learn about science controversy, this study examines students' reasoning about tradeoffs in the context of a technology-enhanced curriculum about genetically modified food. The curriculum was designed and refined based on the Scaffolded Knowledge Integration Framework to help students sort and integrate their initial…

  1. Residential proximinity, perceived and acceptable risk

    International Nuclear Information System (INIS)

    Rogers, G.O.

    1984-01-01

    This paper focuses on the relationship between the life experiences associated with residential proximity, and the perception and acceptability of the risks associated with generating electricity in nuclear power plants. Perceived risk is operationally defined in terms of estimated likelihood of occurrence, while acceptability of nuclear power is defined in terms of people's favorable or unfavorable opinions regarding nuclear power plants. In the context of a simple social-structural model of perceived and acceptable risk, four potential explanations for enhanced acceptability among those residentially proximate with nuclear facilities are examined: residents, through the experience of living with hazard, are reinforced toward assigning lower probabilities to the potential risks associated with nuclear facilities; the cognitive dissonance created by the acceptance of the risks associated with nuclear power is decreased by reducing perceived risk; nuclear neighbors are predisposed toward, educated about, and/or economically dependent upon nuclear power hence the more favorable attitudes toward it; nearby residents are systematically more altruistic--other oriented--than the general population and thus more willing to bear the risks associated with nuclear power

  2. Teaching medical students a clinical approach to altered mental status: simulation enhances traditional curriculum

    Directory of Open Access Journals (Sweden)

    Jeremy D. Sperling

    2013-04-01

    Full Text Available Introduction: Simulation-based medical education (SBME is increasingly being utilized for teaching clinical skills in undergraduate medical education. Studies have evaluated the impact of adding SBME to third- and fourth-year curriculum; however, very little research has assessed its efficacy for teaching clinical skills in pre-clerkship coursework. To measure the impact of a simulation exercise during a pre-clinical curriculum, a simulation session was added to a pre-clerkship course at our medical school where the clinical approach to altered mental status (AMS is traditionally taught using a lecture and an interactive case-based session in a small group format. The objective was to measure simulation's impact on students’ knowledge acquisition, comfort, and perceived competence with regards to the AMS patient. Methods: AMS simulation exercises were added to the lecture and small group case sessions in June 2010 and 2011. Simulation sessions consisted of two clinical cases using a high-fidelity full-body simulator followed by a faculty debriefing after each case. Student participation in a simulation session was voluntary. Students who did and did not participate in a simulation session completed a post-test to assess knowledge and a survey to understand comfort and perceived competence in their approach to AMS. Results: A total of 154 students completed the post-test and survey and 65 (42% attended a simulation session. Post-test scores were higher in students who attended a simulation session compared to those who did not (p<0.001. Students who participated in a simulation session were more comfortable in their overall approach to treating AMS patients (p=0.05. They were also more likely to state that they could articulate a differential diagnosis (p=0.03, know what initial diagnostic tests are needed (p=0.01, and understand what interventions are useful in the first few minutes (p=0.003. Students who participated in a simulation session

  3. Teaching learning methods of an entrepreneurship curriculum.

    Science.gov (United States)

    Esmi, Keramat; Marzoughi, Rahmatallah; Torkzadeh, Jafar

    2015-10-01

    One of the most significant elements of entrepreneurship curriculum design is teaching-learning methods, which plays a key role in studies and researches related to such a curriculum. It is the teaching method, and systematic, organized and logical ways of providing lessons that should be consistent with entrepreneurship goals and contents, and should also be developed according to the learners' needs. Therefore, the current study aimed to introduce appropriate, modern, and effective methods of teaching entrepreneurship and their validation. This is a mixed method research of a sequential exploratory kind conducted through two stages: a) developing teaching methods of entrepreneurship curriculum, and b) validating developed framework. Data were collected through "triangulation" (study of documents, investigating theoretical basics and the literature, and semi-structured interviews with key experts). Since the literature on this topic is very rich, and views of the key experts are vast, directed and summative content analysis was used. In the second stage, qualitative credibility of research findings was obtained using qualitative validation criteria (credibility, confirmability, and transferability), and applying various techniques. Moreover, in order to make sure that the qualitative part is reliable, reliability test was used. Moreover, quantitative validation of the developed framework was conducted utilizing exploratory and confirmatory factor analysis methods and Cronbach's alpha. The data were gathered through distributing a three-aspect questionnaire (direct presentation teaching methods, interactive, and practical-operational aspects) with 29 items among 90 curriculum scholars. Target population was selected by means of purposive sampling and representative sample. Results obtained from exploratory factor analysis showed that a three factor structure is an appropriate method for describing elements of teaching-learning methods of entrepreneurship curriculum

  4. Teaching learning methods of an entrepreneurship curriculum

    Directory of Open Access Journals (Sweden)

    KERAMAT ESMI

    2015-10-01

    teaching-learning methods of entrepreneurship curriculum. Moreover, the value for Kaiser Meyer Olkin measure of sampling adequacy equaled 0.72 and the value for Bartlett’s test of variances homogeneity was significant at the 0.0001 level. Except for internship element, the rest had a factor load of higher than 0.3. Also, the results of confirmatory factor analysis showed the model appropriateness, and the criteria for qualitative accreditation were acceptable. Conclusion: Developed model can help instructors in selecting an appropriate method of entrepreneurship teaching, and it can also make sure that the teaching is on the right path. Moreover, the model is comprehensive and includes all the effective teaching methods in entrepreneurship education. It is also based on qualities, conditions, and requirements of Higher Education Institutions in Iranian cultural environment.

  5. [Acceptance and mindfulness-based cognitive-behavioral therapies].

    Science.gov (United States)

    Ngô, Thanh-Lan

    2013-01-01

    achieve specific goals. They focus on the present moment rather than on historical causes. However, they also present significant differences: control vs acceptance of thoughts, focus on cognition vs behavior, focus on the relationship between the individual and his thoughts vs cognitive content, goal of modifying dysfunctional beliefs vs metacognitive processes, use of experiential vs didactic methods, focus on symptoms vs quality of life, strategies used before vs after the unfolding of full emotional response. The main interventions based on mindfulness meditation and acceptance are: Acceptance and Commitment Therapy, Functional Analytic Therapy, the expanded model of Behavioral Activation, Metacognitive Therapy, Mindfulness based Cognitive Therapy, Dialectic Behavior Therapy, Integrative Behavioral Couples Therapy and Compassionate Mind Training. These are described in this article. They offer concepts and techniques which might enhance therapeutic efficacy. They teach a new way to deploy attention and to enter into a relationship with current experience (for example, defusion) in order to diminish cognitive reactivity, a maintenance factor for psychopathology, and to enhance psychological flexibility. The focus on cognitive process, metacognition as well as cognitive content might yield additional benefits in therapy. It is possible to combine traditional CBT with third wave approaches by using psychoeducation and cognitive restructuring in the beginning phases of therapy in order to establish thought bias and to then encourage acceptance of internal experiences as well as exposure to feared stimuli rather than to continue to use cognitive restructuring techniques. Traditional CBT and third wave approaches seem to impact different processes: the former enhance the capacity to observe and describe experiences and the latter diminish experiential avoidance and increase conscious action as well as acceptance. The identification of personal values helps to motivate the

  6. State-Based Curriculum-Making: Approaches to Local Curriculum Work in Norway and Finland

    Science.gov (United States)

    Mølstad, Christina Elde

    2015-01-01

    This article investigates how state authorities in Norway and Finland design national curriculum to provide different policy conditions for local curriculum work in municipalities and schools. The topic is explored by comparing how national authorities in Norway and Finland create a scope for local curriculum. The data consist of interviews with…

  7. Development of the Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills program for adults on the autism spectrum: Results of initial study.

    Science.gov (United States)

    Baker-Ericzén, Mary J; Fitch, Meghan A; Kinnear, Mikaela; Jenkins, Melissa M; Twamley, Elizabeth W; Smith, Linda; Montano, Gabriel; Feder, Joshua; Crooke, Pamela J; Winner, Michelle G; Leon, Juan

    2018-01-01

    The population of adults on the autism spectrum continues to increase, and vocational outcomes are particularly poor. Longitudinal studies of adults with autism spectrum and without intellectual disability have shown consistent and persistent deficits across cognitive, social, and vocational domains, indicating a need for effective treatments of functional disabilities as each impact employment. This initial pilot study is an open trial investigation of the feasibility, acceptability, and initial estimates of outcomes for the newly developed Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills intervention, a manualized "soft skills" curriculum, to enhance both cognitive and social development in adults with autism spectrum. A total of eight adults with autism spectrum, without intellectual disability (78% males), participated in the study. Results support the original hypothesis that adults with autism spectrum can improve both cognitive (i.e. executive functioning) and social cognitive (i.e. social thinking and social communication) abilities. Further Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills was found to be feasible, acceptable, and highly satisfactory for participants and parents. Employment rates more than doubled post-intervention, with an increase from 22% to 56% of participants employed. Conclusion is that Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills has promise as an intervention that can be easily embedded into exiting supported employment vocational training programs to improve cognitive, social, and vocational outcomes.

  8. What does the Development of the European Core Curriculum for Cardiovascular Nurses Mean for Australia?

    Science.gov (United States)

    Neubeck, Lis; Lin, Stella Hsi-Man; Ferry, Cate; Gallagher, Robyn

    2016-04-01

    A core curriculum for the continuing professional development of nurses has recently been published by the Council on Cardiovascular Nursing and Allied Professions of the European Society of Cardiology. This core curriculum was envisaged to bridge the educational gap between qualification as a nurse and an advance practice role. In addition, the shared elements and international consensus on core themes creates a strong pathway for nursing career development that is directly relevant to Australia. Education programs for nurses in Australia must meet the mandatory standards of the Australian Nursing and Midwifery Accreditation Council (ANMAC), but without a national core curriculum, there can be considerable variation in the content of such courses. The core curriculum is developed to be adapted locally, allowing the addition of nationally relevant competencies, for example, culturally appropriate care of Aboriginal and Torres Strait Islander individuals. Two existing specialist resources could be utilised to deliver a tailored cardiovascular core curriculum; the Heart Education Assessment and Rehabilitation Toolkit (HEART) online (www.heartonline.org.au) and HeartOne (www.heartone.com.au). Both resources could be further enhanced by incorporating the core curriculum. The release of the European core curriculum should be viewed as a call to action for Australia to develop a core curriculum for cardiovascular nurses. Copyright © 2015 Australian and New Zealand Society of Cardiac and Thoracic Surgeons (ANZSCTS) and the Cardiac Society of Australia and New Zealand (CSANZ). Published by Elsevier B.V. All rights reserved.

  9. Risk analysis for new nuclear waste sites: Will it generate public acceptance?

    International Nuclear Information System (INIS)

    Inhaber, H.

    1993-01-01

    This report discusses public acceptance of radioactive waste facilities and what seems to be increasingly militant stances against such facilities. The role of risk assessment in possibly enhancing public acceptance is investigated

  10. The effect of salt replacers and flavor enhancer on the processing characteristics and consumer acceptance of turkey sausages.

    Science.gov (United States)

    Pietrasik, Zeb; Gaudette, Nicole J

    2015-07-01

    Producing high-quality processed meats that contain reduced amounts of sodium chloride is a major challenge facing industry owing to the importance of sodium chloride toward the functional, microbial stability and sensory properties of these products. In order to create reduced sodium alternatives, a number of commercial salt replacers and flavor enhancers have entered the market; however, their ability to be applied in processed meats requires investigation. In this study, two salt replacers (Ocean's Flavor - OF45, OF60) and one flavor enhancer (Fonterra™ Savoury Powder - SP) were evaluated for their ability to effectively reduce sodium while maintaining the functional and sensory properties of turkey sausages. Functionality via instrumental measures (yield, purge loss, pH, expressible moisture, proximate composition, sodium content, color, texture), safety (microbiological assessment) and consumer acceptability were obtained on all samples. All non-control treatments resulted in products with sodium chloride contents below Canada's Health Check™ Program target for processed meats. There was no detrimental effect on water binding and texture in treatments when NaCl was substituted with OF60 sea salt replacers. Sodium reduction had no negative effect on the shelf life of the turkey sausages with up to 60 days of refrigerated storage. Consumer acceptability for all attributes did not differ significantly, except for aftertaste, which scored lowest for OF45 compared with the control (regular NaCl content). This work demonstrated that salt replacers could potentially substitute for NaCl in smoked turkey sausages; however, further flavor optimization may be required to suppress undesirable levels of bitterness elicited by some of these ingredients. © 2014 Society of Chemical Industry.

  11. State-Based Curriculum-Making, Part 2, the Tool-Kit for the State's Curriculum-Making

    Science.gov (United States)

    Westbury, Ian; Sivesind, Kirsten

    2016-01-01

    The paper identifies three tools that support the administrative instrument of a state-based curriculum commission: compartmentalization, licensing, and segmentation. These tools channel the state's curriculum-making towards forms of symbolic rather than regulatory action. The state curriculum becomes a framework for the ideological governance of…

  12. Applying the Technology Acceptance Model and flow theory to Cyworld user behavior: implication of the Web2.0 user acceptance.

    Science.gov (United States)

    Shin, Dong-Hee; Kim, Won-Yong; Kim, Won-Young

    2008-06-01

    This study explores attitudinal and behavioral patterns when using Cyworld by adopting an expanded Technology Acceptance Model (TAM). A model for Cyworld acceptance is used to examine how various factors modified from the TAM influence acceptance and its antecedents. This model is examined through an empirical study involving Cyworld users using structural equation modeling techniques. The model shows reasonably good measurement properties and the constructs are validated. The results not only confirm the model but also reveal general factors applicable to Web2.0. A set of constructs in the model can be the Web2.0-specific factors, playing as enhancing factor to attitudes and intention.

  13. Curriculum theory in physical education

    Science.gov (United States)

    Jewett, Ann E.

    1989-03-01

    Primary current concerns of curriculum theorists in sport and physical education relate to clarification of value orientations underlying curricular decision-making, selection and statement of curriculum goals, identification and organization of programme content, and the process of curriculum change. Disciplinary mastery is the most traditional value orientation and that which is most frequently found in practice. Curriculum theorists have identified four other value orientations for study: social reconstruction, self-actualization, learning process, and ecological validity. Health-related fitness and the development of motor skills have long been the primary goals of physical education. In recent years, however, curriculum specialists have begun to assign higher priorities to goals of personal integration and challenge, of social development and multicultural understanding. There is general agreement that human movement activities constitute the subject-matter of the sport and physical education curriculum. Differences exist, however, as to how learning activities should be selected for particular programmes. The current trend in seeking better understanding of content is toward studying the operational curriculum with particular attention to the historical and social contexts. An important contemporary focus is the need to translate short-term results into lifestyle changes. The curriculum in sports and physical education should be viewed as a multitude of possibilities.

  14. Enhancing local distinctiveness fosters public acceptance of tidal energy: A UK case study

    International Nuclear Information System (INIS)

    Devine-Wright, Patrick

    2011-01-01

    Tidal energy has the technical potential to form part of a low carbon electricity sector, however, its 'social potential' is less clear, as few empirical studies of public beliefs and responses have been conducted to date. This research addressed this gap by investigating a tidal energy convertor in Northern Ireland, said to be the first grid-connected device of its kind in the world. Data was collected from 313 residents of two nearby villages using mixed methods, guided by a conceptual framework that avoided 'NIMBY' assumptions and instead drew on place theory. Findings indicated strong support for the project, arising from beliefs that the project enhanced local distinctiveness by 'putting the area on the map worldwide'; appeared visually familiar and helped tackle climate change. These positive beliefs outweighed concerns about outcome and process aspects, which were preponderant in one of the two villages. The project was interpreted to have few positive local economic outcomes, to potentially threaten local livelihoods and local ecology. Moreover, residents expressed cynicism about consultation procedures, and reported low levels of behavioural engagement. Implications of the findings for the literature on public acceptance of renewable energy, and for the emerging marine energy sector specifically, are discussed.

  15. Does integrating research into the prosthetics and orthotics undergraduate curriculum enhance students' clinical practice? An interview study on students' perception.

    Science.gov (United States)

    Al Qaroot, Bashar S; Sobuh, Mohammad

    2016-06-01

    Problem-based learning (where rather than feeding students the knowledge, they look for it themselves) has long been thought of as an ideal approach in teaching because it would encourage students to acquire knowledge from an undetermined medium of wrong and right answers. However, the effect of such approach in the learning experience of prosthetics and orthotics students has never been investigated. This study explores the implications of integrating problem-based learning into teaching on the students' learning experience via implementing a research-informed clinical practice module into the curriculum of last year prosthetics and orthotics undergraduate students at the University of Jordan (Amman, Jordan). Qualitative research pilot study. Grounded theory approach was used based on the data collected from interviewing a focus group of four students. Students have identified a number of arguments from their experience in the research-informed clinical practice where, generally speaking, students described research-informed clinical practice as a very good method of education. Integrating problem-based learning into teaching has many positive implications. In particular, students pointed out that their learning experience and clinical practice have much improved after the research-informed clinical practice. Findings from this investigation demonstrate that embedding problem-based learning into prosthetics and orthotics students' curriculum has the potential to enhance students' learning experience, particularly students' evidence-based practice. This may lead to graduates who are more knowledgeable and thus who can offer the optimal patient care (i.e. clinical practice). © The International Society for Prosthetics and Orthotics 2014.

  16. Project-Based Learning in Post-WWII Japanese School Curriculum: An Analysis via Curriculum Orientations

    Science.gov (United States)

    Nomura, Kazuyuki

    2017-01-01

    In the 2000s, the new national curriculum, dubbed as the "yutori curriculum," introduced a new subject for project-based learning "Integrated Study" as its prominent feature. Comparing curriculum orientations in project-based learning in three historical periods after the WWII including Integrated Study, this paper aims to…

  17. ICT security curriculum or how to respond to current global challenges

    Directory of Open Access Journals (Sweden)

    Marian Silviu Poboroniuc

    2017-01-01

    Full Text Available The paper presents some results obtained through the implementation of the Erasmus LLP “SALEIE” (Strategic Alignment of Electrical and Information Engineering in European Higher Education Institutions. The aim of the project was to bring together experts from European universities to enhance the competitiveness of Electrical and Information Engineering (EIE education within Europe, especially in relation to modern global technical challenges and to provide higher education models in a few EIE fields in accordance with these challenges. One of the outcomes of the project was a new ICT (Information and Computer Technology Security curriculum for bachelor and master levels. The research methodology comprised such stages as: identifying the most important current global challenges, conducting a survey related to existing EIE programs in order to establish the top-level criteria for an EIE curriculum, analyzing the results of the survey, obtaining the industry feedback related to technical and non-technical skills required for the specific field, and proposing a new curriculum for ICT Security programmes to respond to the modern technical challenges and to meet the needs of the industry, students, academics and graduates. As future work we will focus on stakeholder assessment in the EIE field and, based on the resulting feedback, on improving the ICT Security curriculum.

  18. How To Make a Curriculum: The 1987 Guidelines for Curriculum Development in the Norwegian High School--A New Paradigma in Curriculum Development Practice?

    Science.gov (United States)

    Gundem, Bjorg B.

    This paper relates to a research project on the history and current practice of curriculum administration in Norway. An elaboration is provided on the changing high school system and the growing impact of curriculum scholarship on curriculum development. The discussion revolves around three objectives: (1) to determine if the newly formulated set…

  19. Mountain-Plains Curriculum.

    Science.gov (United States)

    Mountain-Plains Education and Economic Development Program, Inc., Glasgow AFB, MT.

    The document lists the Mountain-Plains curriculum by job title (where applicable), including support courses. The curriculum areas covered are mathematics skills, communication skills, office education, lodging services, food services, marketing and distribution, welding support, automotive, small engines, career guidance, World of Work, health…

  20. Analyzing the curriculum of the faculty of medicine, University of Gezira using Harden’s 10 questions framework

    Directory of Open Access Journals (Sweden)

    YASAR ALBUSHRA AHMED

    2017-05-01

    curriculum supports the well-written faculty missions and educational objectives. It presents a structured, conceptual framework that supports the validity of the assumption behind the curriculum. The curriculum enhances intellectual and academic pursuits and supports social accountability.

  1. The teacher and the curriculum;

    DEFF Research Database (Denmark)

    Priestley, M.; Biesta, G.; Philippou, Stavroula

    2015-01-01

    A key debate in the curriculum field has centred on the extent to which teachers should or could achieve agency over the curriculum they enact. Risks to teacher agency have come from top-down control of curricula, either through input regulation (prescription of content, methods and/or teaching m...... with a discussion of why it is important to understand and take into account teacher agency, when formulating and developing curriculum policy.......A key debate in the curriculum field has centred on the extent to which teachers should or could achieve agency over the curriculum they enact. Risks to teacher agency have come from top-down control of curricula, either through input regulation (prescription of content, methods and/or teaching...

  2. Measuring the Moderating Effect of Gender and Age on E-Learning Acceptance in England: A Structural Equation Modeling Approach for an Extended Technology Acceptance Model

    Science.gov (United States)

    Tarhini, Ali; Hone, Kate; Liu, Xiaohui

    2014-01-01

    The success of an e-learning intervention depends to a considerable extent on student acceptance and use of the technology. Therefore, it has become imperative for practitioners and policymakers to understand the factors affecting the user acceptance of e-learning systems in order to enhance the students' learning experience. Based on an extended…

  3. Whatever Happened to Curriculum Theory? Critical Realism and Curriculum Change

    Science.gov (United States)

    Priestley, Mark

    2011-01-01

    In the face of what has been characterised by some as a "crisis" in curriculum--an apparent decline of some aspects of curriculum studies combined with the emergence of new types of national curricula which downgrade knowledge--some writers have been arguing for the use of realist theory to address these issues. This article offers a…

  4. Curriculum Prototypes and the Seven Dwarfs.

    Science.gov (United States)

    Chapman, Shirley

    Jonathan Culler's notion, that each change of perspective a reader makes brings something different from the text, is explored by using four curricula. They are: the traditional language arts curriculum, an active reading comprehension curriculum, a psychology curriculum, and a feminist curriculum. By analyzing the same text, "Snow White and…

  5. Improving education in primary care: development of an online curriculum using the blended learning model

    Directory of Open Access Journals (Sweden)

    Lewin Linda

    2009-06-01

    Full Text Available Abstract Background Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles. Methods This course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at http://casemed.case.edu/cpcp/curriculum. Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course. Results Participating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam. Conclusion Students found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.

  6. School Leadership and Curriculum: German Perspectives

    Science.gov (United States)

    Huber, Stephan; Tulowitzki, Pierre; Hameyer, Uwe

    2017-01-01

    This article looks at the role of school leadership vis-à-vis the curriculum. First, it offers a brief overview of school leadership in Germany. Next, curriculum development and curriculum research in Germany is briefly recapped. We present empirical data on school leadership preferences, strain experience, and practices as to curriculum work.…

  7. CURRICULUM POLICY MAKERS PERCEPTIONS OF CURRICULUM DEVELOPMENT PROCESS BASED ON SOLO TAXONOMY IN SECONDARY LEVEL SCHOOLS IN SRI LANKA

    OpenAIRE

    P. H. Kusumawathie; Norhisham Mohamad; Ferdous Azam

    2017-01-01

    Purpose: The purpose of this study is to explore the conceptual awareness of curriculum policy makers on curriculum development process based on SOLO Taxonomy curriculum approach in secondary level schools. Further, the study explored the relationship between the curriculum development inputs and the SOLO based curriculum development process. The curriculum development inputs are teacher effectiveness, school community, school environment and technology availability. Method: Data was collecte...

  8. The same teacher, the same curriculum materials, different schools: What is the enacted curriculum?

    Science.gov (United States)

    Eisenmann, Tammy

    This research examines how the same teacher implements the same curriculum material in two different schools. The aim of the study is to examine how the enacted algebra curriculum may change when the same teacher enacts the same written curriculum materials in different classes. This research comprises two case studies. Each case examines one teacher who taught the beginning of the mathematical topic "equivalent algebraic expressions", to two 7th grade classes from different schools. The same textbook was used in all four classes. The data collected includes: 1. Observations: 25930 lessons throughout the school year in each of the participating classes; Other mathematics classes in each of the schools; Other non9mathematics classes in the participating classes. A total of 130 lessons were observed. The observations included continuous observations of the teaching of "equivalent algebraic expressions" (15919 lessons) in each class. These observations are the main data source of this research; 2. Interviews with the teachers; 3. Informal conversations; and 4. Field notes. The data was analyzed both through quantitative and qualitative analysis. The research focuses on the following two aspects of the enacted curriculum: implementation of the recommendation that appeared in the curriculum materials and the types of algebraic activity that the students were exposed to during the teaching of the mathematical topic. Kieran's framework (Kieran, 1996, 2004), which distinguishes between three types of algebraic activities 9 generational, transformational and global/meta9level 9 was employed for the examination of the algebraic activities. Comparisons were made for two aspects of the research: between the enacted curriculum in each of the classes and the curriculum materials; and between each of the classes taught by same teacher. It was found that in case study 1, that examined teacher Sara and schools Carmel and Tavor -- most of the recommendations for instruction that

  9. Anatomy as the Backbone of an Integrated First Year Medical Curriculum: Design and Implementation

    Science.gov (United States)

    Klement, Brenda J.; Paulsen, Douglas F.; Wineski, Lawrence E

    2011-01-01

    Morehouse School of Medicine chose to restructure its first year medical curriculum in 2005. The anatomy faculty had prior experience in integrating courses, stemming from the successful integration of individual anatomical sciences courses into a single course called Human Morphology. The integration process was expanded to include the other first year basic science courses (Biochemistry, Physiology, and Neurobiology) as we progressed toward an integrated curriculum. A team, consisting of the course directors, a curriculum coordinator and the Associate Dean for Educational and Faculty Affairs, was assembled to build the new curriculum. For the initial phase, the original course titles were retained but the lecture order was reorganized around the Human Morphology topic sequence. The material from all four courses was organized into four sequential units. Other curricular changes included placing laboratories and lectures more consistently in the daily routine, reducing lecture time from 120 to 90 minute blocks, eliminating unnecessary duplication of content, and increasing the amount of independent study time. Examinations were constructed to include questions from all courses on a single test, reducing the number of examination days in each block from three to one. The entire restructuring process took two years to complete, and the revised curriculum was implemented for the students entering in 2007. The outcomes of the restructured curriculum include a reduction in the number of contact hours by 28%, higher or equivalent subject examination average scores, enhanced student satisfaction, and a first year curriculum team better prepared to move forward with future integration. PMID:21538939

  10. Sustained improvements in students' mental health literacy with use of a mental health curriculum in Canadian schools.

    Science.gov (United States)

    Mcluckie, Alan; Kutcher, Stan; Wei, Yifeng; Weaver, Cynthia

    2014-12-31

    Enhancement of mental health literacy for youth is a focus of increasing interest for mental health professionals and educators alike. Schools are an ideal site for addressing mental health literacy in young people. Currently, there is limited evidence regarding the impact of curriculum-based interventions within high school settings. We examined the effect of a high-school mental health curriculum (The Guide) in enhancing mental health literacy in Canadian schools. We conducted a secondary analysis on surveys of students who participated in a classroom mental health course taught by their usual teachers. Evaluation of students' mental health literacy (knowledge/attitudes) was completed before and after classroom implementation and at 2-month follow-up. We used paired-samples t-tests and Cohen's d value to determine the significance and impact of change. There were 265 students who completed all surveys. Students' knowledge significantly improved between pre- and post-tests (p mental health. This is the first study to demonstrate the positive impact of a curriculum-based mental health literacy program in a Canadian high school population.

  11. Emergency radiology curriculum at Medical University - Plovdiv

    International Nuclear Information System (INIS)

    Velkova, K.; Hilendarov, A.; Cvetkova, S.; Stoeva, M.; Petrova, A.; Stefanov, P.; Simova, E.; Georgieva, V.; Sirakov, N.

    2012-01-01

    Full text: Introduction: Recent advances in contemporary radiology turn it into one of the major sources for patient information with improved emergency techniques. Emergency Radiology (EP) focuses on acute diagnosing conditions in ER patients. Objectives: The main objective of this paper is to present the ER curriculum at Medical Imaging Department, Medical University - Plovdiv, aiming to deliver knowledge about the indications, possibilities and diagnostic value of the contemporary imaging methods in ER cases. Material and methods: The curriculum covers various aspects of ER Radiology - diagnostic imaging methods, contrast enhanced examinations, imaging topography, traumatic and acute conditions, physical and technical aspects. It includes 6 lectures and 12 practical classes. Results and discussion: The educational course in Emergency Radiology is available for medical students in their 8-th and 9-th semester. Therapeutic methods under imaging control are also covered by the course. Conclusion: Being one of the most advanced areas of radiology, ER improves the quality of care and treatment of patients and of the emergency medicine as a whole

  12. Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum

    Directory of Open Access Journals (Sweden)

    Shintia Revina

    2018-02-01

    Full Text Available Since the late 1990s, Indonesian mathematics educators have considered Realistic Mathematics Education (RME, the Dutch approach to mathematics instruction, to be the basis for educational reform. In the National curriculum development, RME has, therefore, been reviewed as among the theoretical references to the curriculum goals and content. In the present study, an analysis of the consistency between RME and the curriculum descriptors and contents in Indonesia is presented. This is supplemented with some comparisons to that in the Netherlands. Findings in this study revealed that while most of RME principles are reflected in the Indonesian curriculum, the descriptions were often very general and less explicit compared to the Dutch curriculum. They were also limited by the content-based approach as well as by the centralized decision making process of the contents to be taught which have been pre-determined at the national level. This study suggests future research to see how the curriculum may influence teachers’ enactment of RME at classroom level.

  13. Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century.

    Science.gov (United States)

    Toohey, Shannon L; Wray, Alisa; Wiechmann, Warren; Lin, Michelle; Boysen-Osborn, Megan

    2016-05-01

    Millennial learners are changing the face of residency education because they place emphasis on technology with new styles and means of learning. While research on the most effective way to teach the millennial learner is lacking, programs should consider incorporating educational theories and multimedia design principles to update the curriculum for these new learners. The purpose of the study is to discuss strategies for updating an emergency medicine (EM) residency program's curriculum to accommodate the modern learner. These 10 tips provide detailed examples and approaches to incorporate technology and learning theories into an EM curriculum to potentially enhance learning and engagement by residents. While it is unclear whether technologies actually promote or enhance learning, millennials use these technologies. Identifying best practice, grounded by theory and active learning principles, may help learners receive quality, high-yield education. Future studies will need to evaluate the efficacy of these techniques to fully delineate best practices.

  14. Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century

    Directory of Open Access Journals (Sweden)

    Shannon L. Toohey

    2016-05-01

    Full Text Available Introduction: Millennial learners are changing the face of residency education because they place emphasis on technology with new styles and means of learning. While research on the most effective way to teach the millennial learner is lacking, programs should consider incorporating educational theories and multimedia design principles to update the curriculum for these new learners. The purpose of the study is to discuss strategies for updating an emergency medicine (EM residency program’s curriculum to accommodate the modern learner. Discussion: These 10 tips provide detailed examples and approaches to incorporate technology and learning theories into an EM curriculum to potentially enhance learning and engagement by residents. Conclusion: While it is unclear whether technologies actually promote or enhance learning, millennials use these technologies. Identifying best practice, grounded by theory and active learning principles, may help learners receive quality, high-yield education. Future studies will need to evaluate the efficacy of these techniques to fully delineate best practices.

  15. How Does a Community of Principals Develop Leadership for Technology-Enhanced Science?

    Science.gov (United States)

    Gerard, Libby F.; Bowyer, Jane B.; Linn, Marcia C.

    2010-01-01

    Active principal leadership can help sustain and scale science curriculum reform. This study illustrates how principal leadership developed in a professional learning community to support a technology-enhanced science curriculum reform funded by the National Science Foundation. Seven middle school and high school principals in one urban-fringe…

  16. An active learning curriculum improves fellows' knowledge and faculty teaching skills.

    Science.gov (United States)

    Inra, Jennifer A; Pelletier, Stephen; Kumar, Navin L; Barnes, Edward L; Shields, Helen M

    2017-01-01

    Traditional didactic lectures are the mainstay of teaching for graduate medical education, although this method may not be the most effective way to transmit information. We created an active learning curriculum for Brigham and Women's Hospital (BWH) gastroenterology fellows to maximize learning. We evaluated whether this new curriculum improved perceived knowledge acquisition and knowledge base. In addition, our study assessed whether coaching faculty members in specific methods to enhance active learning improved their perceived teaching and presentation skills. We compared the Gastroenterology Training Exam (GTE) scores before and after the implementation of this curriculum to assess whether an improved knowledge base was documented. In addition, fellows and faculty members were asked to complete anonymous evaluations regarding their learning and teaching experiences. Fifteen fellows were invited to 12 lectures over a 2-year period. GTE scores improved in the areas of stomach ( p active learning curriculum. Scores in hepatology, as well as biliary and pancreatic study, showed a trend toward improvement ( p >0.05). All fellows believed the lectures were helpful, felt more prepared to take the GTE, and preferred the interactive format to traditional didactic lectures. All lecturers agreed that they acquired new teaching skills, improved teaching and presentation skills, and learned new tools that could help them teach better in the future. An active learning curriculum is preferred by GI fellows and may be helpful for improving transmission of information in any specialty in medical education. Individualized faculty coaching sessions demonstrating new ways to transmit information may be important for an individual faculty member's teaching excellence.

  17. A Discourse On Broadband Technologies And Curriculum Access In Elective Home Learning

    Directory of Open Access Journals (Sweden)

    Andrew MCAVOY

    2014-12-01

    Full Text Available The extent, to which broadband technologies are being considered, when accessing the curriculum, is increasingly evident in traditional learning environments such as schools and colleges. This article explores the impact that these technologies are having on the home schooling community by offering enhanced access and opportunities. It suggests that they have generated improved choices and greater freedoms for learning communities. They have shone a light on the curriculum and removed it from the shadows. The curriculum is no longer the preserve of the educational establishment. The secret garden has been breached by technologies such as broadband and the democratisation of the curriculum is progressively evident as more diverse learning communities are given increased access and control over the curriculum. The author asks how this is being reflected in policy and translated into practice by the home schooling community whilst acknowledging the contemporary nature of broadband technologies and how they are influencing the decision making process of potential home schoolers. Looking to the future, the author suggests that the political agenda is not providing clear direction and that this is being determined by social reform outside the political sphere and largely driven by the consumer. In this case the learner. The relatively current nature of this debate is in itself justification for further research if we are to develop a clearer understanding of how new technologies such as broadband are influencing policy and practice in the home schooling community.

  18. Customization of user interfaces to reduce errors and enhance user acceptance.

    Science.gov (United States)

    Burkolter, Dina; Weyers, Benjamin; Kluge, Annette; Luther, Wolfram

    2014-03-01

    Customization is assumed to reduce error and increase user acceptance in the human-machine relation. Reconfiguration gives the operator the option to customize a user interface according to his or her own preferences. An experimental study with 72 computer science students using a simulated process control task was conducted. The reconfiguration group (RG) interactively reconfigured their user interfaces and used the reconfigured user interface in the subsequent test whereas the control group (CG) used a default user interface. Results showed significantly lower error rates and higher acceptance of the RG compared to the CG while there were no significant differences between the groups regarding situation awareness and mental workload. Reconfiguration seems to be promising and therefore warrants further exploration. Copyright © 2013 Elsevier Ltd and The Ergonomics Society. All rights reserved.

  19. Exploring challenges of the reproductive health PhD curriculum: A qualitative research

    Directory of Open Access Journals (Sweden)

    Sh Kohan

    2016-07-01

    Full Text Available Introduction: Enhancing the quality and dynamicity of higher education programs requires continuous evaluation of curriculums. Reproductive health PhD program was established in 2006 in Iran while recommending that its curriculum be evaluated by assessing graduates’ performance in workplace and surveying students, faculty members and managers. This study aimed to explore challenges of the curriculum of reproductive health PhD program. Methods: Employing a qualitative content analysis approach and using purposive and sometimes opportunistic sampling, experiences and viewpoints of 33 graduates and students of reproductive health PhD program, educational managers and reproductive health board members about the curriculum of reproductive health PhD program were collected through individual interviews and notes in 2014-15. Data were transcribed and important expressions were coded. Classification of similar codes led to preliminary categories. Five main categories were extracted by further classifications. Results: The five main categories included inadequacy of course topics and contents, challenges of student education, failure in realizing curriculum goals, long research period, and ambiguity in graduates’ professional status were appeared; each of these included various subcategories. Conclusion: Results showed that the curriculum of reproductive health PhD program required revisions to meet the program’s mission and designing courses such as sexual health and reinforcing the clinical nature of the program were necessary. Moreover, the results emphasized that the establishment of an independent educational department of reproductive health for managing higher education affairs and greater supervision of the reproductive health board on educational affairs was necessary. Furthermore, reproductive health specialists should be employed in different positions to meet society’s reproductive health needs.

  20. Medical Students' Perspectives on Implementing Curriculum Change at One Institution.

    Science.gov (United States)

    Yengo-Kahn, Aaron M; Baker, Courtney E; Lomis, And Kimberly D

    2017-04-01

    Training physicians to be effective practitioners throughout their careers begins in undergraduate medical education with particular focus on self-directed inquiry, professional and interprofessional development, and competency-based assessment. A select number of medical schools are restructuring their curricula by placing the student at the center of content delivery to enhance the learning experience. While this restructuring may benefit the adult learner, administrators often make assumptions about how students will perceive and respond to such innovative and unfamiliar educational concepts. This can create a disconnect between students and their curriculum. Administrative mindfulness of student experiences is needed to ensure successful implementation of curricular change, facilitate the transition from old to new modalities, and train competent physician graduates.Vanderbilt University School of Medicine (VUSM) recently completed a curriculum update, and student representatives have been essential participants in the transition, from the earliest stages in preplanning to rapid-cycle feedback as the curriculum runs. Two of the authors are members of VUSM's Student Curriculum Committee, which facilitates gathering and relaying student feedback to the administration. Drawing from their experiences, five specific considerations to address and manage when implementing student-centered curricular change are presented: (1) Communicate the rationale, (2) acknowledge anxiety, (3) adjust extracurricular leadership roles, (4) manage "The Bulge" of learners in the clinical environment, and (5) foster ongoing collaboration of students and administrators. For each consideration, examples and proposed solutions are provided.

  1. Online learning in a dermatology clerkship: piloting the new American Academy of Dermatology Medical Student Core Curriculum.

    Science.gov (United States)

    Cipriano, Sarah D; Dybbro, Eric; Boscardin, Christy K; Shinkai, Kanade; Berger, Timothy G

    2013-08-01

    Multiple studies have shown that both current and future primary care providers have insufficient education and training in dermatology. To address the limitations and wide variability in medical student dermatology instruction, the American Academy of Dermatology (AAD) created a standardized, online curriculum for both dermatology learners and educators. We sought to determine the impact of the integration of the AAD online curriculum into a 2-week introductory dermatology clerkship for fourth-year medical students. In addition to their clinical duties, we assigned 18 online modules at a rate of 1 to 3 per day. We evaluated knowledge acquisition using a 50-item, multiple-choice pretest and posttest. Postmodule and end-of-course questionnaires contained both closed and open-ended items soliciting students' perceptions about usability and satisfaction. All 51 participants significantly improved in their dermatology knowledge (P dermatology clerkship. Without a control group who did not experience the online curriculum, we are unable to isolate the specific impact of the online modules on students' learning. This study demonstrates the successful integration of this educational resource into a 2-week, university-based dermatology clerkship. Students' perceptions regarding usability and satisfaction were overwhelmingly positive, suggesting that the online curriculum is highly acceptable to learners. Widespread use of this curriculum may be a significant advancement in standardized dermatology learning for medical students. Copyright © 2013 American Academy of Dermatology, Inc. Published by Mosby, Inc. All rights reserved.

  2. Learning of social studies in elementary school as a medium to strengthen multicultural education in the curriculum era 2013

    Directory of Open Access Journals (Sweden)

    Nora Yulfia

    2018-01-01

    Full Text Available The writing of this article aims to describe the learning of social studies in elementary schools as a medium to strengthen multicultural education in the era of the curriculum 2013. Writing methods used are qualitative descriptions and literature studies. Social studiesis one of the subjects found in the basic education curriculum.Social studies essentially examines human relationships with the environment. The environment in question here is one of the ethnic, religious, racial, ethnic and linguistic diversity in Indonesian. Become, the context of social studies learning is multicultural education.Multicultural education is a process of developing human potential that values heterogeneity as a consequence of diversity based on the principle of equality, mutual respect, and mutual acceptance and understanding of the moral commitment to bring about social justice. But in fact, social studies learning has not been applied as a medium of multicultural education.Therefore, through the implementation of curriculum 2013 Social studies subjects as a medium to strengthen multicultural education.This is because the implementation of the 2013 curriculum is oriented towards the formation and development of learners' character in diversity.

  3. Integrating a relaxation response-based curriculum into a public high school in Massachusetts.

    Science.gov (United States)

    Foret, Megan M; Scult, Matthew; Wilcher, Marilyn; Chudnofsky, Rana; Malloy, Laura; Hasheminejad, Nicole; Park, Elyse R

    2012-04-01

    Academic and societal pressures result in U.S. high school students feeling stressed. Stress management and relaxation interventions may help students increase resiliency to stress and overall well-being. The objectives of this study were to examine the feasibility (enrollment, participation and acceptability) and potential effectiveness (changes in perceived stress, anxiety, self-esteem, health-promoting behaviors, and locus of control) of a relaxation response (RR)-based curriculum integrated into the school day for high school students. The curriculum included didactic instruction, relaxation exercises, positive psychology, and cognitive restructuring. The intervention group showed significantly greater improvements in levels of perceived stress, state anxiety, and health-promoting behaviors when compared to the wait list control group. The intervention appeared most useful for girls in the intervention group. The results suggest that several modifications may increase the feasibility of using this potentially effective intervention in high schools. Copyright © 2011 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  4. Global curriculum in surgical oncology.

    Science.gov (United States)

    Are, C; Berman, R S; Wyld, L; Cummings, C; Lecoq, C; Audisio, R A

    2016-06-01

    The significant global variations in surgical oncology training paradigms can have a detrimental effect on tackling the rising global cancer burden. While some variations in training are essential to account for the differences in types of cancer and biology, the fundamental principles of providing care to a cancer patient remain the same. The development of a global curriculum in surgical oncology with incorporated essential standards could be very useful in building an adequately trained surgical oncology workforce, which in turn could help in tackling the rising global cancer burden. The leaders of the Society of Surgical Oncology and European Society of Surgical Oncology convened a global curriculum committee to develop a global curriculum in surgical oncology. A global curriculum in surgical oncology was developed to incorporate the required domains considered to be essential in training a surgical oncologist. The curriculum was constructed in a modular fashion to permit flexibility to suit the needs of the different regions of the world. Similarly, recognizing the various sociocultural, financial and cultural influences across the world, the proposed curriculum is aspirational and not mandatory in intent. A global curriculum was developed which may be considered as a foundational scaffolding for training surgical oncologists worldwide. It is envisioned that this initial global curriculum will provide a flexible and modular scaffolding that can be tailored by individual countries or regions to train surgical oncologists in a way that is appropriate for practice in their local environment. Copyright © 2016 Society of Surgical Oncology, European Society of Surgical Oncology. Published by Elsevier Ltd.. All rights reserved.

  5. Measure for measure: curriculum requirements and children's achievement in music education.

    Science.gov (United States)

    Bond, Trevor; Bond, Marie

    2010-01-01

    Children in all public primary schools in Queensland, Australia have weekly music lessons designed to develop key musical concepts such as reading, writing, singing and playing simple music notation. Their understanding of basic musical concepts is developed through a blend of kinaesthetic, visual and auditory experiences. In keeping with the pedagogical principles outlined by the Hungarian composer, Zoltan Kodaly, early musical experiences are based in singing well-known children's chants - usually restricted to notes of the pentatonic scale. In order to determine the extent to which primary school children's musical understandings developed in response to these carefully structured developmental learning experiences, the Queensland Primary Music Curriculum was examined to yield a set of over 70 indicators of musical understanding in the areas of rhythm, melody and part-work,the essential skills for choral singing. Data were collected from more than 400 children's attempts at elicited musical performances. Quantitative data analysis procedures derived from the Rasch model for measurement were used to establish the sequence of children's mastery of key musical concepts. Results suggested that while the music curriculum did reflect the general development of musical concepts, the grade allocation for a few concepts needed to be revised. Subsequently, children's performances over several years were also analysed to track the musical achievements of students over time. The empirical evidence confirmed that children's musical development was enhanced by school learning and that indicators can be used to identify both outstanding and atypical development of musical understanding. It was concluded that modest adjustments to the music curriculum might enhance children's learning opportunities in music.

  6. Multi-national, multi-lingual, multi-professional CATs: (Curriculum Analysis Tools).

    Science.gov (United States)

    Eisner, J

    1995-01-01

    . External measures can include accreditation standards, entry-level practitioner competencies, an index of learning behaviors, an index of discipline integration, or others defined by the institution. When data entry, which is secure to the course level, is complete users may choose to browse a variety of graphic representations of their curriculum, or either preview or print a variety of reports that offer more detail about the content and adequacy of their curriculum. The progress of all data entry can be monitored by the database manager over the course of an academic year, and all reports contain extensive missing data reports to ensure that the user knows whether they are studying complete or partial data. Institutions using the beta version of the program have reported considerable satisfaction with its functionality and have also offered a variety of design and interface enhancements. The anticipated release date for Curriculum Analysis Tools (CATs) is the first quarter of 1995.

  7. Curriculum Implementation and Reform: Teachers' Views about Kuwait's New Science Curriculum

    Science.gov (United States)

    Alshammari, Ahmad

    2013-01-01

    The MoE (Ministry of Education) in the state of Kuwait is starting to reform the science curriculum in all school academic stages: primary (1-5) grades, intermediate (6-9) grades, and secondary (10-12) grades. The purpose of this study was to explore the opinions of science teachers about Kuwait's new sixth and seventh grade science curriculum,…

  8. Enhancing Civic Education through the Use of Assigned Advocacy, Argumentation, and Debate across the Curriculum

    Science.gov (United States)

    Zorwick, Leslie Wade; Wade, James M.

    2016-01-01

    Evidence shows that the skills and dispositions that lead to thoughtful and effective participation in civic life can be developed and promoted through participation in assigned advocacy, argumentation, and debate. We argue that debate and argumentation are uniquely well suited to be implemented across the curriculum, which means that students…

  9. Hidden Curriculum: An Analytical Definition

    Directory of Open Access Journals (Sweden)

    Mohammad Reza Andarvazh

    2018-03-01

    Full Text Available Background: The concept of hidden curriculum was first used by Philip Jackson in 1968, and Hafferty brought this concept to the medical education. Many of the subjects that medical students learn are attributed to this curriculum. So far several definitions have been presented for the hidden curriculum, which on the one hand made this concept richer, and on the other hand, led to confusion and ambiguity.This paper tries to provide a clear and comprehensive definition of it.Methods: In this study, concept analysis of McKenna method was used. Using keywords and searching in the databases, 561 English and 26 Persian references related to the concept was found, then by limitingthe research scope, 125 abstracts and by finding more relevant references, 55 articles were fully studied.Results: After analyzing the definitions by McKenna method, the hidden curriculum is defined as follows: The hidden curriculum is a hidden, powerful, intrinsic in organizational structure and culture and sometimes contradictory message, conveyed implicitly and tacitly in the learning environment by structural and human factors and its contents includes cultural habits and customs, norms, values, belief systems, attitudes, skills, desires and behavioral and social expectations can have a positive or negative effect, unplanned, neither planners nor teachers, nor learners are aware of it. The ultimate consequence of the hidden curriculum includes reproducing the existing class structure, socialization, and familiarizing learners for transmission and joining the professional world.Conclusion: Based on the concept analysis, we arrived at an analytical definition of the hidden curriculum that could be useful for further studies in this area.Keywords: CONCEPT ANALYSIS, HIDDEN CURRICULUM, MCKENNA’S METHOD

  10. The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students' Science Achievement

    Science.gov (United States)

    Kulo, Violet; Bodzin, Alec

    2013-02-01

    Geospatial technologies are increasingly being integrated in science classrooms to foster learning. This study examined whether a Web-enhanced science inquiry curriculum supported by geospatial technologies promoted urban middle school students' understanding of energy concepts. The participants included one science teacher and 108 eighth-grade students classified in three ability level tracks. Data were gathered through pre/posttest content knowledge assessments, daily classroom observations, and daily reflective meetings with the teacher. Findings indicated a significant increase in the energy content knowledge for all the students. Effect sizes were large for all three ability level tracks, with the middle and low track classes having larger effect sizes than the upper track class. Learners in all three tracks were highly engaged with the curriculum. Curriculum effectiveness and practical issues involved with using geospatial technologies to support science learning are discussed.

  11. Pioneering small-group learning in Tanzanian emergency medicine: Investigating acceptability for physician learners

    Directory of Open Access Journals (Sweden)

    A G Lim

    2017-03-01

    Full Text Available Background. Emergency medicine (EM is a relatively new, but growing medical specialty in sub-Saharan Africa. African EM training programmes have used small-group learning (SGL modalities in their curricula. However, there is little knowledge of whether SGL modalities are perceived to be effective in these African EM training programmes. Objectives. To investigate the acceptability of SGL for physicians’ training in an academic Tanzanian emergency department using a novel EM curriculum. Methods. Using responses to a written questionnaire, we explored the perceived effectiveness of SGL compared with traditional didactic lectures among 38 emergency department physician learners in Dar es Salaam, Tanzania. Perceptions of SGL were identified from qualitative responses, and regression analyses were used to determine strength of association between quantitative outcomes. Results. Reported benefits of SGL included team building, simulation training, enhancement of procedural skills, and the opportunity to discuss opinions on clinical management. SGL scored more favourably with regard to improving clinical practice, enjoyment of learning, and building peer-to-peer relations. Lectures scored more favourably at improving medical knowledge. Preference towards SGL over lectures for overall training increased with years of clinical experience (95% confidence interval (CI 0.16 - 0.62, p=0.002, Spearman’s rho 0.51, and the perception that SGL reinforces learner-teacher relationships correlated with seniority within residency training (95% CI 0.14 - 0.86, p=0.007, Spearman’s rho 0.47. Conclusion. Techniques of SGL were perceived as effective at improving clinical practice in the emergency department setting. These modalities may be more favourably accepted by more experienced physician learners – therefore, new EM teaching programmes in Africa should consider these factors when targeting educational strategies for their respective regions and learner

  12. Policy and Curriculum Development in Greece. the Case of Secondary School Curriculum

    Science.gov (United States)

    Ifanti, Amalia A.

    2007-01-01

    This paper examines the politics and values of the secondary school curriculum in Greece and attempts to find out the influences of cultural tradition and centralized control on curriculum development. In particular, it studies the decision-making process and the politics of educational control, employing some theoretical elements from centralist…

  13. Acceptance of hydrogen technologies and the role of trust

    Energy Technology Data Exchange (ETDEWEB)

    Zimmer, R. [Independent Institute for Environmental Concerns, Berlin (Germany). Resource Protection and Landscape Ecology; Hoelzinger, N. [Spilett New Technologies GmbH, Berlin (Germany)

    2010-07-01

    It is well known in socio-economic studies, that the success of an innovation process depends not only on the technological innovation itself or the state of the economic and institutional environment, but also on the public acceptance of the innovation. Public acceptance can be an obstacle for the development and introduction of a new and innovative idea as the example of genetic engineering in agriculture shows. In respect to hydrogen technology this means, that the compilation and communication of scientific risk assessments are not sufficient to generate or enhance public acceptance. Moreover, psychological, social and cultural aspects of risk perception have to be considered when introducing new technologies. This paper focuses on trust as a central parameter of risk perception and the public acceptance of new technologies. (orig.)

  14. Veterinary student attitudes toward curriculum integration at James Cook University.

    Science.gov (United States)

    Cavalieri, John

    2009-01-01

    The aim of this study was to investigate the attitudes of veterinary science students to activities designed to promote curriculum integration. Students (N = 33) in their second year of a five-year veterinary degree were surveyed in regard to their attitudes to activities that aimed to promote integration. Imaging, veterinary practice practicals, and a field trip to a cattle property were classified as the three most valuable learning activities that were designed to promote integration. Veterinary practice practicals, case studies, and palpable anatomy were regarded by students as helping them to learn information presented in other teaching sessions. They also appeared to enhance student motivation, and students indicated that the activities assisted them with their preparation for and performance at examinations. Attitudes to whether the learning exercises helped improve a range of skills and specific knowledge varied, with 39-88% of students agreeing that specific skills and knowledge were enhanced to a large or very large extent by the learning activities. The results indicate that learning activities designed to promote curriculum integration helped improve motivation, reinforced learning, created links between foundational knowledge and its application, and assisted with the development of skills that are related to what students will do in their future careers.

  15. Plastic surgery in the undergraduate curriculum: the importance of considering students' perceptions.

    Science.gov (United States)

    Burd, Andrew; Chiu, Tor; McNaught, Carmel

    2004-12-01

    As the undergraduate medical curriculum becomes increasingly crowded the competition for time inevitably increases and surgical specialties have decreasing representation. Plastic surgery is regarded with some confusion in terms of its relevance to the generic doctor. Plastic surgeons have no doubt about the relevance of the specialty to undergraduates. Others see this as a very technical specialty dealing with complex reconstructions and surgical interventions or, as a rather indulgent specialty focusing mainly on glamour and cosmesis. This study focuses on students' perceptions of an undergraduate teaching program in plastic surgery. The reality is that highly pressured undergraduates do not have the luxury of time to consider the finer details of the specialties to which they are exposed. Their priority is to pass their examinations and, having addressed that concern, further information becomes an acceptable bonus. The conclusion is that if plastic surgeons are going to gain greater involvement in the undergraduate curriculum they must start with involvement in examinations and assessments. The students will then ensure that adequate and appropriate teaching time is allocated.

  16. Educational Data Mining Acceptance among Undergraduate Students

    Science.gov (United States)

    Wook, Muslihah; Yusof, Zawiyah M.; Nazri, Mohd Zakree Ahmad

    2017-01-01

    The acceptance of Educational Data Mining (EDM) technology is on the rise due to, its ability to extract new knowledge from large amounts of students' data. This knowledge is important for educational stakeholders, such as policy makers, educators, and students themselves to enhance efficiency and achievements. However, previous studies on EDM…

  17. Formative Evaluation of EFNEP Curriculum: Ensuring the Eating Smart • Being Active Curriculum Is Theory Based

    Science.gov (United States)

    Natker, Elana; Baker, Susan S.; Auld, Garry; McGirr, Kathryn; Sutherland, Barbara; Cason, Katherine L.

    2015-01-01

    The project reported here served to assess a curriculum for EFNEP to ensure theory compliance and content validity. Adherence to Adult Learning Theory and Social Cognitive Theory tenets was determined. A curriculum assessment tool was developed and used by five reviewers to assess initial and revised versions of the curriculum. T-tests for…

  18. Evaluation of an Eating Disorder Curriculum.

    Science.gov (United States)

    Moriarty, Dick; And Others

    1990-01-01

    A qualitative and quantitative evaluation of "A Preventive Curriculum for Anorexia Nervosa and Bulimia" is reported. The evaluation, which included teachers, researchers, health professionals, and students, included development of the curriculum as well as pilot testing activities. The curriculum development and evaluation consisted of…

  19. 14 CFR 121.911 - Indoctrination curriculum.

    Science.gov (United States)

    2010-01-01

    ... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Indoctrination curriculum. 121.911 Section... Indoctrination curriculum. Each indoctrination curriculum must include the following: (a) For newly hired persons being trained under an AQP: The certificate holder's policies and operating practices and general...

  20. Electromechanical Engineering Technology Curriculum.

    Science.gov (United States)

    Georgia State Univ., Atlanta. Dept. of Vocational and Career Development.

    This guide offers information and procedures necessary to train electromechanical engineering technicians. Discussed first are the rationale and objectives of the curriculum. The occupational field of electromechanical engineering technology is described. Next, a curriculum model is set forth that contains information on the standard…

  1. Equasions for Curriculum Improvement.

    Science.gov (United States)

    Eckenrod, James S.

    1986-01-01

    Describes the Technology in Curriculum (TIC) program resource guides which will be distributed to California schools in the fall of 1986. These guides match available instructional television programs and computer software to existing California curriculum guides in order to facilitate teachers' classroom use. (JDH)

  2. Resident Education Curriculum in Pediatric and Adolescent Gynecology: The Short Curriculum 2.0.

    Science.gov (United States)

    Talib, Hina J; Karjane, Nicole; Teelin, Karen; Abraham, Margaret; Holt, Stephanie; Chelvakumar, Gayaythri; Dumont, Tania; Huguelet, Patricia S; Conner, Lindsay; Wheeler, Carol; Fleming, Nathalie

    2018-04-01

    The degree of exposure to pediatric and adolescent gynecology (PAG) varies across residency programs in obstetrics and gynecology and pediatrics. Nevertheless, these programs are responsible for training residents and providing opportunities within their programs to fulfill PAG learning objectives. To that end, the North American Society for Pediatric and Adolescent Gynecology has taken a leadership role in PAG resident education by creating and systematically updating the Short Curriculum. This curriculum outlines specific learning objectives that are central to PAG education and lists essential resources for learners' reference. This updated curriculum replaces the previous 2014 publication with added content, resources, and updated references. Additionally, attention to the needs of learners in pediatrics and adolescent medicine is given greater emphasis in this revised North American Society for Pediatric and Adolescent Gynecology Short Curriculum 2.0. Copyright © 2017 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

  3. An international comparative analysis of public acceptance of nuclear energy

    International Nuclear Information System (INIS)

    Kim, Younghwan; Kim, Wonjoon; Kim, Minki

    2014-01-01

    Across the globe, public acceptance of nuclear power is a crucial factor for governmental establishment of a nuclear energy program. Therefore, it is important to understand the determinants of public acceptance of nuclear power. This study examines the effects of knowledge, trust, risk, and benefit related factors on public acceptance of nuclear power across 19 countries. We consider three levels of public acceptance – strongly accept, reluctantly accept, and oppose – and classify countries into four groups according to the ratio of those three levels of public acceptance. Our results indicate that knowledge of nuclear inspection is more effective than trust in inspection authorities in creating stronger public acceptance among people in the countries with a high level of reluctant acceptance and a low level of strong acceptance, while trust in inspection authorities is more important than knowledge of nuclear inspection for the selection between opposition and reluctant acceptance in countries with a low level of reluctant acceptance and a high level of strong acceptance. Without grouping the countries, we found that trust in inspection authorities is crucial for the decision between opposition and reluctant acceptance. Additionally, the generation of electricity has the most positive effect on public acceptance of nuclear power. - Highlights: • We examine public acceptance (PA) of nuclear power across 19 countries. • Three levels of PA – strongly accept, reluctantly accept, and oppose – are considered. • Knowledge is most effective in creating stronger PA. • Trust is effective in shifting PA from opposition to reluctant acceptance. • Low risk and benefit of electricity generation enhance PA the most

  4. Geography teachers' interpretation of a curriculum reform initiative: the case of the Lesotho Environmental Education Support Project (LEESP

    Directory of Open Access Journals (Sweden)

    Mohaeka Raselimo

    2013-01-01

    Full Text Available This article addresses how teachers in a specific developing world context interpreted a curriculum reform initiative. It is located within a broader interpretive study that investigated the integration of Environmental Education into the formal education system of Lesotho with particular reference to secondary school geography. More specifically the focus was on a Danish donor-fundedproject, known as the Lesotho Environmental Education Support Project (LEESP. Driven by a sustainable development imperative, the project was intended to assist Lesotho with the implementation of local action for Agenda 21 by introducing environmental education into the formal education system. It is widely accepted that teachers play an important role in implementing curriculum change. Using a previous framework, we generate insights for understanding how teachers' epistemologies interact with contextual factors to impede the process ofcurriculum sense-making. Furthermore, guided by the notion ofcurriculum as a contextualised social process, we present the findings on the contextual/structural factors enabling or constraining implementation ofthe LEESP curriculum policy intentions as perceived by the teachers.

  5. Mindfulness-based and acceptance-based interventions in sport and performance contexts.

    Science.gov (United States)

    Gardner, Frank L; Moore, Zella E

    2017-08-01

    Since mindfulness-based and acceptance-based practice models were first conceptualized and applied in sport in an attempt to enhance performance and overall well-being of athletes and performers, these state-of-the-art theoretical and practice models have substantially broadened our knowledge base and have been successfully incorporated into sport and performance practice domains worldwide. Evolving from a sound empirical foundation, mindfulness-based and acceptance-based models in sport psychology have accumulated a strong basic and applied empirical foundation. In the nearly 20 years since their incorporation in the context of sport, empirical findings have demonstrated efficacious outcomes associated with performance and personal well-being, as well as supported their theorized mechanisms of change. Particularly as sport and performance environments increasingly call upon practitioners to provide more comprehensive care to clientele, including a range of care from performance enhancement and maintenance, to general personal well-being, to subclinical and clinical issues, mindfulness-based and acceptance-based practitioners have the tools to offer robust, empirically informed interventions that can enhance skills and quality of life, and/or ameliorate personal struggles. Copyright © 2017 Elsevier Ltd. All rights reserved.

  6. Reproductive Science for High School Students: A Shared Curriculum Model to Enhance Student Success.

    Science.gov (United States)

    Castle, Megan; Cleveland, Charlotte; Gordon, Diana; Jones, Lynda; Zelinski, Mary; Winter, Patricia; Chang, Jeffrey; Senegar-Mitchell, Ericka; Coutifaris, Christos; Shuda, Jamie; Mainigi, Monica; Bartolomei, Marisa; Woodruff, Teresa K

    2016-07-01

    The lack of a national reproductive biology curriculum leads to critical knowledge gaps in today's high school students' comprehensive understanding of human biology. The Oncofertility Consortium developed curricula that address the basic and clinical aspects of reproductive biology. Launching this academy and creating easy-to-disseminate learning modules allowed other universities to implement similar programs across the country. The expansion of this informal, extracurricular academy on reproductive health from Northwestern University to the University of California, San Diego, Oregon Health & Science University, and the University of Pennsylvania magnifies the scope of scientific learning to students who might not otherwise be exposed to this important information. To assess the experience gained from this curriculum, we polled alumni from the four centers. Data were collected anonymously from de-identified users who elected to self-report on their experiences in their respective reproductive science academy. The alumni survey asked participants to report on their current academic standing, past experiences in the academy, and future academic and career goals. The results of this national survey suggest the national oncofertility academies had a lasting impact on participants and may have contributed to student persistence in scientific learning. © 2016 by the Society for the Study of Reproduction, Inc.

  7. Modeling and Simulation in the Army Intermediate Level Education Critical Thinking Curriculum

    Science.gov (United States)

    2015-06-12

    and bring me back to reality when I become too technical. These characteristics also apply to the MMAS board that guided me in researching this paper...curriculum 1 ProCon.org, “Critical Thinking Quote: Adrienne Rich ,” last updated August 8, 2013...ray-odierno/. 5 embraced visual learning to teach the millennial generation, to include using simulations to enhance understanding of critical

  8. Developing an integrated evidence-based medicine curriculum for family medicine residency at the University of Alberta.

    Science.gov (United States)

    Allan, G Michael; Korownyk, Christina; Tan, Amy; Hindle, Hugh; Kung, Lina; Manca, Donna

    2008-06-01

    There is general consensus in the academic community that evidence-based medicine (EBM) teaching is essential. Unfortunately, many postgraduate programs have significant weakness in their EBM programs. The Family Medicine Residency committee at the University of Alberta felt their EBM curriculum would benefit from critical review and revision. An EBM Curriculum Committee was created to evaluate previous components and develop new strategies as needed. Input from stakeholders including faculty and residents was sought, and evidence regarding the teaching and practical application of EBM was gathered. The committee drafted goals and objectives, the primary of which were to assist residents to (1) become competent self-directed, lifelong learners with skills to effectively and efficiently keep up to date, and 2) develop EBM skills to solve problems encountered in daily practice. New curriculum components, each evidence based, were introduced in 2005 and include a family medicine EBM workshop to establish basic EBM knowledge; a Web-based Family Medicine Desktop promoting easier access to evidence-based Internet resources; a brief evidence-based assessment of the research project enhancing integration of EBM into daily practice; and a journal club to support peer learning and growth of rapid appraisal skills. Issues including time use, costs, and change management are discussed. Ongoing evaluation of the curriculum and its components is a principal factor of the design, allowing critical review and adaptation of the curriculum. The first two years of the curriculum have yielded positive feedback from faculty and statistically significant improvement in multiple areas of residents' opinions of the curriculum and comfort with evidence-based practice.

  9. 3D Game-Based Learning System for Improving Learning Achievement in Software Engineering Curriculum

    Science.gov (United States)

    Su,Chung-Ho; Cheng, Ching-Hsue

    2013-01-01

    The advancement of game-based learning has encouraged many related studies, such that students could better learn curriculum by 3-dimension virtual reality. To enhance software engineering learning, this paper develops a 3D game-based learning system to assist teaching and assess the students' motivation, satisfaction and learning achievement. A…

  10. Perceptions of Private College Teachers of Karachi about the Curriculum Prescribed by Sindh Bureau of Curriculum (BOC)

    Science.gov (United States)

    Syeda, Talat Jehan

    2015-01-01

    Curriculum at the college level is prescribed at provincial level to ensure a standardized education throughout. A prescribed curriculum aligns educational standards and maintains them to ensure teaching standards. In Pakistan the curriculum for intermediate students at both private and government colleges is designed and proposed by Sindh Bureau…

  11. ENVIRONMENTAL EDUCATION: The development of a curriculum ...

    African Journals Online (AJOL)

    approach to environmental education and curriculum innovation. ... transition from an external and rational strategy of curriculum ... 'scientific' approaches to curriculum development .... 'get the conservation message across' so as to foster.

  12. Evaluation of an innovative hands-on anatomy-centered ultrasound curriculum to supplement graduate gross anatomy education.

    Science.gov (United States)

    Royer, Danielle F; Kessler, Ross; Stowell, Jeffrey R

    2017-07-01

    Ultrasound (US) can enhance anatomy education, yet is incorporated into few non-medical anatomy programs. This study is the first to evaluate the impact of US training in gross anatomy for non-medical students in the United States. All 32 master's students enrolled in gross anatomy with the anatomy-centered ultrasound (ACUS) curriculum were recruited. Mean Likert ratings on pre- and post-course surveys (100% response rates) were compared to evaluate the effectiveness of the ACUS curriculum in developing US confidence, and gauge its impact on views of US. Post-course, students reported significantly higher (P education and to students' future careers remained positive after the course. End-of-semester quiz performance (91% response rate) provided data on educational outcomes. The average score was 79%, with a 90% average on questions about distinguishing tissues/artifacts, demonstrating positive learning outcomes and retention. The anatomy-centered ultrasound curriculum significantly increased confidence with and knowledge of US among non-medical anatomy students with limited prior training. Non-medical students greatly value the contributions that US makes to anatomy education and to their future careers. It is feasible to enhance anatomy education outside of medical training by incorporating US. Anat Sci Educ 10: 348-362. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

  13. Solar Technology Curriculum, 1980.

    Science.gov (United States)

    Seward County Community Coll., Liberal, KS.

    This curriculum guide contains lecture outlines and handouts for training solar technicians in the installation, maintenance, and repair of solar energy hot water and space heating systems. The curriculum consists of four modular units developed to provide a model through which community colleges and area vocational/technical schools can respond…

  14. The Galapagos Jason Curriculum.

    Science.gov (United States)

    National Science Teachers Association, Arlington, VA.

    The JASON Curriculum Project materials are designed to prepare teachers and students for an exploration around the Galapagos Islands via satellite transmission of live images and sound. This curriculum package contains five units, 25 lesson plans, and over 50 activities, along with teacher background material, student worksheets and readings, a…

  15. The Modified Technology Acceptance Model for Private Clinical Physicians: A Case Study in Malaysia, Penang

    OpenAIRE

    Annie Ng Cheng San; Choy Johnn Yee

    2013-01-01

    Malaysia’s private clinic is wealth creator. To enhance its sustainable future, healthcare Information Technology (IT) change is inevitable. However, its’ IT acceptance is limited. The past literatures showed physicians have different technology acceptance decision as compare to common users. Hence, understanding the physicians’ technology acceptance is critical for technology management success. This study aims to gauge the factors influence technology acceptance decision among the physician...

  16. Problem based learning (PBL) vs. Case based curriculum in clinical clerkship, Internal Medicine innovated Curriculum, Student prospective.

    Science.gov (United States)

    Aljarallah, Badr; Hassan, Mohammad Saleh

    2015-04-01

    The vast majority of PBL experience is in basic science courses. Application of classic Problem based learning in clerkship phase is challenging. Although the clinical case is considered a problem, yet solving this problem following the burrow's law has faced hurdles. The difficulties are facing the learner, the teacher and curricula. We implement innovative curriculum for the clerkship year in internal medicine course. We surveyed the student just before coming to an internal medicine course to ask them about continuing PBL or other types of learning in clinical years. A committee was created to study the possible ways to integrate PBL in the course. After multiple brainstorming meeting, an innovated curriculum was implemented. Student surveyed again after they completed their course. The survey is asking them about what is the effect of the implemented curriculum in their skills, attitude, and knowledge. 70% of Students, who finished their basic science in PBL, preferred not to have classical PBL, but more a clinical oriented case based curriculum in the clinical years. After this innovated curriculum, 50-60 % of students who completed it showed a positive response in all aspects of effects including skill, attitude, and knowledge. The Innovated curriculum includes daily morning report, 3 bedside teaching, investigation session, and clinical reasoning weekly, and Lectures up to twice a week. We suggest implementing a curriculum with PBL and case-based criteria in clinical phase are feasible, we are providing a framework with this innovated curriculum.

  17. Teacher collaborative curriculum design in technical vocational colleges: a strategy for maintaining curriculum consistency?

    NARCIS (Netherlands)

    Albashiry, N.M.; Voogt, J.M.; Pieters, J.M.

    2015-01-01

    The Technical Vocational Education and Training (TVET) curriculum requires continuous renewal and constant involvement of stakeholders in the redesign process. Due to a lack of curriculum design expertise, TVET institutions in developing contexts encounter challenges maintaining and advancing the

  18. Curriculum Designed for an Equitable Pedagogy

    Science.gov (United States)

    Cullen, Roxanne; Hill, Reinhold R.

    2013-01-01

    Rather than viewing curriculum as linear, a post-modern, learner-centered curriculum design is a spiral or recursive curriculum. Post-modernism provides a much less stable foundation upon which to build a model of student learning, a model that recognizes and even celebrates individual difference and one that is supported by research on how people…

  19. Alcohol and Drug Abuse Curriculum Guides for Pediatrics Faculty: Health Professions Education Curriculum Resources Series, Medicine 4.

    Science.gov (United States)

    Milman, Doris H.; And Others

    This document provides two separate curriculum guides for pediatrics faculty to use in teaching medical students. The first section contains the alcohol abuse curriculum guide; the second section contains the drug abuse curriculum guide. The drug abuse guide concentrates on cannabis as a paradigm for all nonalcoholic drugs of abuse. Each guide…

  20. Adaptation to a Curriculum Delivered via iPad: The Challenge of Being Early Adopters

    Science.gov (United States)

    Stec, Melissa; Bauer, Melanie; Hopgood, Daniel; Beery, Theresa

    2018-01-01

    This convergent mixed methods study was designed to examine the skills and attitudes toward using an iPad to deliver nursing curriculum and enhance active learning strategies for sophomore Bachelor of Science in Nursing (BSN) and Doctor of Nursing Practice (DNP) students at a Midwestern university. Quantitative data were collected using an…

  1. Considerations for acceptability in Bible translation

    Directory of Open Access Journals (Sweden)

    Diphus C. Chemorion

    2009-09-01

    Full Text Available The ministry of Bible translation is an important component of the Great Commission (Matthew 28:18�20 and its mandate is to reach everyone with the word of God. One of the main goals of a Bible translation project is to produce a translation that will be used by the church in a given language group. Bible translation teams believe that the lives of the intended recipients will be changed positively when they gain access to Scripture in their own language. However, recent developments regarding Scripture use have shown that the success of any Bible translation project depends on whether or not its products are acceptable. If a translation is not acceptable to the intended audience, it may not be used, and as a result, it may fail to bring about the desired impact. This article explores the concept of �acceptability� as used in Bible translation and highlights important considerations that translators need to keep in mind in order to enhance the acceptability of their translation products.

  2. Changing Curriculum: A Critical Inquiry into the Revision of the British Columbia Science Curriculum For Grades K-9

    Science.gov (United States)

    Searchfield, Mary A.

    In 2010 British Columbia's Ministry of Education started the process of redesigning the provincial school curriculum, Kindergarten to Grade 12. Mandatory implementation of the new curriculum was set for the 2016/17 school year for Grades K-9, and 2017/18 for Grades 10-12. With a concerted emphasis on personalized learning and through the frame of a Know-Do-Understand curriculum model, the new curriculum aims to meet the needs of today's learners, described as living in a technology-rich, fast-paced and ever-changing world, through a concept-based and competency-driven emphasis. This thesis is a critical analysis of the BC K-9 Science curriculum as written and published, looking specifically at how science is treated as a form of knowledge, its claimed presentation as a story, and on whether the intentions claimed by the designers are matched in the curriculum's final form.

  3. Surviving the Implementation of a New Science Curriculum

    Science.gov (United States)

    Lowe, Beverly; Appleton, Ken

    2015-12-01

    Queensland schools are currently teaching with the first National Curriculum for Australia. This new curriculum was one of a number of political responses to address the recurring low scores in literacy, mathematics, and science that continue to hold Australia in poor international rankings. Teachers have spent 2 years getting to know the new science curriculum through meetings, training, and exploring the new Australian curriculum documents. This article examines the support and preparation for implementation provided in two regional schools, with a closer look at six specific teachers and their science teaching practices as they attempted to implement the new science curriculum. The use of a survey, field observations, and interviews revealed the schools' preparation practices and the teachers' practices, including the support provided to implement the new science curriculum. A description and analysis of school support and preparation as well as teachers' views of their experiences implementing the new science curriculum reveal both achievements and shortcomings. Problematic issues for the two schools and teachers include time to read and comprehend the curriculum documents and content expectations as well as time to train and change the current processes effectively. The case teachers' experiences reveal implications for the successful and effective implementation of new curriculum and curriculum reform.

  4. Evolution of the New Pathway curriculum at Harvard Medical School: the new integrated curriculum.

    Science.gov (United States)

    Dienstag, Jules L

    2011-01-01

    In 1985, Harvard Medical School adopted a "New Pathway" curriculum, based on active, adult learning through problem-based, faculty-facilitated small-group tutorials designed to promote lifelong skills of self-directed learning. Despite the successful integration of clinically relevant material in basic science courses, the New Pathway goals were confined primarily to the preclinical years. In addition, the shifting balance in the delivery of health care from inpatient to ambulatory settings limited the richness of clinical education in clinical clerkships, creating obstacles for faculty in their traditional roles as teachers. In 2006, Harvard Medical School adopted a more integrated curriculum based on four principles that emerged after half a decade of self-reflection and planning: (1) integrate the teaching of basic/population science and clinical medicine throughout the entire student experience; (2) reestablish meaningful and intensive faculty-student interactions and reengage the faculty; (3) develop a new model of clinical education that offers longitudinal continuity of patient experience, cross-disciplinary curriculum, faculty mentoring, and student evaluation; and (4) provide opportunities for all students to pursue an in-depth, faculty-mentored scholarly project. These principles of our New Integrated Curriculum reflect our vision for a curriculum that fosters a partnership between students and faculty in the pursuit of scholarship and leadership.

  5. Design of accounting curriculum: The case of Estonia

    Directory of Open Access Journals (Sweden)

    Alver Lehte

    2014-01-01

    Full Text Available The process of globalization sets new requirements for the professional qualification of accountants and auditors. In the business world globalized investment market demands consistent high quality financial information across borders; investors are looking for a global accounting profession to provide it. There is more pressure on accounting professionals to expand and enhance their knowledge, skills, and abilities beyond what they are currently likely to possess. Providers of accounting education must take into account the changed world and create contemporary curricula. In Estonia the change from a command to a market economy has inevitably influenced not only the accounting framework but also the entire system of accounting education. It is clear that without a design of accounting curricula it is practically impossible to fulfill requirements of nowadays high quality financial information. Tallinn University of Technology (TUT holds on the advanced level of accounting education the leading position in Estonia. The accounting curriculum (on the graduate level as well as undergraduate level is the most popular among all curricula at the Tallinn School of Economics and Business Administration of TUT. It is a joint system, which consists of undergraduate and graduate degree programs. Small sub specializations: for example in financial accounting, managerial cost accounting, taxation and auditing become evident while interpreting the graduate and undergraduate programs as one united system. The paper explains a new model of accounting curriculum developed at TUT as well as its educational philosophy and principles of designing. It also describes conditions required for development and continuous improvement of competitive curriculum.

  6. Description and Early Outcomes of a Comprehensive Curriculum Redesign at the Northwestern University Feinberg School of Medicine.

    Science.gov (United States)

    Heiman, Heather L; O'Brien, Celia L; Curry, Raymond H; Green, Marianne M; Baker, James F; Kushner, Robert F; Thomas, John X; Corbridge, Thomas C; Corcoran, Julia F; Hauser, Joshua M; Garcia, Patricia M

    2017-09-26

    In 2012, the Northwestern University Feinberg School of Medicine launched a redesigned curriculum addressing the four primary recommendations in the 2010 Carnegie Foundation for the Advancement of Teaching report on reforming medical education. This new curriculum provides a more standardized evaluation of students' competency achievement through a robust portfolio review process coupled with standard evaluations of medical knowledge and clinical skills. It individualizes learning processes through curriculum flexibility, enabling students to take electives earlier and complete clerkships in their preferred order. The new curriculum is integrated both horizontally and vertically, combining disciplines within organ-based modules and deliberately linking elements (science in medicine, clinical medicine, health and society, professional development) and threads (medical decision making, quality and safety, teamwork and leadership, lifestyle medicine, advocacy and equity) across the three phases that replaced the traditional four-year timeline. It encourages students to conduct research in an area of interest and commit to lifelong learning and self-improvement. The curriculum formalizes the process of professional identity formation and requires students to reflect on their experiences with the informal and hidden curricula, which strongly shape their identities.The authors describe the new curriculum structure, explain their approach to each Carnegie report recommendation, describe early outcomes and challenges, and propose areas for further work. Early data from the first cohort to progress through the curriculum show unchanged United States Medical Licensing Examination Step 1 and 2 scores, enhanced student research engagement and career exploration, and improved student confidence in the patient care and professional development domains.

  7. Talk the Talk: Implementing a Communication Curriculum for Surgical Residents.

    Science.gov (United States)

    Newcomb, Anna B; Trickey, Amber W; Porrey, Melissa; Wright, Jeffrey; Piscitani, Franco; Graling, Paula; Dort, Jonathan

    The Accreditation Council for Graduate Medical Education milestones provide a framework of specific interpersonal and communication skills that surgical trainees should aim to master. However, training and assessment of resident nontechnical skills remains challenging. We aimed to develop and implement a curriculum incorporating interactive learning principles such as group discussion and simulation-based scenarios to formalize instruction in patient-centered communication skills, and to identify best practices when building such a program. The curriculum is presented in quarterly modules over a 2-year cycle. Using our surgical simulation center for the training, we focused on proven strategies for interacting with patients and other providers. We trained and used former patients as standardized participants (SPs) in communication scenarios. Surgical simulation center in a 900-bed tertiary care hospital. Program learners were general surgery residents (postgraduate year 1-5). Trauma Survivors Network volunteers served as SPs in simulation scenarios. We identified several important lessons: (1) designing and implementing a new curriculum is a challenging process with multiple barriers and complexities; (2) several readily available facilitators can ease the implementation process; (3) with the right approach, learners, faculty, and colleagues are enthusiastic and engaged participants; (4) learners increasingly agree that communication skills can be improved with practice and appreciate the curriculum value; (5) patient SPs can be valuable members of the team; and importantly (6) the culture of patient-physician communication appears to shift with the implementation of such a curriculum. Our approach using Trauma Survivors Network volunteers as SPs could be reproduced in other institutions with similar programs. Faculty enthusiasm and support is strong, and learner participation is active. Continued focus on patient and family communication skills would enhance

  8. White Paper: Curriculum in Interventional Radiology.

    Science.gov (United States)

    Mahnken, Andreas H; Bücker, Arno; Hohl, Christian; Berlis, Ansgar

    2017-04-01

    Purpose  Scope and clinical importance of interventional radiology markedly evolved over the last decades. Consequently it was acknowledged as independent subspecialty by the "European Union of Medical Specialists" (UEMS). Based on radiological imaging techniques Interventional Radiology is an integral part of Radiology. Materials und Methods  In 2009 the German Society for Interventional Radiology and minimally-invasive therapy (DeGIR) developed a structured training in Interventional Radiology. In cooperation with the German Society of Neuroradiology (DGNR) this training was extended to also cover Interventional Neuroradiology in 2012. Tailored for this training in Interventional Radiology a structured curriculum was developed, covering the scope of this modular training. Results  The curriculum is based on the DeGIR/DGNR modular training concept in Interventional Radiology. There is also an European Curriculum and Syllabus for Interventional Radiology developed by the "Cardiovascular and Interventional Radiological Society of Europe" (CIRSE). The presented curriculum in Interventional Radiology is designed to provide a uniform base for the training in Interventional Radiology in Germany, based on the competencies obtained during residency. Conclusion  This curriculum can be used as a basis for training in Interventional Radiology by all training sites. Key Points: · Interventional Radiology is an integral part of clinical radiology. · The German Society for Interventional Radiology and minimally-invasive therapy (DeGIR) developed a curriculum in Interventional Radiology. · This curriculum is an integrative basis for the training in interventional. Citation Format · Mahnken AH, Bücker A, Hohl C et al. White Paper: Curriculum in Interventional Radiology. Fortschr Röntgenstr 2017; 189: 309 - 311. © Georg Thieme Verlag KG Stuttgart · New York.

  9. It’s The Curriculum, Stupid!

    Directory of Open Access Journals (Sweden)

    Grayling, Ian

    2012-01-01

    Full Text Available In this paper we, firstly, explore the importance and positioning of ‘thinking skills’ within the Further Education (FE curriculum in hard times - for society generally and education in particular. Secondly, we argue that ‘thinking skills’ have been lost from the curriculum over recent years and are now in urgent need of rehabilitation; not as a bolt-on, but at the heart of the curriculum. We then invite readers to consider the Learning and Skills Improvement Service’s (LSIS endorsed framework for ‘Spiritual, Moral, Social and Cultural’ education as a powerful means of re-embedding ‘thinking’ within the vocational curriculum in support of both the ‘skills’ and the ‘social cohesion’ agendas. Finally, we consider the implications of this for the development of vocational pedagogy and for teacher education.

  10. Australian Curriculum Implementation in a Remote Aboriginal School: A Curriculum Leader's Search for a Transformational Compromise

    Science.gov (United States)

    Parkinson, Chloe

    2015-01-01

    This paper examines the trial implementation of the Australian Curriculum in a remote Aboriginal school. It was a school that at the time was beginning to achieve successes with the development of dual-knowledge, transformational outcomes based curriculum that had its justification in the Northern Territory Curriculum Framework. Drawing on the…

  11. Nursing intervention to enhance acceptance of pregnancy in first-time mothers: focusing on the comfortable experiences of pregnant women.

    Science.gov (United States)

    Nakamura, Yasuka

    2010-06-01

    The purpose of the present study was to describe effective nursing care through evaluation of a nursing intervention that enhanced acceptance of pregnancy and focused on a comfortable experience for pregnant women. Thirty-two subjects who were expected to have a normal pregnancy were assigned into either the intervention or the control group. The nursing intervention consisted of the use of a pregnancy diary and four interviews, two of which were held in the first trimester, one in the second and one in the third trimester. The nursing care given was recorded in tapes and field notes. The data were analyzed using a qualitative content analysis method. As a result of analyzing the nursing care of 13 women pregnant for the first time who were provided with nursing intervention, the following seven categories of nursing care were extracted for the intervention: encouragement of women to record their experiences using a pregnancy diary; recognizing and acknowledging negative feelings; reducing the negative aspects of pregnancy and reframing; expression and reinforcement of positive feelings; clarification and reinforcement of positive meanings; awareness of own comfortable experiences; promotion of diverse comfortable aspects and continuation of comfortable experiences. The seven nursing care interventions were effective in increasing the comfortable experiences of pregnant women and enhancing a positive attitude towards pregnancy. Nursing intervention can aid in enhancing positivity and comfort in pregnant women. Furthermore, this nursing intervention can be applied to adolescents, socially disadvantaged pregnant women, and hospitalized women.

  12. Enhancing GCE A-Level Programmes.

    Science.gov (United States)

    Holding, Gordon

    This document, which is based on the findings of a study of 10 further education (FE) colleges throughout the United Kingdom, is intended to help FE colleges review and enhance their curriculum for 16- to 19-year-old students in General Certificate of Education (GCE) A-level (Advanced Level) courses. Discussed first are the following reasons for…

  13. Experience in the United States with a secondary resource curriculum on ''Science, society and America's nuclear waste''

    International Nuclear Information System (INIS)

    King, G.P.

    1994-01-01

    The nuclear power and nuclear waste situation in the Usa, is first reviewed. In order to enhance information concerning these topics among pupils and teachers, a resource curriculum, 'Science, society, and America's Nuclear Waste', was developed by teachers for teachers; it consists of four units: nuclear waste, ionizing radiation, the nuclear waste policy act, and the waste management system. It has been well received by teachers. Within nine months after its national introduction, 350000 teacher and student curriculum documents were requested by teachers from all 50 states. Requests have been also received from 250 foreign colleges and universities

  14. Rethinking the mathematics curriculum

    CERN Document Server

    Hoyles, Celia; Woodhouse, Geoffrey

    1998-01-01

    At a time when political interest in mathematics education is at its highest, this book demonstrates that the issues are far from straightforward. A wide range of international contributors address such questions as: What is mathematics, and what is it for? What skills does mathematics education need to provide as technology advances? What are the implications for teacher education? What can we learn from past attempts to change the mathematics curriculum? Rethinking the Mathematics Curriculum offers stimulating discussions, showing much is to be learnt from the differences in culture, national expectations, and political restraints revealed in the book. This accessible book will be of particular interest to policy makers, curriculum developers, educators, researchers and employers as well as the general reader.

  15. The Swiss Master in Chiropractic Medicine Curriculum: Preparing Graduates to Work Together With Medicine to Improve Patient Care.

    Science.gov (United States)

    Humphreys, B Kim; Peterson, Cynthia K

    2016-12-01

    that this curriculum model will be adopted by other countries and jurisdictions seeking to enhance the role of chiropractic in health care.

  16. Curriculum as Colour and Curves: A Synthesis of Black Theory, Design and Creativity Realised as Critical Curriculum Writing

    Science.gov (United States)

    McKnight, Lucinda

    2018-01-01

    This article looks to three inspirational Black women, bell hooks, Stacey McBride-Irby and Patricia Williams, in the pursuit of radical curriculum. While today curriculum is critiqued as racialised, gendered, sexualised and classed, the formats of curriculum documents such as text books, units of work and lesson plans have changed little. These…

  17. Forensic Science Curriculum for High School Students

    Science.gov (United States)

    Burgess, Christiana J.

    Over the last several decades, forensic science---the application of science to civil and criminal legal matters---has become of increasing popularity with the public. The range of disciplines within the field is immense, offering individuals the potential for a unique career, regardless of their specific interests or expertise. In response to this growth, many organizations, both public and private, have recognized the need to create forensic science programs that strive to maintain and enhance the quality of forensic science education. Unfortunately, most of the emphasis placed on developing these materials relates to post-secondary education, and creates a significant lack of forensic science educational materials available in the U.S., especially in Oklahoma. The purpose of this project was to create a high school curriculum that provides the foundation for building a broad, yet comprehensive, overview of the field of forensic science and its associated disciplines. The overall goal was to create and provide course materials to high school teachers in order to increase their knowledge of forensic science such that they are able to teach its disciplines effectively and with accuracy. The Forensic Science Curriculum for High School Students includes sample lesson plans, PowerPoint presentations, and lab activities with step-by-step instructions.

  18. Waste transmutation and public acceptance

    International Nuclear Information System (INIS)

    Pigford, T.H.

    1991-01-01

    The concept of transmuting radioactive wastes with reactors or accelerators is appealing. It has the potential of simplifying or eliminating problems of disposing of nuclear waste. The transmutation concept has been renewed vigorously at a time when national projects to dispose of high-level and transuranic waste are seriously delayed. In this period of tightening federal funds and program curtailments, skilled technical staffs are available at US Department of Energy (DOE) national laboratories and contractors to work on waste transmutation. If the claims of transmutation can be shown to be realistic, economically feasible, and capable of being implemented within the US institutional infrastructure, public acceptance of nuclear waste disposal may be enhanced. If the claims for transmutation are not substantiated, however, there will result a serious loss of credibility and an unjust exacerbation of public concerns about nuclear waste. The paper discusses the following topics: how public acceptance is achieved; the technical community and waste disposal; transmutation and technical communication; transmutation issues; technical fixes and public perception

  19. An International Marketing Curriculum - Development and Analysis.

    Science.gov (United States)

    Abboushi, Suhail; Lackman, Conway; Peace, A. Graham

    1999-01-01

    Describes the process of market-driven curriculum design in the development of an undergraduate International Marketing (IM) major at Duquesne University (Pennsylvania) School of Business Administration. Reports on a market study revealing profiles and IM curriculum design preferences of exporting companies. Discusses the curriculum development,…

  20. Fidelity to and Satisfaction with Prescribed Curriculum in an Arab Educational Context: ESL Teachers' Perspective

    Science.gov (United States)

    Ellili-Cherif, Maha; Hadba, Hala Mohamed

    2017-01-01

    Educational institutions in the Arab Gulf are requiring rapid changes to enhance English language learning to keep up with globalization and economic growth. This urges the need for investigating policy changes such as effectiveness in curriculum orientations and their impact on the actual process of teaching in order to gauge how educational…

  1. Business Mathematics Curriculum Guide. Bulletin 1612. Revised.

    Science.gov (United States)

    Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

    This curriculum guide for business mathematics was developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program. Following an overview of the secondary school mathematics curriculum, eight goals for the business mathematics course are listed. A pacing chart with suggested time periods for each major…

  2. From Communication Skills to Skillful Communication: A Longitudinal Integrated Curriculum for Critical Care Medicine Fellows.

    Science.gov (United States)

    Roze des Ordons, Amanda L; Doig, Christopher J; Couillard, Philippe; Lord, Jason

    2017-04-01

    Communication with patients and families in critical care medicine (CCM) can be complex and challenging. A longitudinal curricular model integrating multiple techniques within classroom and clinical milieus may facilitate skillful communication across diverse settings. In 2014-2015, the authors developed and implemented a curriculum for CCM fellows at the Cumming School of Medicine, University of Calgary, to promote the longitudinal development of skillful communication. A departmental needs assessment informed curriculum development. Five 4-hour classroom sessions were developed: basic communication principles, family meetings about goals and transitions of care, discussing patient safety incidents, addressing conflict, and offering organ donation. Teaching methods-including instructor-led presentations incorporating a consistent framework for approaching challenging conversations, simulation and clinical practice, and feedback from peers, trained facilitators, family members, and clinicians-supported integration of skills into the clinical setting and longitudinal development of skillful communication. Seven fellows participated during the first year of the curriculum. CCM fellows engaged enthusiastically in the program, commented that the framework provided was helpful, and highly valued the opportunity to practice challenging communication scenarios, learn from observing their peers, and receive immediate feedback. More detailed accounts of fellows', patients', and family members' experiences will be obtained to guide curricular development. The curriculum will be expanded to involve other members of the multidisciplinary intensive care unit team, and faculty education initiatives will be offered to enhance the quality of the feedback provided. The impact of the curriculum on initial skill development, retention, and progression will be assessed.

  3. George Herbert Mead, Curriculum Theorist: The Curriculum Field and the Problem of Social Control.

    Science.gov (United States)

    Franklin, Barry M.

    This paper is one of three presented at a symposium intended to suggest how historical studies of the curriculum field can aid in identifying alternative perspectives to the prevailing scientific-technical perspective, an orientation that has dominated the curriculum field since its inception as a formal area of study. This paper contends that…

  4. Curriculum Design for Inquiry: Preservice Elementary Teachers' Mobilization and Adaptation of Science Curriculum Materials

    Science.gov (United States)

    Forbes, Cory T.; Davis, Elizabeth A.

    2010-01-01

    Curriculum materials are crucial tools with which teachers engage students in science as inquiry. In order to use curriculum materials effectively, however, teachers must develop a robust capacity for pedagogical design, or the ability to mobilize a variety of personal and curricular resources to promote student learning. The purpose of this study…

  5. Determinants of debit cards acceptance: An empirical investigation

    International Nuclear Information System (INIS)

    Ismail, Shafinar; Adnan, Azimah; Azizi, Amsyar; Bakri, Mohamed Hariri; Zulkepli, Jafri

    2014-01-01

    These days, most of the Malaysians realize that the consumption of debit card will help them to reduce the household debt. Thus, it is important to analyse the acceptance of debit cards for further enhancement and expanding its market share in Malaysia. In addition, there is lacked of research being conducted on the determinants affecting the acceptance of debit cards among Malaysians. Thus, the study aimed to investigate the factors affecting the acceptance of debit cards. This study focuses on payment methods, consumer attitude, and safety of debit card in acceptance of debit cards. Questionnaires were distributed to the 300 respondents. The sampling procedure adopted was stratified random sampling. The data obtained were analysed using SPSS 20.0 which involves scale reliability, descriptive and regression analysis. The result indicates that payment methods, consumer attitude and safety are the determinants of debit cards acceptance. Safety is the best predictor as most of the customers are confidents to use debit cards because of the security being developed around these debit card transactions. The analyses presented in this study can be used by policymakers and managers as a guide to promote banking products and services. The findings achieved in this study will be of interest for practitioners and academics concerned with developments of the Malaysian banking industry

  6. Determinants of debit cards acceptance: An empirical investigation

    Energy Technology Data Exchange (ETDEWEB)

    Ismail, Shafinar; Adnan, Azimah; Azizi, Amsyar [Faculty of Business and Management, Universiti Teknologi MARA, Melaka 75300 (Malaysia); Bakri, Mohamed Hariri [Faculty of Technology Management And Technopreneurship, Universiti Teknikal Malaysia, Melaka 76100 (Malaysia); Zulkepli, Jafri [Faculty of Quantitative Science, Universiti Utara Malaysia, Sintok Kedah (Malaysia)

    2014-12-04

    These days, most of the Malaysians realize that the consumption of debit card will help them to reduce the household debt. Thus, it is important to analyse the acceptance of debit cards for further enhancement and expanding its market share in Malaysia. In addition, there is lacked of research being conducted on the determinants affecting the acceptance of debit cards among Malaysians. Thus, the study aimed to investigate the factors affecting the acceptance of debit cards. This study focuses on payment methods, consumer attitude, and safety of debit card in acceptance of debit cards. Questionnaires were distributed to the 300 respondents. The sampling procedure adopted was stratified random sampling. The data obtained were analysed using SPSS 20.0 which involves scale reliability, descriptive and regression analysis. The result indicates that payment methods, consumer attitude and safety are the determinants of debit cards acceptance. Safety is the best predictor as most of the customers are confidents to use debit cards because of the security being developed around these debit card transactions. The analyses presented in this study can be used by policymakers and managers as a guide to promote banking products and services. The findings achieved in this study will be of interest for practitioners and academics concerned with developments of the Malaysian banking industry.

  7. Determinants of debit cards acceptance: An empirical investigation

    Science.gov (United States)

    Ismail, Shafinar; Bakri, Mohamed Hariri; Zulkepli, Jafri; Adnan, Azimah; Azizi, Amsyar

    2014-12-01

    These days, most of the Malaysians realize that the consumption of debit card will help them to reduce the household debt. Thus, it is important to analyse the acceptance of debit cards for further enhancement and expanding its market share in Malaysia. In addition, there is lacked of research being conducted on the determinants affecting the acceptance of debit cards among Malaysians. Thus, the study aimed to investigate the factors affecting the acceptance of debit cards. This study focuses on payment methods, consumer attitude, and safety of debit card in acceptance of debit cards. Questionnaires were distributed to the 300 respondents. The sampling procedure adopted was stratified random sampling. The data obtained were analysed using SPSS 20.0 which involves scale reliability, descriptive and regression analysis. The result indicates that payment methods, consumer attitude and safety are the determinants of debit cards acceptance. Safety is the best predictor as most of the customers are confidents to use debit cards because of the security being developed around these debit card transactions. The analyses presented in this study can be used by policymakers and managers as a guide to promote banking products and services. The findings achieved in this study will be of interest for practitioners and academics concerned with developments of the Malaysian banking industry.

  8. Evaluating the philosophical foundation of 2013 Curriculum

    Directory of Open Access Journals (Sweden)

    M. Mardiana

    2017-12-01

    Full Text Available The study was to: (1 identify the interpretation toward the philosophical foundation of 2013 Curriculum; and (2 evaluate the philosophical foundation of 2013 Curriculum. In order to achieve these objectives, the researchers implemented the method of philosophy interpretation, namely a method that might discover an individual’s paradigm through the texts or the articles that he or she composed. Furthermore, in order to evaluate the philosophical foundation of 2013 Curriculum the researchers implemented certain criteria and this effort was supported by the expert interview. The data were analyzed by means of hermeneutic method, namely the presence of a relationship among the three elements namely text, interpreter and reader. The conclusions of the study then were as follows: (1 the interpretation toward the philosophical foundation of 2013 Curriculum contained six points namely: (a establishing and developing the nation’s attitude and civilization or the nation’s character, (b developing the curriculum based on the nation’s culture, (c referring to the fact that education had been a process of developing the learning participants’ potentials, (d referring to the fact that education had been based on the nation’s culture and experience in the past, (e referring to the fact that education had been basis of the nation’s life continuity and (f Referring to the fact that education had been adjusted to the life of the learning participants as an individual, a society member and a citizen; (2 the six philosophical reasons namely: (a perennialism, (b essentialism, (c progressivism, (d pragmatism, (e existentialism and (f reconstructionism; (3 the following evaluation results: (a the philosophical foundation of 2013 Curriculum based on the interpretation results had provided clear educational objectives and functions, (b the philosophical foundation of 2013 Curriculum had been in accordance to facts, (c the philosophical foundation of 2013

  9. National Curriculum and Federalism: The Australian Experience

    Science.gov (United States)

    Harris-Hart, Catherine

    2010-01-01

    Whilst the past 35 years have seen numerous attempts at national curriculum collaboration in Australia, these have invariably failed largely due to the constitutional reality that the States have responsibility for curriculum. Federal government involvement in curriculum can only be achieved, therefore, with the consent of the States. To achieve…

  10. Dismantling the Curriculum in Higher Education

    Directory of Open Access Journals (Sweden)

    Richard Hall

    2016-04-01

    Full Text Available The higher education curriculum in the global North is increasingly co-opted for the production of measurable outcomes, framed by determinist narratives of employability and enterprise. Such co-option is immanent to processes of financialisation and marketisation, which encourage the production of quantifiable curriculum activities and tradable academic services. Yet the university is also affected by global socio-economic and socio-environmental crises, which can be expressed as a function of a broader crisis of social reproduction or sociability. As the labour of academics and students is increasingly driven by a commodity-valuation rooted in the measurement of performance, the ability for academics and students to respond to crises from inside the university is constrained by the market. This article argues that in understanding the relationship between the university and society, and in responding to a crisis of sociability, revealing the bounded nature of the curriculum is central. One possible way to address this crisis is by re-imagining the university through the co-operative practices of groups like the Dismantling the Masters House community and the Social Science Centre. Such an exploration, rooted in the organising principles of the curriculum, asks educators to consider how their curriculum reproduces an on-going colonisation by Capital. It is argued that such work enables a re-imagination of higher education that is rooted in a co-operative curriculum, and which might enable activist-educators to build an engaged curriculum, through which students and academics no longer simply learn to internalise, monitor and manage their own alienation.

  11. Advanced Texas Studies: Curriculum Guide.

    Science.gov (United States)

    Harlandale Independent School District, San Antonio, TX. Career Education Center.

    The guide is arranged in vertical columns relating curriculum concepts in Texas studies to curriculum performance objectives, career concepts and career performance objectives, suggested teaching methods, and audio-visual and resource materials. Career information is included on 24 related occupations. Space is provided for teachers' notes which…

  12. Transportation Consumer Education Curriculum Guide.

    Science.gov (United States)

    Finn, Peter; And Others

    Materials in this curriculum guide represent a selection of the major transportation consumer topics and ideas and are designed to set the stage for more intensive transportation consumer education curriculum development and teacher efforts. (Eleven manuals covering the four transportation topics of public transportation, transportation and the…

  13. Discrete Mathematics and Curriculum Reform.

    Science.gov (United States)

    Kenney, Margaret J.

    1996-01-01

    Defines discrete mathematics as the mathematics necessary to effect reasoned decision making in finite situations and explains how its use supports the current view of mathematics education. Discrete mathematics can be used by curriculum developers to improve the curriculum for students of all ages and abilities. (SLD)

  14. Energy: options for the future. Curriculum development project for high school teachers. Final report. [Packet

    Energy Technology Data Exchange (ETDEWEB)

    Carroll, T.O.

    1978-04-01

    Recent state and regional energy crises demonstrate the delicate balance between energy systems, the environment, and the economy. Indeed, the interaction between these three elements of society is very complex. This project develops curriculum materials that would better provide students with an understanding and awareness of fundamental principles of energy supply, conversion processes, and utilization now and in the future. The project had two specific objectives: to transfer knowledge of energy systems, analysis techniques, and advanced technologies from the energy analyst community to the teacher participants; and to involve teachers in the preparation of modular case studies on energy issues for use within the classroom. These curriculum modules are intended to enhance the teacher's ability to provide energy-related education to students within his or her own academic setting. The project is organized as a three-week summer program, as noted in the flyer (Appendix A). Mornings are spent in seminars with energy and environmental specialists (their handout lecture notes are included as Appendix B); afternoons are devoted to high school curriculum development based on the seminar discussions. The curriculum development is limited to five areas: conservation, electricity demand scheduling, energy in the food system, new technologies (solar, wind, biomass), and environment. Appendix C consists of one-day lession plans in these areas.

  15. Practical use of medical terminology in curriculum mapping.

    Science.gov (United States)

    Komenda, Martin; Schwarz, Daniel; Švancara, Jan; Vaitsis, Christos; Zary, Nabil; Dušek, Ladislav

    2015-08-01

    Various information systems for medical curriculum mapping and harmonization have been developed and successfully applied to date. However, the methods for exploiting the datasets captured inside the systems are rather lacking. We reviewed the existing medical terminologies, nomenclatures, coding and classification systems in order to select the most suitable one and apply it in delivering visual analytic tools and reports for the benefit of medical curriculum designers and innovators. A formal description of a particular curriculum of general medicine is based on 1347 learning units covering 7075 learning outcomes. Two data-analytical reports have been developed and discussed, showing how the curriculum is consistent with the MeSH thesaurus and how the MeSH thesaurus can be used to demonstrate interconnectivity of the curriculum through association analysis. Although the MeSH thesaurus is designed mainly to index medical literature and support searching through bibliographic databases, we have proved its use in medical curriculum mapping as being beneficial for curriculum designers and innovators. The presented approach can be followed wherever needed to identify all the mandatory components used for transparent and comprehensive overview of medical curriculum data. Copyright © 2015 Elsevier Ltd. All rights reserved.

  16. Genetically modified food in perspective: an inquiry-based curriculum to help middle school students make sense of tradeoffs

    Science.gov (United States)

    Seethaler, Sherry; Linn, Marcia

    To understand how students learn about science controversy, this study examines students' reasoning about tradeoffs in the context of a technology-enhanced curriculum about genetically modified food. The curriculum was designed and refined based on the Scaffolded Knowledge Integration Framework to help students sort and integrate their initial ideas and those presented in the curriculum. Pre-test and post-test scores from 190 students show that students made significant (p genetically modified food controversy. Analyses of students' final papers, in which they took and defended a position on what type of agricultural practice should be used in their geographical region, showed that students were able to provide evidence both for and against their positions, but were less explicit about how they weighed these tradeoffs. These results provide important insights into students' thinking and have implications for curricular design.

  17. Tides. Ocean Related Curriculum Activities.

    Science.gov (United States)

    Marrett, Andrea

    The ocean affects all of our lives. Therefore, awareness of and information about the interconnections between humans and oceans are prerequisites to making sound decisions for the future. Project ORCA (Ocean Related Curriculum Activities) has developed interdisciplinary curriculum materials designed to meet the needs of students and teachers…

  18. Meta-Theory and Curriculum Development.

    Science.gov (United States)

    Hartoonian, H. Michael

    Curriculum development in any area should be imbued with a meaning that focuses on the cultural values of motivation, logic, and human relationships. The term "meaning" implies seeing relationships (linguistic, economic, political, moral), understanding logic, and being sensitive to the enduring values of the culture. Curriculum developers and…

  19. Customizing Curriculum with Digital Resources

    Science.gov (United States)

    Miller, Jeffrey

    2011-01-01

    To effectively use digital resources in the classroom, teachers must customize the information, merge it with pre-existing curriculum, differentiate it for diverse student populations, and still meet standards-based learning goals. This article describes a solution to these challenges: the Curriculum Customization Service, which provides access to…

  20. Guidelines for Developing Competency-Based Curriculum.

    Science.gov (United States)

    Goodson, Ludy

    1979-01-01

    Presents guidelines for the development of competency-based curriculum formulated as a result of an automotive mechanics curriculum workshop. Listed are specific guidelines for content development, writing style, and illustration. (LRA)

  1. Re-sourcing curriculum materials : in search of appropriate frameworks for researching the enacted mathematics curriculum

    NARCIS (Netherlands)

    Pepin, B.

    2014-01-01

    This article provides a commentary to the eight papers of this issue of ZDM entitled "Researching the enacted mathematics curriculum." It is structured around three main questions concerning (1) the layers of the curriculum addressed in the eight papers; (2) an identification of the main theoretical

  2. Evaluation of oral microbiology lab curriculum reform.

    Science.gov (United States)

    Nie, Min; Gao, Zhen Y; Wu, Xin Y; Jiang, Chen X; Du, Jia H

    2015-12-07

    According to the updated concept of oral microbiology, the School of Stomatology, Wuhan University, has carried out oral microbiology teaching reforms during the last 5 years. There was no lab curriculum before 2009 except for a theory course of oral microbiology. The school has implemented an innovative curriculum with oral medicine characteristics to strengthen understanding of knowledge, cultivate students' scientific interest and develop their potential, to cultivate the comprehensive ability of students. This study was designed to evaluate the oral microbiology lab curriculum by analyzing student performance and perceptions regarding the curriculum from 2009 to 2013. The lab curriculum adopted modalities for cooperative learning. Students collected dental plaque from each other and isolated the cariogenic bacteria with selective medium plates. Then they purified the enrichment culture medium and identified the cariogenic strains by Gram stain and biochemical tests. Both quantitative and qualitative data for 5 years were analysed in this study. Part One of the current study assessed student performance in the lab from 2009 to 2013. Part Two used qualitative means to assess students' perceptions by an open questionnaire. The 271 study students' grades on oral microbiology improved during the lab curriculum: "A" grades rose from 60.5 to 81.2 %, and "C" grades fell from 28.4 to 6.3 %. All students considered the lab curriculum to be interesting and helpful. Quantitative and qualitative data converge to suggest that the lab curriculum has strengthened students' grasp of important microbiology-related theory, cultivated their scientific interest, and developed their potential and comprehensive abilities. Our student performance and perception data support the continued use of the innovative teaching system. As an extension and complement of the theory course, the oral microbiology lab curriculum appears to improve the quality of oral medicine education and help to

  3. Leading Change in the Primary Science Curriculum

    Science.gov (United States)

    Waller, Nicky; Baker, Chris

    2014-01-01

    Nicky Waller and Chris Baker believe that change can be a good thing and explain how their training has helped others to adjust to the new science curriculum. In September 2013, teachers across England received the definitive version of the new primary curriculum "Leading Change in the Primary Science Curriculum." This course aimed to…

  4. 'Knowledge,' Curriculum and Social Justice

    Science.gov (United States)

    Wrigley, Terry

    2018-01-01

    This article considers the place of knowledge in developing a socially just curriculum. It pursues the unusual route of a critique of Social Realism, a small but influential tendency in curriculum studies which claims that knowledge has been squeezed out by recent curriculum reforms and that there has been a descent into relativism. This paper…

  5. Advocacy and Awareness: Integrating LGBTQ Health Education Into the Prelicensure Curriculum.

    Science.gov (United States)

    McNiel, Paula L; Elertson, Kathleen M

    2018-05-01

    An identified gap in the curriculum related to lesbian, gay, bisexual, transgender, and queer (LGBTQ) health needs prompted nursing faculty to implement a collaborative educational offering. LGBTQ individuals experience significant health disparities, compared with heterosexual counterparts. Enhancing established LGBTQ population-specific training to highlight health disparities and awareness of special health care needs was piloted with two clinical groups of senior baccalaureate nursing students (N = 16). Didactic, simulated, and panel discussion related to LGBTQ terminology, current health standards of care, and the importance of advocacy was provided by campus advocates, experienced health care providers, and a student panel identifying as LGBTQ. Health specific learning outcomes were established and evaluated. Posteducation, anonymous surveys, and journaling were completed. Survey respondents (n = 13) reported increased awareness and understanding of health disparities specific to the LGBTQ population. LGBTQ-specific health education has been implemented as a permanent curriculum change. [J Nurs Educ. 2018;57(5):312-314.]. Copyright 2018, SLACK Incorporated.

  6. Pharmacy curriculum outcomes assessment for individual student assessment and curricular evaluation.

    Science.gov (United States)

    Scott, Day M; Bennett, Lunawati L; Ferrill, Mary J; Brown, Daniel L

    2010-12-15

    The Pharmacy Curriculum Outcomes Assessment (PCOA) is a standardized examination for assessing academic progress of pharmacy students. Although no other national benchmarking tool is available on a national level, the PCOA has not been adopted by all colleges and schools of pharmacy. Palm Beach Atlantic University (PBAU) compared 2008-2010 PCOA results of its P1, P2, and P3 students to their current grade point average (GPA) and to results of a national cohort. The reliability coefficient of PCOA was 0.91, 0.90, and 0.93 for the 3 years, respectively. PBAU results showed a positive correlation between GPA and PCOA scale score. A comparison of subtopic results helped to identify areas of strengths and weaknesses of the curriculum. PCOA provides useful comparative data that can facilitate individual student assessment as well as programmatic evaluation. There are no other standardized assessment tools available. Despite limitations, PCOA warrants consideration by colleges and schools of pharmacy. Expanded participation could enhance its utility as a meaningful benchmark.

  7. Bridging the Gap between Social Acceptance and Ethical Acceptability.

    Science.gov (United States)

    Taebi, Behnam

    2017-10-01

    New technology brings great benefits, but it can also create new and significant risks. When evaluating those risks in policymaking, there is a tendency to focus on social acceptance. By solely focusing on social acceptance, we could, however, overlook important ethical aspects of technological risk, particularly when we evaluate technologies with transnational and intergenerational risks. I argue that good governance of risky technology requires analyzing both social acceptance and ethical acceptability. Conceptually, these two notions are mostly complementary. Social acceptance studies are not capable of sufficiently capturing all the morally relevant features of risky technologies; ethical analyses do not typically include stakeholders' opinions, and they therefore lack the relevant empirical input for a thorough ethical evaluation. Only when carried out in conjunction are these two types of analysis relevant to national and international governance of risky technology. I discuss the Rawlsian wide reflective equilibrium as a method for marrying social acceptance and ethical acceptability. Although the rationale of my argument is broadly applicable, I will examine the case of multinational nuclear waste repositories in particular. This example will show how ethical issues may be overlooked if we focus only on social acceptance, and will provide a test case for demonstrating how the wide reflective equilibrium can help to bridge the proverbial acceptance-acceptability gap. © 2016 The Authors Risk Analysis published by Wiley Periodicals, Inc. on behalf of Society for Risk Analysis.

  8. Models for Instruction and Curriculum.

    Science.gov (United States)

    Toth, Elizabeth L.

    1999-01-01

    Proposes three models of course-specific curricula and a content-curriculum model for undergraduate public-relations education, and proposes core and elective areas for a master's of public-relations curriculum. Agrees that public-relations curricula should have a broad liberal arts and science basis, and recommended more attention to ethics,…

  9. The Integrated Early Childhood Curriculum.

    Science.gov (United States)

    Krogh, Suzanne

    This textbook provides an outline of an integrated curriculum for early childhood education. Part 1 discusses the human element in school: the child and the teacher and child development. Part 2 contains the curriculum itself and covers the subjects of language, mathematics, science, social studies, art, music, and movement. Guidelines provide…

  10. A Substantiation of Macdonald's Models in Science Curriculum Development.

    Science.gov (United States)

    Searles, W. E.

    1982-01-01

    A history and analysis of science curriculum development is presented. Factors which influence the selection and organization of content in a science curriculum are discussed, including Macdonald's curriculum development models, propositions for curriculum development, and changes made in science curricula during the last century. (CJ)

  11. Learners, teachers and curriculum

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2008-01-01

    of virtual e-learning, interviews with teachers and 10 learner participants in a virtual classroom setting, and discourse analysis of curriculum developed for the particular e-learning course The research has taken place in the context of a study of e-learning and virtual teaching of Danish as a Second...... language for adults. The research results indicate that teachers seem to compensate by trying to create virtual communities of learning. Learners, however, experience disembedded relations. Conversely, curriculum development, on tends to ‘exploit’ the conditions of disembedding social relations in e-learning......, locationally distant”. The aim of the paper is to analyse and discuss how different positions in e-learning settings result in different answers to modernity. These settings can be applied to either teacher, learner or curriculum positions. The research was based on a qualitative longitudinal case study...

  12. Emergency Medical Technician Training During Medical School: Benefits for the Hidden Curriculum.

    Science.gov (United States)

    Russ-Sellers, Rebecca; Blackwell, Thomas H

    2017-07-01

    Medical schools are encouraged to introduce students to clinical experiences early, to integrate biomedical and clinical sciences, and to expose students to interprofessional health providers and teams. One important goal is for students to gain a better understanding of the patients they will care for in the future and how their social and behavioral characteristics may affect care delivery. To promote early clinical exposure and biomedical integration, in 2012 the University of South Carolina School of Medicine Greenville incorporated emergency medical technician (EMT) training into the curriculum. This report describes the program; outlines changes (made after year 1) to improve biomedical integration; and provides a brief analysis and categorization of comments from student reflections to determine whether particular themes, especially related to the hidden curriculum, appeared. Medical students wrote frequently about EMT-related experiences: 29% of reflections in the charter year (1.2 per student) and 38% of reflections in the second year (1.5 per student) focused on EMT-related experiences. Reflections related to patient care, professionalism, systems-based practice, and communication/interpersonal skills. The frequency of themes in student reflections may provide insight into a medical program's hidden curriculum. This information may serve to inform curricula that focus on biosocial elements such as professionalism and communication with the goal of enhancing future physicians' tolerance, empathy, and patient-centeredness. The authors plan to conduct further qualitative analysis of student reflections to iteratively revise curricula to address gaps both in learning and in the differences between the explicit curriculum and actual experiences.

  13. Children's acceptance learning of New Nordic components and potential challenges

    DEFF Research Database (Denmark)

    Hartvig, Ditte Luise

    that repeated exposure as well as food engagement constitute efficient methods to enhance the acceptance of Nordic foods. Furthermore the importance of follow-up tests and initial liking was highlighted. Many different factors affect acceptance and acceptance learning of food products, some of those may even......It has been suggested that dietary recommendations should be tailored to regional conditions to bridge gastronomi, health and sustainability. The New Nordic diet (NND) has been defined as part of the OPUS project:”Optimal well-being, development and health of school children through a New Nordic......’s food preferences. In the first part of the project it was investigated how a five week intervention with Nordic foods and food engagement affected the acceptance of sea-buckthorn berry products, not included in the intervention. The effect of the intervention was compared to the effect of eight product...

  14. The Concept of the Absent Curriculum: The Case of the Muslim Contribution and the English National Curriculum for History

    Science.gov (United States)

    Wilkinson, Matthew L. N.

    2014-01-01

    This paper introduces the concept of the "absent curriculum" on the premise that the study of curriculum has been prone to privileging curricular presence to the exclusion of curricular absence. In order to address this imbalance and to articulate a theory of absence in the curriculum, the paper applies ideas derived from the philosophy…

  15. Materiality and discourse in school curriculum

    DEFF Research Database (Denmark)

    Valero, Paola

    2013-01-01

    We bring contemporary theoretical approaches to bear on the question of the relationship between the material and the discursive in curriculum studies when researching the effects of power of the school curriculum in generating the inclusion/exclusion of learners. We argue for the need to bring...... of intellectual, social, and economic poverty are organized in the curriculum. Our focus on school mathematics is essential, since this is a curricular area that is seldom approached as a field of cultural politics....

  16. Gap analysis: a method to assess core competency development in the curriculum.

    Science.gov (United States)

    Fater, Kerry H

    2013-01-01

    To determine the extent to which safety and quality improvement core competency development occurs in an undergraduate nursing program. Rapid change and increased complexity of health care environments demands that health care professionals are adequately prepared to provide high quality, safe care. A gap analysis compared the present state of competency development to a desirable (ideal) state. The core competencies, Nurse of the Future Nursing Core Competencies, reflect the ideal state and represent minimal expectations for entry into practice from pre-licensure programs. Findings from the gap analysis suggest significant strengths in numerous competency domains, deficiencies in two competency domains, and areas of redundancy in the curriculum. Gap analysis provides valuable data to direct curriculum revision. Opportunities for competency development were identified, and strategies were created jointly with the practice partner, thereby enhancing relevant knowledge, attitudes, and skills nurses need for clinical practice currently and in the future.

  17. Curriculum changes and moral issues in nursing education.

    Science.gov (United States)

    Karseth, Berit

    2004-11-01

    Through history nursing education has strongly advocated the importance of educating students towards moral and ethical responsibility. In today's society however, it has become increasingly difficult to honour this concern. One peephole to capture the ongoing struggle is to look into the curriculum where different stakeholders voice different opinions. Following a social constructive perspective the curriculum texts represent specific interest among stakeholders related to nursing education in a certain historical periods. By analysing the two last versions of the curriculum we get an insight into moral and ethical issues at stake and different ways of addressing these questions. While moral and ethical issues in the curriculum of 1987 follow a disciplinary discourse emphasising the importance of learning ethical concepts and modes of arguments, the curriculum of 2000 places ethical and moral issues within an employability discourse. In this curriculum moral issues are seen as an obligation linked to students practical and technical skills. The 2000 curriculum represents a shift from emphasising the independent and reflective professional to underline the skillful and morally obliged practitioner.

  18. Guidelines for Curriculum Development. Revised.

    Science.gov (United States)

    Kistler, K.; And Others

    The curriculum development process explained in this booklet was first implemented at College of the Redwoods in May 1986 and then revised in June 1989. First, information on the college's Curriculum Committee is provided, indicating that the committee was formed to plan credit/non-credit courses; evaluate and approve additions, modifications, or…

  19. Rethinking the Tertiary Mathematics Curriculum

    Science.gov (United States)

    Petocz, Peter; Reid, Anna

    2005-01-01

    Mathematics curriculum at the tertiary level is located within a range of social and cultural theories, and is often constructed by academics seeking to promulgate a particular view of mathematics. We argue that such a curriculum should incorporate a real acknowledgement of the different ways in which students understand the nature of mathematics…

  20. Comparison of acceptance and distraction strategies in coping with experimentally induced pain

    Directory of Open Access Journals (Sweden)

    Moore H

    2015-03-01

    Full Text Available Hazel Moore,1 Ian Stewart,1 Dermot Barnes-Holmes,2 Yvonne Barnes-Holmes,2 Brian E McGuire1,31School of Psychology, National University of Ireland, Galway, 2Department of Psychology, National University of Ireland, Maynooth, 3Centre for Pain Research, National University of Ireland, Galway, IrelandBackground: This study compared an acceptance-based strategy with a control-based strategy (distraction in terms of the ability of participants to tolerate a painful stimulus, across two experiments. In addition, participants were either actively encouraged, or not, to link pain tolerance with pursuit of valued goals to examine the impact of pursuing a personally meaningful goal or value on the extent to which pain will be tolerated.Methods: Participants in experiment 1 (n=41 and experiment 2 (n=52 were equally assigned to acceptance or distraction protocols. Further, half the participants in each group generated examples from their own lives in which they had pursued a valued objective, while the other half did not. In experiment 2, the values focus was enhanced to examine the impact on pain tolerance.Results: There were no significant differences overall between the acceptance and distraction groups on pain tolerance in either experiment. However, in experiment 2, individuals classified as accepting in terms of general coping style and who were assigned to the acceptance strategy showed significantly better pain tolerance than accepting individuals who were in the distraction condition. Across both experiments, those with strong goal-driven values in both protocols were more tolerant of pain. Participants appeared to have more difficulty adhering to acceptance than to distraction as a strategy.Conclusion: Acceptance may be associated with better tolerance of pain, but may also be more difficult to operationalize than distraction in experimental studies. Matching coping style and coping strategy may be most effective, and enhancement of goal

  1. A Curriculum-Based Approach to Teaching Biosafety Through eLearning.

    Science.gov (United States)

    Ndolo, Dennis O; Wach, Michael; Rüdelsheim, Patrick; Craig, Wendy

    2018-01-01

    Anyone working in biosafety capacity enhancement faces the challenge of ensuring that the impact of a capacity enhancing activity continues and becomes sustainable beyond the depletion of funding. Many training efforts face the limitation of one-off events: they only reach those people present at the time. It becomes incumbent upon the trainees to pass on the training to colleagues as best they can, whilst the demand for the training never appears to diminish. However, beyond the initial effort to establish the basic content, repeating capacity enhancement events in different locations is usually not economically feasible. Also, the lack of infrastructure and other resources needed to support a robust training programme hinder operationalizing a "train-the-trainer" approach to biosafety training. One way to address these challenges is through the use of eLearning modules that can be delivered online, globally, continuously, at low cost, and on an as-needed basis to multiple audiences. Once the modules are developed and peer-reviewed, they can be maintained on a remote server and made available to various audiences through a password-protected portal that delivers the programme content, administers preliminary and final exams, and provides the administrative infrastructure to register users and track their progress through the modules. Crucial to the implementation of such an eLearning programme is an approach in which the modules are intentionally developed together as a cohesive curriculum. Once developed, such a curriculum can be released as a stand-alone programme for the training of governmental risk assessors and regulators or used as accredited components in post-graduate degree programmes in biosafety, at minimal cost to the government or university. Examples from the portfolio of eLearning modules developed by the International Centre for Genetic Engineering and Biotechnology (ICGEB) are provided to demonstrate these key features.

  2. The co-curriculum: Re-defining boundaries of academic spaces

    African Journals Online (AJOL)

    citizenship and social justice? Are these issues located within the co-curriculum or ought they to be mainstreamed and explored in the curriculum? Another question about the co-curriculum is about its alignment with government policy. We remember too well what happened when the co-curriculum was aligned with public ...

  3. Teachers' sense-making of curriculum structures and its impact on the implementation of an innovative reform-based science curriculum

    Science.gov (United States)

    Beckford-Smart, Meredith

    This study discusses the social interactions involved in teachers' enactment and use of new science curricula. The teachers studied participated in the LiFE program, a university-school partnership, which is an inquiry based science and nutrition education program. In this program fifth and sixth grade students learned science through the study of food. The program used the study of food and food systems to teach life sciences and nutrition through inquiry based studies. Through the partnership teachers received professional development which aimed to deepen their conceptual understandings of life science and develop skills in implementing inquiry-base teaching. Using qualitative research methods of ethnography and narrative inquiry to study teachers' sense-making of messages from curriculum structures, the intention was to explore how teachers' sense-making of these structures guided their classroom practices. Two research questions were addressed: (a) How do teachers make sense of curriculum given their perceptions, their school context and their curricular context; (b) What influence do their identities as science teachers/learners have on their enactment of an innovative science curriculum. I used comparative analysis to examine teacher's beliefs and identities as teachers/learners. In the process of studying these teachers an understanding of how teachers' stories and identities shape their use and enactment of science curriculum came to light. The initial analysis revealed four distinct teacher identities: (a) social responsibility teacher/learner; (b) experiential teacher/learner; (c) supportive institution teacher/learner; and (d) turning point teacher. Besides these distinct teacher identities three cross cutting themes emerged: (a) creating environments conducive to their teaching visions; (b) empowering student through science teaching; and (c) dealing with the uncertainty of teaching. The information gathered from this study will illuminate how these

  4. Implementing Reform: Teachers' Beliefs about Students and the Curriculum

    Science.gov (United States)

    Bartiromo, Tara; Etkina, Eugenia

    2009-11-01

    This paper presents findings on how consistent teachers' perceptions of their students, their own role in the classroom, and the reformed curriculum are with the actual implementation of the reformed curriculum in the classroom. This study shows that the five participating teachers were consistent with their perceptions and their actual behavior in the classroom. The teachers who were engaged in designing the curriculum demonstrated consistent reformed teaching views and behaviors. The degree to which the teachers viewed the curriculum as useful to them and their students was an indicator of how reformed their teaching was as measured by the Reformed Teaching Observation Protocol (RTOP) [1][2]. Finally, it was determined that faithful implementation of a curriculum can mean faithfully implementing the theoretical foundation of the curriculum materials during instruction instead of implementing every component or lesson of the reformed curriculum.

  5. Bases para el Curriculum de las Escuelas de Nivel Elemental (Bases for the Elementary School Curriculum).

    Science.gov (United States)

    Ministerio de Cultura y Educacion, Buenos Aires (Argentina). Centro National de Documentacion e Informacion Educativa.

    This document proposes a detailed foundation for curriculum planning in grades 1, 2, and 3 in the Argentine elementary schools. The book covers such topics as curriculum objectives, contents and activities, personalization and individualization, socialization and regionalization, quality, organization, and suggestions for subject matter and…

  6. Development of Curriculum of Learning through Photograph

    Science.gov (United States)

    Suzuki, Keiko; Aoki, Naokazu; Kobayashi, Hiroyuki

    A curriculum of an integrated learning using power of photography in the junior highschool was constructed, and was experimented in the class "Seminar for Photographic Expression" of the integrated learning at a junior high school. The center of the curriculum is viewing photographs and self-expression using photography. By comparing the results of questionnaires investigation between before and after the class it is suggested that the curriculum brings about increase in self-esteem, empathy, and motivation for learning. This educational effect is really to foster ability to live self-sufficient lives. On the basis of these results curriculums which can be conducted by anyone at every junior highschool were proposed.

  7. Predicting the acceptance of advanced rider assistance systems.

    Science.gov (United States)

    Huth, Véronique; Gelau, Christhard

    2013-01-01

    The strong prevalence of human error as a crash causation factor in motorcycle accidents calls for countermeasures that help tackling this issue. Advanced rider assistance systems pursue this goal, providing the riders with support and thus contributing to the prevention of crashes. However, the systems can only enhance riding safety if the riders use them. For this reason, acceptance is a decisive aspect to be considered in the development process of such systems. In order to be able to improve behavioural acceptance, the factors that influence the intention to use the system need to be identified. This paper examines the particularities of motorcycle riding and the characteristics of this user group that should be considered when predicting the acceptance of advanced rider assistance systems. Founded on theories predicting behavioural intention, the acceptance of technologies and the acceptance of driver support systems, a model on the acceptance of advanced rider assistance systems is proposed, including the perceived safety when riding without support, the interface design and the social norm as determinants of the usage intention. Since actual usage cannot be measured in the development stage of the systems, the willingness to have the system installed on the own motorcycle and the willingness to pay for the system are analyzed, constituting relevant conditions that allow for actual usage at a later stage. Its validation with the results from user tests on four advanced rider assistance systems allows confirming the social norm and the interface design as powerful predictors of the acceptance of ARAS, while the extent of perceived safety when riding without support did not have any predictive value in the present study. Copyright © 2012 Elsevier Ltd. All rights reserved.

  8. Curriculum Change Management and Workload

    Science.gov (United States)

    Alkahtani, Aishah

    2017-01-01

    This study examines the ways in which Saudi teachers have responded or are responding to the challenges posed by a new curriculum. It also deals with issues relating to workload demands which affect teachers' performance when they apply a new curriculum in a Saudi Arabian secondary school. In addition, problems such as scheduling and sharing space…

  9. Curriculum Design of a Flipped Classroom to Enhance Haematology Learning

    Science.gov (United States)

    Porcaro, Pauline A.; Jackson, Denise E.; McLaughlin, Patricia M.; O'Malley, Cindy J.

    2016-06-01

    A common trend in higher education is the "flipped" classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology `major' class and the students' attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four major components (1) the preparation of the students; (2) the weekly pre-class work; (3) the in-class active learning strategies and (4) closing the learning loop using formative quizzes. Each of these components is discussed in detail and was informed by sound pedagogical strategies. Several different sources of information and several freely available software tools to engage the students are discussed. Two iterations are reported here, with improved pass rate for the final examination from 47 to 48 % in the traditional class to 56-65 % in the flipped classroom approach. The majority of students (93 and 89 %) came to the class prepared, after viewing the screencasts and engaged fully with the activities within the face-to-face time. The students perceived that solving case studies (93 %) was the most beneficial activity for their learning and this was closely followed by the production of essay plans (71 %). The majority of students recommended that this approach be repeated the following year (69 and 75 %).

  10. National and international cooperation for public acceptance of nuclear power in the Republic of Korea

    International Nuclear Information System (INIS)

    Kwon, I.Y.

    1992-01-01

    Current status of public acceptance of nuclear power and efforts for enhancing the acceptance are briefly reviewed. Discussion is made of the needs for, and ways of, cooperation among related national institutions and agencies. Need of inter-disciplinary approach is also stressed. Desirable participants in activities for gaining public acceptance of nuclear power are identified, where - in the participation of women in PA efforts receives particular importance. In dealing with the needs for and ways of international cooperation, roles of, and coordination among, international organizations/associations concerning public acceptance of nuclear power are discussed

  11. Large-Scale Curriculum Reform in Finland--Exploring the Interrelation between Implementation Strategy, the Function of the Reform, and Curriculum Coherence

    Science.gov (United States)

    Pietarinen, Janne; Pyhältö, Kirsi; Soini, Tiina

    2017-01-01

    The study aims to gain a better understanding of the national large-scale curriculum process in terms of the used implementation strategies, the function of the reform, and the curriculum coherence perceived by the stakeholders accountable in constructing the national core curriculum in Finland. A large body of school reform literature has shown…

  12. Mechanisms of Mindfulness Training: Monitor and Acceptance Theory (MAT)1

    Science.gov (United States)

    Lindsay, Emily K.; Creswell, J. David

    2016-01-01

    Despite evidence linking trait mindfulness and mindfulness training with a broad range of effects, still little is known about its underlying active mechanisms. Mindfulness is commonly defined as (1) the ongoing monitoring of present-moment experience (2) with an orientation of acceptance. Building on conceptual, clinical, and empirical work, we describe a testable theoretical account to help explain mindfulness effects on cognition, affect, stress, and health outcomes. Specifically, Monitor and Acceptance Theory (MAT) posits that (1), by enhancing awareness of one’s experiences, the skill of attention monitoring explains how mindfulness improves cognitive functioning outcomes, yet this same skill can increase affective reactivity. Second (2), by modifying one’s relation to monitored experience, acceptance is necessary for reducing affective reactivity, such that attention monitoring and acceptance skills together explain how mindfulness improves negative affectivity, stress, and stress-related health outcomes. We discuss how MAT contributes to mindfulness science, suggest plausible alternatives to the account, and offer specific predictions for future research. PMID:27835764

  13. Gastroenterology Curriculum in the Canadian Medical School System.

    Science.gov (United States)

    Dang, ThucNhi Tran; Wong, Clarence; Bistritz, Lana

    2017-01-01

    Background and Purpose. Gastroenterology is a diverse subspecialty that covers a wide array of topics. The preclinical gastroenterology curriculum is often the only formal training that medical students receive prior to becoming residents. There is no Canadian consensus on learning objectives or instructional methods and a general lack of awareness of curriculum at other institutions. This results in variable background knowledge for residents and lack of guidance for course development. Objectives. (1) Elucidate gastroenterology topics being taught at the preclinical level. (2) Determine instructional methods employed to teach gastroenterology content. Results . A curriculum map of gastroenterology topics was constructed from 10 of the medical schools that responded. Topics often not taught included pediatric GI diseases, surgery and trauma, food allergies/intolerances, and obesity. Gastroenterology was taught primarily by gastroenterologists and surgeons. Didactic and small group teaching was the most employed teaching method. Conclusion. This study is the first step in examining the Canadian gastroenterology curriculum at a preclinical level. The data can be used to inform curriculum development so that topics generally lacking are better incorporated in the curriculum. The study can also be used as a guide for further curriculum design and alignment across the country.

  14. Crowdsourced Curriculum Development for Online Medical Education.

    Science.gov (United States)

    Shappell, Eric; Chan, Teresa M; Thoma, Brent; Trueger, N Seth; Stuntz, Bob; Cooney, Robert; Ahn, James

    2017-12-08

    In recent years online educational content, efforts at quality appraisal, and integration of online material into institutional teaching initiatives have increased. However, medical education has yet to develop large-scale online learning centers. Crowd-sourced curriculum development may expedite the realization of this potential while providing opportunities for innovation and scholarship. This article describes the current landscape, best practices, and future directions for crowdsourced curriculum development using Kern's framework for curriculum development and the example topic of core content in emergency medicine. A scoping review of online educational content was performed by a panel of subject area experts for each step in Kern's framework. Best practices and recommendations for future development for each step were established by the same panel using a modified nominal group consensus process. The most prevalent curriculum design steps were (1) educational content and (2) needs assessments. Identified areas of potential innovation within these steps included targeting gaps in specific content areas and developing underrepresented instructional methods. Steps in curriculum development without significant representation included (1) articulation of goals and objectives and (2) tools for curricular evaluation. By leveraging the power of the community, crowd-sourced curriculum development offers a mechanism to diffuse the burden associated with creating comprehensive online learning centers. There is fertile ground for innovation and scholarship in each step along the continuum of curriculum development. Realization of this paradigm's full potential will require individual developers to strongly consider how their contributions will align with the work of others.

  15. Principal Leadership for Technology-enhanced Learning in Science

    Science.gov (United States)

    Gerard, Libby F.; Bowyer, Jane B.; Linn, Marcia C.

    2008-02-01

    Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership. A two-phase design is employed. In the first phase we elicit principals' varied ideas about the Technology-enhanced Learning in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize principals' ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer professional development activities that engage them in reviewing curricula and student work with other principals. Based on the analysis, this study offers guidelines for creating learning opportunities that enhance principals' leadership abilities in technology and science reform.

  16. Conceptualizations on Innovation Competency in a Problem- and Project-Based Learning Curriculum

    DEFF Research Database (Denmark)

    Zhang, Fenzhi; Kolmos, Anette; de Graaff, Erik

    2013-01-01

    Understanding innovation competency is the first step in fostering innovative engineers as conceptualizations can both enhance and inhibit innovative behaviors. Though literature is replete with discussions on conceptualizing innovation competency, there is much disagreement regarding its concepts...... identified by analyzing the narratives of interviewees and coding the transcriptions into pre-prepared categories, based on the theoretical framework inspired by activity theory. The analysis of empirical data indicates a collaborative nature of innovation competency in the PBL curriculum; emphasizes...

  17. Determinants of the Acceptance of Sustainable Production Strategies among Dairy Farmers: Development and Testing of a Modified Technology Acceptance Model

    Directory of Open Access Journals (Sweden)

    Simona Naspetti

    2017-10-01

    Full Text Available An extended version of the Technology Acceptance Model (TAM was applied by means of Structural Equation Modelling to testing various hypotheses on attitudes and intentions of dairy farmers towards three novel sustainable production strategies, as well as the influence of organic practices and collaborative behaviours, such as information sharing with supply-chain partners. Data on the acceptance of three sustainable production strategies, namely ‘Agro-forestry’, ‘Alternative protein source’, and ‘Prolonged maternal feeding’ were collected by a survey of dairy farmers in six European Union (EU countries (Austria, Belgium, Denmark, Finland, Italy, United Kingdom. We found that perceived usefulness is the key determinant of acceptance, while the intention to adopt a sustainable production strategy may derive from the influence of opinions (and behaviours of relevant others (e.g., leading dairy farmers, family members, advisors showing the role of interactions among farmers and other stakeholders in the adoption of innovations. Finally, the perceived usefulness of all of the investigated strategies is higher for organic farmers, while collaborative patterns reduce the impact of subjective norm on usefulness and overall acceptance. Our findings should encourage policy makers to consider the important role of supply chain management practices, including collaboration, to enhance the sustainability of dairy farming systems.

  18. Persuasive Technology and Users Acceptance of E-commerce: Users Perceptions of Website Persuasiveness

    OpenAIRE

    Muna M. Alhammad; Stephen R. Gulliver

    2014-01-01

    Persuasive technologies have been extensively applied in the context of e-commerce for the purpose of marketing, enhancing system credibility, and motivating users to adopt the systems. Recognising that persuasion impacts on consumer behaviour to purchase online have not been investigated previously. This study reviews theories of technology acceptance, and identifies their limitation in not considering the effect of persuasive technologies when determining user online technology acceptance. ...

  19. Measuring the short-term effects of incorporating academic service learning throughout a dental hygiene curriculum.

    Science.gov (United States)

    Simmer-Beck, M; Gadbury-Amyot, C; Williams, K B; Keselyak, N T; Branson, B; Mitchell, T V

    2013-11-01

    Academic service learning (ASL) provides the venue for dental hygiene education to take oral healthcare services directly into communities while at the same time promoting professional responsibility within the student bodies. The purpose of this study was to quantitatively examine the change in pre-existing attitudes and behaviours of dental hygiene students following the incorporation of ASL activities throughout a five-semester dental hygiene curriculum. Seventy-seven first-year dental hygiene students who participated in ASL from the graduating classes of 2008-2010 participated in the study. A survey instrument developed by Shiarella, based on Schwartz's Helping Behaviors Model, was used to assess students' attitudes towards community service. Additionally, questions were developed using Shinnamon's Methods and Strategies for Assessing Service-Learning in the Health Professions. Internal estimates of reliability for scales (Cronbach's α) were all >0.8. The results revealed statistically significant improvements over time in enhanced learning (P = 0.0001), self-awareness (P = 0.0001), sense of volunteerism (P = 0.013), impact on career choices (P = 0.001) and decrease in personal costs (P = 0.0001). There were no significant changes in other subscales over time. Further investigating these domains revealed minimal to no changes in attributes of service learning. Service learning integrated into the dental hygiene curriculum can enhance learning and improve students' self-awareness, sense of volunteerism, career choices and perception of personal costs. In concert with the literature on ASL, these experiences throughout the curriculum have potential for increasing students' awareness of community need and their roles as oral health professionals. © 2013 John Wiley & Sons A/S.

  20. Leading curriculum change: Reflections on how Abakhwezeli stoked ...

    African Journals Online (AJOL)

    Curriculum leadership is a complex and demanding practice, which goes beyond the research and disciplinary expertise of the curriculum leader. Engaging and leading educators in a process of curriculum change is not easy: it can be a difficult, and sometimes chaotic journey which is often characterised by philosophical ...

  1. A statistical analysis of the characteristics of the intended curriculum for Japanese primary science and its relationship to the attained curriculum

    Directory of Open Access Journals (Sweden)

    Kenji Matsubara

    2016-08-01

    Full Text Available Abstract This study statistically investigates the characteristics of the intended curriculum for Japanese primary science, focusing on the learning content. The study used the TIMSS 2011 Grade 4 Curriculum Questionnaire data as a major source for the learning content prescribed at the national level. Confirmatory factor analysis was used to determine the extent to which a topic area was covered, as compared to the average among the 59 TIMSS 2011 participating countries. The study revealed that the topic areas of “Human Health” and “Changes in Environments,” both in the life science domain, showed statistically less coverage in the Japanese primary science curriculum when compared to the international average. Furthermore, in discussion, the study relates the characteristics found in the intended curriculum to those in the attained curriculum, examining the percent correct statistics for relevant items from the science assessment. Based on these findings, the study proposes two recommendations for revision of the Japanese primary science curriculum.

  2. Teachers' Views about Technical Education: Implications for Reforms towards a Broad Based Technology Curriculum in Malawi

    Science.gov (United States)

    Chikasanda, Vanwyk Khobidi; Otrel-Cass, Kathrin; Jones, Alister

    2011-01-01

    Internationally there has been concern about the direction of technical education and how it is positioned in schools. This has also been the case in Malawi where the curriculum has had a strong focus on skills development. However, lately there has been a call for enhancing technological literacy of students, yet little support has been provided…

  3. Development of a clinical forensic medicine curriculum for emergency physicians in the USA.

    Science.gov (United States)

    Smock, W S

    1994-06-01

    To address the forensic needs of living patients, the Department of Emergency Medicine at the University of Louisville School of Medicine in Louisville, Kentucky, USA initiated the first clinical forensic medicine training programme in the USA. In July 1991, formal training in clinical forensic medicine was incorporated into the core curriculum of the USA's second oldest academic emergency medicine training programme. The University of Louisville, in cooperation with the Kentucky Medical Examiner's Office, developed the curriculum to provide the emergency physician with the knowledge base and technical skills to perform forensic evaluations of living patients. Forensic lectures are given monthly by local and regional forensic experts including: forensic pathologists, prosecuting attorneys, firearm and ballistics examiners, law enforcement officers, forensic chemists and forensic odontologists. Topics which are presented include: forensic pathology, forensic photography, ballistics and firearms analysis, paediatric physical and sexual assault, crime scene investigation, forensic odontology, courtroom and expert testimony and the forensic evaluation of penetrating trauma. As a result of the introduction of clinical forensic medicine into the core curriculum of an emergency medicine training programme the residents are now actively addressing the forensic issues encountered in the Emergency department. Key, often short-lived forensic evidence, which was frequently overlooked or discarded while delivering patient care is now recognized, documented and preserved. The development and introduction of a clinical forensic medicine curriculum into emergency medicine training has greatly enhanced the emergency physician's ability to recognize, document and address the forensic needs of their patients who are victims of violent and non-fatal trauma.

  4. Information-Processing Models and Curriculum Design

    Science.gov (United States)

    Calfee, Robert C.

    1970-01-01

    "This paper consists of three sections--(a) the relation of theoretical analyses of learning to curriculum design, (b) the role of information-processing models in analyses of learning processes, and (c) selected examples of the application of information-processing models to curriculum design problems." (Author)

  5. The Gas Laws and the Kinetic Theory: Curriculum Guide for the Thirteen-College Curriculum Program.

    Science.gov (United States)

    Daniel, Army; And Others

    This booklet is both a teacher's manual and a student's manual in a series of booklets that make up the core of a Physical Science course designed for the freshman year of college and used by teachers in the 27 colleges participating in the Thirteen College Curriculum Program. This program is a curriculum revision project in support of 13…

  6. Psychological Approaches to Learner Centered Curriculum in Kerala

    Science.gov (United States)

    Nath, Baiju K.; Sajitha, P. S.

    2010-01-01

    The major curricular innovations that have taken place in Kerala secondary education system in recent years is so revolutionary. This paper examines the basic psychological theories of the learner centered curriculum of school education in the state of Kerala. Initially the curriculum was based on the principles of behaviorism. The curriculum then…

  7. Enhancing Pediatric Trainees' and Students' Knowledge in Providing Care to Transgender Youth.

    Science.gov (United States)

    Vance, Stanley R; Deutsch, Madeline B; Rosenthal, Stephen M; Buckelew, Sara M

    2017-04-01

    To enhance pediatric trainees' and students' knowledge of the psychosocial and medical issues facing transgender youth through a comprehensive curriculum. During the 2015-2016 academic year, we administered a transgender youth curriculum to fourth-year medical students, pediatric interns, psychiatry interns, and nurse practitioner students on their 1-month adolescent and young adult medicine rotation. The curriculum included six interactive, online modules and an observational experience in a multidisciplinary pediatric gender clinic. The online modules had a primary care focus with topics of general transgender terminology, taking a gender history, taking a psychosocial history, performing a sensitive physical examination, and formulating an assessment, psychosocial plan, and medical plan. At the completion of the curriculum, learners completed an evaluation that assessed change in perceived awareness and knowledge of transgender-related issues and learner satisfaction with the curriculum. Twenty learners participated in the curriculum with 100% completing the curriculum evaluations, 100% reporting completing all six online modules, and 90% attending the gender clinic. Learners demonstrated a statistically significant improvement in all pre-post knowledge/awareness measures. On a Likert scale where 5 indicated very satisfied, learners' mean rating of the quality of the curriculum was 4.5 ± .7; quality of the modules was 4.4 ± .7; and satisfaction with the observational experience was 4.5 ± .8. A comprehensive curriculum comprised interactive online modules and an observational experience in a pediatric gender clinic was effective at improving pediatric learners' perceived knowledge of the medical and psychosocial issues facing transgender youth. Learners also highly valued the curriculum. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  8. Curriculum development in the Netherlands: introduction of tracks in the 2001 curriculum at Utrecht University, The Netherlands.

    Science.gov (United States)

    van Beukelen, Peter

    2004-01-01

    The Faculty of Veterinary Medicine in Utrecht has recently introduced two major curriculum changes in order to keep pace with developments in research (the vast increase in scientific knowledge), in society (the quality awareness of veterinary clients), and in the veterinary profession, where a species and sector differentiation can be observed. After about 15 years during which the curriculum remained more or less unchanged, a radical curriculum revision was introduced in 1995. A further revision, with the introduction of separate study tracks, began in 2001. The 2001 curriculum focuses on academic and scientific training, active learning and problem solving, training in communication and professional behavior, and lifelong learning. It is divided into a four-year core curriculum, in which a broad, cross-species pathobiological insight is central, and a two-year track curriculum, through which students achieve a starting competence in a specific species or sector. The main teaching methods are tutorials and group tasks; practical work is used mainly to achieve specific veterinary skills. Teaching hours represent 30-35% of all study hours. Self-teaching is encouraged by providing study materials, self-teaching questions, teachers assigned to assist with self-teaching, and adequate facilities. The five tracks offered are Companion Animals/Equine; Food Animals; Veterinary Public Health; Veterinary Research; and Veterinary Administration and Management. All students follow a uniform 30-week clinical rotation program, while the track program is 42 weeks. A summary of admission procedures is given, as well as the times and procedures for track selection.

  9. BIBLIOGRAPHY ON CURRICULUM DEVELOPMENT. SUPPLEMENT I.

    Science.gov (United States)

    Harvard Univ., Cambridge, MA. Graduate School of Education.

    THIS BIBLIOGRAPHY (SUPPLEMENT I) LISTS MATERIALS ON VARIOUS ASPECTS OF CURRICULUM DEVELOPMENT. EIGHTY-TWO UNANNOTATED REFERENCES ARE PROVIDED FOR DOCUMENTS DATING FROM 1961 TO 1966. BOOKS, JOURNALS, REPORT MATERIALS, AND SOME UNPUBLISHED MANUSCRIPTS ARE LISTED IN SUCH AREAS AS EDUCATIONAL GAMES, CURRICULUM CHANGE, CONCEPT DEVELOPMENT, PROGRAM…

  10. Integrating components of culture in curriculum planning

    Directory of Open Access Journals (Sweden)

    Grace Chibiko Offorma

    2016-05-01

    Full Text Available Culture is seen from different perspectives but the focus of this paper is on the totality of people’s way of life; those things that bind the society together. In this paper, the key concepts of curriculum, culture, and curriculum planning are explained. The components of culture, namely, universals of culture, specialties of culture and alternatives of culture are discussed. Integration is briefly presented and how to integrate culture in the curriculum planning is discussed. This can be done through situational analysis to identify the necessary cultural contents to be included or integrated in the curriculum. Different modes of delivery to be used are role play, dramatization, collaboration, field trips, games and simulation, and other interactive modes that make learning meaningful and worthwhile.

  11. LITERATURE CURRICULUM III--TEST FOR "THE MERCHANT OF VENICE."

    Science.gov (United States)

    KITZHABER, ALBERT R.

    THIS TEST--"THE MERCHANT OF VENICE"--WAS DESIGNED BY THE OREGON CURRICULUM STUDY CENTER FOR A NINTH-GRADE LITERATURE CURRICULUM. IT IS INTENDED TO ACCOMPANY CURRICULUM UNITS AVAILABLE AS ED 010 815 AND ED 010 816. (MM)

  12. Curriculum at the Interface

    DEFF Research Database (Denmark)

    This Symposium presents curriculum design and content issues in a Scandinavian business school at its Centenary. The aim is an exploration of an educational institution at the interface of the European Higher Education Area (EHEA) within the historical trends of the European Union. We hope...... of interdisciplinarity, use of text production as a tool in support of project and thesis writing, and the use of plurilingual content based teaching in a cooperative learning model for European studies. The history of one curriculum model initiated to educate better citizens, combining interdisciplinary methods...

  13. Curriculum and Law: An Elaboration of the Analogy.

    Science.gov (United States)

    Orpwood, Graham W. F.

    A new conceptualization of the curriculum field is offered that is based on an analogy with the field of law. The conceptualization is able to account for the existence in curriculum of a variety of differing normative curriculum theories. Two theories of law (natural law and legal positivism) are described and shown to have exact counterparts in…

  14. General or Vocational Curriculum: LD Preference

    Science.gov (United States)

    Dupoux, Errol

    2008-01-01

    This study assessed the perceptions of high school students with learning disabilities about the suitability or preference of an academic or vocational curriculum. Students were administered the Vocational Academic Choice Survey (VACS), designed to measure students' perceptions of which curriculum is more suitable for them. Results revealed that a…

  15. Students' Perspectives on LGBTQ-Inclusive Curriculum

    Science.gov (United States)

    Snapp, Shannon D.; Burdge, Hilary; Licona, Adela C.; Moody, Raymond L.; Russell, Stephen T.

    2015-01-01

    Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students' experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities…

  16. Digestive oncologist in the gastroenterology training curriculum

    Science.gov (United States)

    Mulder, Chris Jacob Johan; Peeters, Marc; Cats, Annemieke; Dahele, Anna; Droste, Jochim Terhaar sive

    2011-01-01

    Until the late 1980s, gastroenterology (GE) was considered a subspecialty of Internal Medicine. Today, GE also incorporates Hepatology. However, Digestive Oncology training is poorly defined in the Hepatogastroenterology (HGE)-curriculum. Therefore, a Digestive Oncology curriculum should be developed and this document might be a starting point for such a curriculum. HGE-specialists are increasingly resisting the paradigm in which they play only a diagnostic and technical role in the management of digestive tumors. We suggest minimum end-points in the standard HGE-curriculum for oncology, and recommend a focus year in the Netherlands for Digestive Oncology in the HGE-curriculum. To produce well-trained digestive oncologists, an advanced Digestive Oncology training program with specific qualifications in Digestive Oncology (2 years) has been developed. The schedule in Belgium includes a period of at least 6 mo to be spent in a medical oncology department. The goal of these programs remains the production of well-trained digestive oncologists. HGE specialists are part of the multidisciplinary oncological teams, and some have been administering chemotherapy in their countries for years. In this article, we provide a road map for the organization of a proper training in Digestive Oncology. We hope that the World Gastroenterology Organisation and other (inter)national societies will support the necessary certifications for this specific training in the HGE-curriculum. PMID:21556128

  17. Energy Management Curriculum Starter Kit

    Energy Technology Data Exchange (ETDEWEB)

    Turner, W.C.

    1987-02-01

    The Energy Management Curriculum Starter Kit was designed to help engineering educators develop and teach energy management courses. Montana State University and Oklahoma State University courses are embodied in the model curriculum given. The curricula offered at many other universities throughout the United States are also presented. The kit was designed specifically to train engineering students to be good energy managers. Courses at both the undergraduate and postgraduate level are presented.

  18. Impact of the Curriculum Reform on Problem Solving Ability in ...

    African Journals Online (AJOL)

    An ex post facto study was conducted to examine the effect of the curriculum reform on 60 Dilla University chemistry education students' problem solving ability. The study shows that the curriculum reform that shifted university introductory courses of the old curriculum into preparatory school levels in the new curriculum ...

  19. The learning effect of intraoperative video-enhanced surgical procedure training.

    Science.gov (United States)

    van Det, M J; Meijerink, W J H J; Hoff, C; Middel, L J; Koopal, S A; Pierie, J P E N

    2011-07-01

    The transition from basic skills training in a skills lab to procedure training in the operating theater using the traditional master-apprentice model (MAM) lacks uniformity and efficiency. When the supervising surgeon performs parts of a procedure, training opportunities are lost. To minimize this intervention by the supervisor and maximize the actual operating time for the trainee, we created a new training method called INtraoperative Video-Enhanced Surgical Training (INVEST). Ten surgical residents were trained in laparoscopic cholecystectomy either by the MAM or with INVEST. Each trainee performed six cholecystectomies that were objectively evaluated on an Objective Structured Assessment of Technical Skills (OSATS) global rating scale. Absolute and relative improvements during the training curriculum were compared between the groups. A questionnaire evaluated the trainee's opinion on this new training method. Skill improvement on the OSATS global rating scale was significantly greater for the trainees in the INVEST curriculum compared to the MAM, with mean absolute improvement 32.6 versus 14.0 points and mean relative improvement 59.1 versus 34.6% (P=0.02). INVEST significantly enhances technical and procedural skill development during the early learning curve for laparoscopic cholecystectomy. Trainees were positive about the content and the idea of the curriculum.

  20. Curriculum Q-Learning for Visual Vocabulary Acquisition

    OpenAIRE

    Zaidi, Ahmed H.; Moore, Russell; Briscoe, Ted

    2017-01-01

    The structure of curriculum plays a vital role in our learning process, both as children and adults. Presenting material in ascending order of difficulty that also exploits prior knowledge can have a significant impact on the rate of learning. However, the notion of difficulty and prior knowledge differs from person to person. Motivated by the need for a personalised curriculum, we present a novel method of curriculum learning for vocabulary words in the form of visual prompts. We employ a re...

  1. Scientific Skills and Processes in Curriculum Resources

    Science.gov (United States)

    Kremer, Joe

    2017-11-01

    Increasingly, the science education community has recognized the need for curriculum resources that support student development of authentic scientific practices, rather than focusing exclusively on content knowledge. This paper proposes a tool for teachers and researchers to assess the degree to which certain curriculum resources and lessons achieve this goal. After describing a method for reflecting on and categorizing curriculum resources, I apply the method to highlight differences across three teaching methods: Modeling Instruction, Physics Union Mathematics, and a traditional, lecture-based approach.

  2. A Prospective Curriculum Using Visual Literacy.

    Science.gov (United States)

    Hortin, John A.

    This report describes the uses of visual literacy programs in the schools and outlines four categories for incorporating training in visual thinking into school curriculums as part of the back to basics movement in education. The report recommends that curriculum writers include materials pertaining to: (1) reading visual language and…

  3. Anatomy of a Bible Course Curriculum.

    Science.gov (United States)

    Paterson, Frances R. A.

    2003-01-01

    Examines case law on the subject of Bible instruction in the public schools, offers a detailed analysis and critique of the National Council on Bible Curriculum in Public Schools curriculum, and provides suggestions for public schools contemplating adding a course on the Bible to their curricula. (Contains 89 references.) (Author/PKP)

  4. Responsible technology acceptance

    DEFF Research Database (Denmark)

    Toft, Madeleine Broman; Schuitema, Geertje; Thøgersen, John

    2014-01-01

    As a response to climate change and the desire to gain independence from imported fossil fuels, there is a pressure to increase the proportion of electricity from renewable sources which is one of the reasons why electricity grids are currently being turned into Smart Grids. In this paper, we focus...... on private consumers’ acceptance of having Smart Grid technology installed in their home. We analyse acceptance in a combined framework of the Technology Acceptance Model and the Norm Activation Model. We propose that individuals are only likely to accept Smart Grid technology if they assess usefulness...... in terms of a positive impact for society and the environment. Therefore, we expect that Smart Grid technology acceptance can be better explained when the well-known technology acceptance parameters included in the Technology Acceptance Model are supplemented by moral norms as suggested by the Norm...

  5. The Reformulation of National Identity in the New Taiwanese Citizenship Curriculum through the Lens of Curriculum Reformers

    Science.gov (United States)

    Hung, Cheng-Yu

    2017-01-01

    The national curriculum reformers, regarded as members of the social elites and intellectuals, projected their vision of identity onto the curriculum which they constructed and influenced the next generation's national consciousness. In the tangled relationship between politics and education, the selection of the reformers in a sense dictates the…

  6. Curriculum enrichment through indigenous Zulu games | Roux ...

    African Journals Online (AJOL)

    Curriculum enrichment through indigenous Zulu games. ... 1997). The aim of the study was to document and analyze indigenous Zulu games for possible curriculum enrichment of physical ... AJOL African Journals Online. HOW TO USE AJOL.

  7. Problem Based Learning, curriculum development and change ...

    African Journals Online (AJOL)

    Problem Based Learning, curriculum development and change process at ... was started in 1924 and has been running a traditional curriculum for 79 years. ... Methods: The stages taken during the process were described and analysed.

  8. Teachers' knowledge about language in mathematics professional development courses : From an intended curriculum to a curriculum in action

    NARCIS (Netherlands)

    Maaike Hajer; Eva Norén

    2017-01-01

    Explicit language objectives are included in the Swedish national curriculum for mathematics. The curriculum states that students should be given opportunities to develop the ability to formulate problems, use and analyse mathematical concepts and relationships between concepts, show and follow

  9. Case-based studies in teaching medicinal chemistry in PharmD curriculum: Perspectives of students, faculty, and pharmacists from academia.

    Science.gov (United States)

    Das, Joydip; Fernandez, Julianna; Shah, Dhara; Williams, Louis; Zagaar, Munder

    Pharmacy practice has evolved tremendously over the years to meet the demands of the growing healthcare system. Foundational sciences like, medicinal chemistry can enhance the critical-thinking and therapeutic decision-making skills of today's professional pharmacists. The importance of medicinal chemistry for the doctor of pharmacy (PharmD) curriculum has been discussed from the perspectives of medicinal chemistry and practicing clinical faculty whose focused practices vary from infectious diseases to geriatrics. An Institutional Review Board (IRB)-approved perception survey and a year-end course evaluation were given to the second and third professional year students. Eighty-eight percent of the participating second-year students and 92% of the participating third-year students thought that the introduction of case studies in the medicinal chemistry curriculum enhanced their learning and appreciation for the subject. The Pharmacy Curriculum Outcomes Assessment (PCOA) exams, given at the University of Houston College of Pharmacy during the years of 2013-2015, were briefly discussed. Since the requirement to administer the PCOA went into effect in early 2016, the authors felt that not enough time existed to establish meaningful controls to conduct a correlation study with the student perspective survey results obtained and PCOA data provided in 2015. This study, therefore, highlights the importance of integrated approaches to pharmacy teaching at the University of Houston. Copyright © 2017 Elsevier Inc. All rights reserved.

  10. Bridging Innovation and Curriculum in Higher Education

    DEFF Research Database (Denmark)

    Zhang, Fenzhi; Kolmos, Anette; Du, Xiangyun

    2010-01-01

    As innovation is seen as a key factor in economic competitiveness, graduates who can contribute to and participate in innovation are in great need.. Higher education is confronted with the demands that the curriculum practice and learning environments should facilitate innovation and competences...... for innovation. Problem and project based learning has been seen as a strategy for renewing the teaching practice and the learning environment by integrating the competence demands of the curriculum and of work life during the process of education. However, the integrations of innovation into curriculum...... are minor in the problem and project based learning (PBL) literature. Based on theoretical reflections and practical cases in Aalborg University (Denmark), this article presents the basis of PBL knowledge and curriculum conceptualization, and explores a case experience which bridges innovation and PBL...

  11. Do We Need a National Standards-Based K-12 Deaf Studies Curriculum? An Analytic History of Trends and Discourse in Development of Deaf Studies Curriculum

    Science.gov (United States)

    Zernovoj, Alexander

    2007-01-01

    This study provides a complete review of discussion and development leading up to the current trends in Deaf Studies curriculum development, and also analyzes existing known curriculum (or curriculum-like) materials to help inform development of an ideal standards-based Deaf Studies curriculum. The common shared arguments identified in this…

  12. Acceptance of Others, Feeling of Being Accepted and Striving for Being Accepted Among the Representatives of Different Kinds of Occupations

    Directory of Open Access Journals (Sweden)

    Gergana Stanoeva

    2012-05-01

    Full Text Available This paper deals with an important issue related to the human attitudes and needs in interpersonal and professional aspects. The theoretical part deals with several psychological components of the self-esteem and esteem of the others – acceptance of the others, feeling of being accepted, need for approval. Some gender differences in manifestations of acceptance and feeling of being accepted at the workplace are discussed. This article presents some empirical data for the degree of acceptance of others, feeling of being accepted and the strive for being accepted among the representatives of helping, pedagogical, administrative and economic occupations, as well as non-qualified workers. The goals of the study were to reveal the interdependency between these constructs and to be found some significant differences between the representatives of the four groups of occupations. The methods of the first study were W. Fey’s scales “Acceptance of others”, and “How do I feel accepted by others”. The method of the second study was Crown and Marlowe Scale for Social Desirability. The results indicated some significant differences in acceptance of others and feeling of being accepted between the non-qualified workers and the representatives of helping, administrative and economic occupations. There were not any significant difference in strive for being accepted between the fouroccupational groups.

  13. Enquiring Minds: A "Radical" Curriculum Project?

    Science.gov (United States)

    Morgan, John

    2011-01-01

    This article focuses on Enquiring Minds, a three-year curriculum development project funded by Microsoft as part of its Partners in Learning programme and run by Futurelab. The article suggests that the project is best understood as an example of a new type of "curriculum entrepreneurialism" that is impatient with the traditional…

  14. Dissect, Design, and Customize the Curriculum

    Science.gov (United States)

    Tienken, Christopher H.

    2013-01-01

    Education bureaucrats in 45 states have approved the Common Core State Standards ([CCSS], 2010) as the de facto national curriculum. The implementation of the CCSS will be monitored by a national standardized test in language arts and mathematics. The confluence of a standardized curriculum enforced with a standardized test will entrench a…

  15. Dental Curriculum Development in Developing Countries.

    Science.gov (United States)

    Phantumvanit, Prathip

    1996-01-01

    Since establishment of formal dental education in Southeast Asia, changes stemming from research and technology have led to dental curriculum changes. Development of the dental curriculum can be divided into three phases: disease oriented; health oriented; and community oriented. Evolution of these phases is traced in the dental curricula of Laos,…

  16. Curriculum-based neurosurgery digital library.

    Science.gov (United States)

    Langevin, Jean-Philippe; Dang, Thai; Kon, David; Sapo, Monica; Batzdorf, Ulrich; Martin, Neil

    2010-11-01

    Recent work-hour restrictions and the constantly evolving body of knowledge are challenging the current ways of teaching neurosurgery residents. To develop a curriculum-based digital library of multimedia content to face the challenges in neurosurgery education. We used the residency program curriculum developed by the Congress of Neurological Surgeons to structure the library and Microsoft Sharepoint as the user interface. This project led to the creation of a user-friendly and searchable digital library that could be accessed remotely and throughout the hospital, including the operating rooms. The electronic format allows standardization of the content and transformation of the operating room into a classroom. This in turn facilitates the implementation of a curriculum within the training program and improves teaching efficiency. Future work will focus on evaluating the efficacy of the library as a teaching tool for residents.

  17. Role of Trust Transfer in E-Commerce Acceptance

    Institute of Scientific and Technical Information of China (English)

    YANG Qing; HUANG Lihua; XU Yunjie

    2008-01-01

    Lack of trust is one of the most important obstructions to consumers' acceptance of e-commerce. With the increase of companies going online from offline, trust transfer has been found between offline presence and online presence. By applying the entitativity theories, this study empirically tested the trust transference from offline presence to online presence and addressed the underlying reasons through a questionnaire investigation on the customers of Lianhua supermarkets and Lianhua OK online supermarkets. Process integration was used as a useful means to promote this transfer process. For a click-and-mortar company such as Lianhua Group, its established offline trust is one of the major sources contributing to its initial online trust building. The results from this study suggest a new way to enhance e-commerce acceptance.

  18. Staying afloat: surviving curriculum change.

    Science.gov (United States)

    Brady, Debra; Welborn-Brown, Pauline; Smith, Debra; Giddens, Jean; Harris, Judith; Wright, Mary; Nichols, Ruth

    2008-01-01

    In response to calls for nursing education reform, a content-based curriculum was changed to a concept-based curriculum, using Kanter's 7 skills for effective change model. The skills include tuning in to the environment, challenging the prevailing organizational wisdom, communicating a compelling aspiration, building coalitions, transferring ownership to a working team, learning to persevere, and making everyone a hero. The authors describe the steps taken to successfully accomplish this arduous task.

  19. Core curriculum illustration: rib fractures.

    Science.gov (United States)

    Dunham, Gregor M; Perez-Girbes, Alexandre; Linnau, Ken F

    2017-06-01

    This is the 24th installment of a series that will highlight one case per publication issue from the bank of cases available online as part of the American Society of Emergency Radiology (ASER) educational resources. Our goal is to generate more interest in and use of our online materials. To view more cases online, please visit the ASER Core Curriculum and Recommendations for Study online at http://www.aseronline.org/curriculum/toc.htm .

  20. Longitudinal Study of the Impacts of a Climate Change Curriculum on Undergraduate Student Learning: Initial Results

    Directory of Open Access Journals (Sweden)

    Kristin C. Burkholder

    2017-05-01

    Full Text Available The present study assesses the efficacy of a semester-long undergraduate sustainability curriculum designed from a systems approach. The three-course curriculum, which incorporated environmental science and ethics courses along with an integrative course using a community-based learning pedagogy, was intended to provide students with experience using knowledge and skills from distinct disciplines in a holistic way in order to address the complex problems of the human acceptance of and response to anthropogenic climate change. In the fall of 2013, 23 of the 24 sophomore general education students enrolled in the three courses were surveyed at the beginning and end of the semester; 17 of those same students completed the survey again in the spring of 2016, their senior year. Results, which focus on the 17 students who continued to participate through their senior year, were analyzed with quantitative and qualitative methodologies. The pre/post data from the surveys demonstrated significant improvement in climate literacy, certainty, concern and urgency over the course of the semester; the senior data indicated that those improvements were largely retained. The study also suggests that the nine-credit curriculum improved transferable skills such as interdisciplinary thinking, self-confidence and public speaking. A qualitative analysis of three student cases, informed by a focus group (n = 7 of seniors along with other sources of information, suggested retention of such transferable skills, and, in some cases, deeper involvement in climate and sustainability action.

  1. Enhanced Sampling in Free Energy Calculations: Combining SGLD with the Bennett's Acceptance Ratio and Enveloping Distribution Sampling Methods.

    Science.gov (United States)

    König, Gerhard; Miller, Benjamin T; Boresch, Stefan; Wu, Xiongwu; Brooks, Bernard R

    2012-10-09

    One of the key requirements for the accurate calculation of free energy differences is proper sampling of conformational space. Especially in biological applications, molecular dynamics simulations are often confronted with rugged energy surfaces and high energy barriers, leading to insufficient sampling and, in turn, poor convergence of the free energy results. In this work, we address this problem by employing enhanced sampling methods. We explore the possibility of using self-guided Langevin dynamics (SGLD) to speed up the exploration process in free energy simulations. To obtain improved free energy differences from such simulations, it is necessary to account for the effects of the bias due to the guiding forces. We demonstrate how this can be accomplished for the Bennett's acceptance ratio (BAR) and the enveloping distribution sampling (EDS) methods. While BAR is considered among the most efficient methods available for free energy calculations, the EDS method developed by Christ and van Gunsteren is a promising development that reduces the computational costs of free energy calculations by simulating a single reference state. To evaluate the accuracy of both approaches in connection with enhanced sampling, EDS was implemented in CHARMM. For testing, we employ benchmark systems with analytical reference results and the mutation of alanine to serine. We find that SGLD with reweighting can provide accurate results for BAR and EDS where conventional molecular dynamics simulations fail. In addition, we compare the performance of EDS with other free energy methods. We briefly discuss the implications of our results and provide practical guidelines for conducting free energy simulations with SGLD.

  2. Evolution of Singapore's School Mathematics Curriculum

    Science.gov (United States)

    Kaur, Berinderjeet

    2014-01-01

    The evolution of Singapore's school mathematics curriculum is in tandem with developments in the education system of Singapore. In the last six decades, economic policies of the government that are necessary for the survival of Singapore in a fast changing world have shaped the aims of the school mathematics curriculum. The present day curriculum…

  3. Hydrogen Technology and Energy Curriculum (HyTEC)

    Energy Technology Data Exchange (ETDEWEB)

    Nagle, Barbara

    2013-02-28

    The Lawrence Hall of Science of the University of California, Berkeley has collaborated with scientists and engineers, a local transit agency, school districts, and a commercial curriculum publisher to develop, field-test nationally, and publish a two-week curriculum module on hydrogen and fuel cells for high school science. Key partners in this project are the Schatz Energy Research Center (SERC) of Humboldt State University, the Alameda-Contra Costa Transit District (AC Transit), FilmSight Productions, Lab-Aids, Inc., and 32 teachers and 2,370 students in field-test classrooms in California, Connecticut, Ohio, New York, South Carolina, and Washington. Field-test teachers received two to three days of professional development before teaching the curriculum and providing feedback used for revision of the curriculum. The curriculum, titled Investigating Alternative Energy: Hydrogen and Fuel Cells and published by Lab-Aids, Inc., includes a teachers guide (with lesson plans, resources, and student handout pages), two interactive computer animations, a video, a website, and a laboratory materials kit. The project has been disseminated to over 950 teachers through awareness workshops at state, regional, and national science teacher conferences.

  4. The Hegemonic Curriculum and School Dropout: The Newfoundland Case.

    Science.gov (United States)

    Gedge, Joseph L.

    1991-01-01

    Confronted by a disturbing dropout rate and low student achievement, the Newfoundland (Canada) government is attempting to rationalize organizational restructuring and curriculum reform based on a centralized core academic curriculum aimed at college entrance. This article argues for an expanded, hegemonic curriculum that is organic to the…

  5. Curriculum leadership in action : A tale of four community college Heads of Department leading a curriculum development project

    NARCIS (Netherlands)

    Albashiry, N.M.; Voogt, J.M.; Pieters, J.M.

    2016-01-01

    College Heads of Department (HoDs) are increasingly expected to perform more curriculum-leadership tasks, maintaining and advancing the department curriculum, especially in developing countries. However, in practice, HoDs are reported to pay little attention to this aspect of their job due to

  6. Curriculum Leadership in Action: A Tale of Four Community College Heads of Department Leading a Curriculum-Development Project

    NARCIS (Netherlands)

    Albashiry, Nabeel; Voogt, Joke; Pieters, Julius Marie

    2016-01-01

    College Heads of Department (HoDs) are increasingly expected to perform more curriculum-leadership tasks, maintaining and advancing the department curriculum, especially in developing countries. However, in practice, HoDs are reported to pay little attention to this aspect of their job due to

  7. A Development Curriculum Plan To Achieve a Sequenced Curriculum between High School Courses in Automotive Mechanics and the Mattatuck Community College Automotive Technician Program. Final Report.

    Science.gov (United States)

    Mattatuck Community Coll., Waterbury, CT.

    This document contains a developmental curriculum plan for an articulated curriculum in automotive mechanics for Connecticut's Mattatuck Community College and area high schools. The curriculum guide includes a course description, criteria for evaluation, attendance policy, objectives, a curriculum outline, a three-part automotive technician test,…

  8. A Vertically Integrated Online Radiology Curriculum Developed as a Cognitive Apprenticeship: Impact on Student Performance and Learning.

    Science.gov (United States)

    Lim-Dunham, Jennifer E; Ensminger, David C; McNulty, John A; Hoyt, Amy E; Chandrasekhar, Arcot J

    2016-02-01

    The principles of Collins' cognitive apprenticeship model were used to design a radiology curriculum in which medical students practice radiological skills using online case-based modules. The modules are embedded within clinical third-year clerkships, and students are provided with personalized feedback from the instructors. We describe the development of the vertical online radiology curriculum and evaluate its impact on student achievement and learning process using a mixed method approach. The curriculum was developed over a 2-year period. Student participation was voluntary in the first year and mandatory in the second year. For quantitative curriculum evaluation, student metrics for voluntary versus mandatory groups were assessed using independent sample t tests and variable entry method regression analysis. For qualitative analysis, responses from a survey of students about the value of the curriculum were organized into defined themes using consensus coding. Mandatory participation significantly improved (p = .001) the mean radiology examination score (82 %) compared to the voluntary group (73%), suggesting that mandatory participation had a beneficial effect on student performance. Potential preexisting differences in underlying general academic performance were accounted for by including mean basic science grades as the first variable in the regression model. The significant increase in R(2) from .16 to .28 when number of radiology cases completed was added to the original model, and the greater value of the standardized beta for this variable, suggest that the curriculum made a significant contribution to students' radiology examination scores beyond their baseline academic performance. Five dominant themes about curricular characteristics that enhanced student learning and beneficial outcomes emerged from consensus coding. These themes were (1) self-paced design, (2) receiving feedback from faculty, (3) clinical relevance of cases, (4) gaining

  9. The impact of trial runs on the acceptability of pigouvian taxes: experimental evidence

    Energy Technology Data Exchange (ETDEWEB)

    Cherry, Todd L.; Kallbekken, Steffen; Kroll, Stephen

    2011-07-01

    This paper examines the political difficulty of enacting welfare-enhancing Pigouvian taxes. Using referenda in a market experiment with externalities, we investigate the effect of trial periods on the acceptability of two theoretically equivalent variants of Pigouvian taxes. While implementing either tax is in subjects material self-interest, we find significant levels of opposition to both tax schemes, though the level differs considerably. Results show that trial runs can overcome initial tax aversion, significantly increasing acceptability. The effect is robust across tax schemes, but a trial with one scheme does not affect the acceptability of the other. Trial periods also mitigate initial biases in preferences of alternative tax schemes. (auth)

  10. Medical humanities in the undergraduate medical curriculum.

    Science.gov (United States)

    Supe, Avinash

    2012-01-01

    The medical humanities have been introduced in medical curricula over the past 30 years in the western world. Having medical humanities in a medical school curriculum can nurture positive attitudes in the regular work of a clinician and contribute equally to personality development. Though substantial evidence in favour of a medical humanities curriculum may be lacking, the feedback is positive. It is recommended that medical humanities be introduced into the curriculum of every medical school with the purpose of improving the quality of healthcare, and the attitudes of medical graduates.

  11. Humanitarian engineering in the engineering curriculum

    Science.gov (United States)

    Vandersteen, Jonathan Daniel James

    There are many opportunities to use engineering skills to improve the conditions for marginalized communities, but our current engineering education praxis does not instruct on how engineering can be a force for human development. In a time of great inequality and exploitation, the desire to work with the impoverished is prevalent, and it has been proposed to adjust the engineering curriculum to include a larger focus on human needs. This proposed curriculum philosophy is called humanitarian engineering. Professional engineers have played an important role in the modern history of power, wealth, economic development, war, and industrialization; they have also contributed to infrastructure, sanitation, and energy sources necessary to meet human need. Engineers are currently at an important point in time when they must look back on their history in order to be more clear about how to move forward. The changing role of the engineer in history puts into context the call for a more balanced, community-centred engineering curriculum. Qualitative, phenomenographic research was conducted in order to understand the need, opportunity, benefits, and limitations of a proposed humanitarian engineering curriculum. The potential role of the engineer in marginalized communities and details regarding what a humanitarian engineering program could look like were also investigated. Thirty-two semi-structured research interviews were conducted in Canada and Ghana in order to collect a pool of understanding before a phenomenographic analysis resulted in five distinct outcome spaces. The data suggests that an effective curriculum design will include teaching technical skills in conjunction with instructing about issues of social justice, social location, cultural awareness, root causes of marginalization, a broader understanding of technology, and unlearning many elements about the role of the engineer and the dominant economic/political ideology. Cross-cultural engineering development

  12. A Recommendation for a Professional Focus Area in Data Management for the IS2002 Information Systems Model Curriculum

    Science.gov (United States)

    Longenecker, Herbert E., Jr.; Yarbrough, David M.; Feinstein, David L.

    2010-01-01

    IS2002 has become a well defined standard for information systems curricula. The Data Management Association (DAMA 2006) curriculum framework defines a body of knowledge that points to a skill set that can enhance IS2002. While data management professionals are highly skilled individuals requiring as much as a decade of relevant experience before…

  13. Acceptance, Usability and Usefulness of WebLab-Deusto from the Students Point of View

    Directory of Open Access Journals (Sweden)

    Jaime Irurzun

    2009-02-01

    Full Text Available In the engineering curriculum, remote labs are becoming a popular learning tool. The advantages of these laboratories and the different deployments have been analyzed many times, but in this paper we want to show the results of the students’ opinion about WebLab-Deusto as a learning tool. This work is focused on the subjects Programmable Logic (PL in the third year of Electronics Engineering and in Electronics Design (ED of the fifth year of the same degree. The paper presents the results of the surveys done by students since 2004. This survey consists of fifteen questions and its main objective is to measure the acceptance, usability and usefulness of the remote laboratory developed at University of Deusto from the students point of view.

  14. Curriculum Review Process in the Context of ZIMASSET: Possible ...

    African Journals Online (AJOL)

    ... structures in implementing the CIET proposed school curriculum. On two different diagrams, the paper shows how the CIET structure could bring about a relevant and appropriate curriculum for the Zimbabwean school objectives for the 21st Century – the psychomotor skills centred curriculum. The two structures raise vital ...

  15. Bringing Curriculum Theory and Didactics Together: A Deweyan Perspective

    Science.gov (United States)

    Deng, Zongyi

    2016-01-01

    Using Dewey's method of resolution for resolving a dualism exemplified in "The Child and the Curriculum," this article reconciles and brings together two rival schools of thought--curriculum theory and didactics--in China. The central thesis is that the rapprochement requires a reconceptualisation of curriculum theory and didactics in…

  16. Does Curriculum 2005 promote successful learning of elementary algebra?

    Directory of Open Access Journals (Sweden)

    Nelis Vermeulen

    2007-10-01

    Full Text Available This article reviews literature, previous to the development of Curriculum 2005, describing possible causes and solutions for learners’ poor performance in algebra. It then analyses the Revised National Curriculum Statement for Mathematics in an attempt to determine whether it addresses these causes and suggested solutions. This analysis finds that the curriculum to a large extent does address them, but that some are either not addressed, or addressed only implicitly. Consequently, Curriculum 2005 may only partly promote successful learning of elementary algebra.

  17. Designing Research in Environmental Education Curriculum Policy ...

    African Journals Online (AJOL)

    There is increasing dissatisfaction at many levels with existing environmental education curricula in southern Africa. The resulting change and innovation is opening up possibilities for innovative research into the construction, conceptualisation and implementation of the curriculum. However, researching the curriculum ...

  18. Can curriculum managers' reflections produce new strategies ...

    African Journals Online (AJOL)

    managers) who used Moodle visions to manage their school curriculum at a school in Durban, South Africa. The curriculum managers' main aim of using Moodle was to improve teacher and learner performance. The purpose of the study was to ...

  19. Systems Approach to Japanese Language Teacher Training Curriculum

    OpenAIRE

    Nuibe, Yoshinori

    1988-01-01

    The purpose of the present article is to present a conceptual framework for systematizing the Japanese-language teacher training curriculum. Firstly, I discussed what an outstanding Japanese language teacher is like. Secondly, I focussed on teacher development. Thirdly, I proposed the principles of constructing a systematic curriculum. Lastly, I insisted that a new curriculum for human dynamics in Japanese be introduced and established in the Japanese language teacher training course.

  20. Acceptance of irradiated food: an education issue; Aceitacao de alimentos irradiados: uma questao de educacao

    Energy Technology Data Exchange (ETDEWEB)

    Modanez, Leila

    2012-07-01

    The commercial use of irradiated food technology in Brazil has a slow growing due to misinterpretation by most Brazilian consumers, who have been mislead by wrong ideas about the meaning of what is nuclear energy. Researches indicate that consumers have difficult in accepting such a technology due to the confusion between the terms irradiation and radioactivity, which are often related to health risks. When properly informed about the process, its purpose and the benefits offered by food irradiation technology, most consumers react positively. Therefore, this work aims to: first, to evaluate the acceptance of irradiated foods by Brazilian consumers; second, to verify the teaching at school about the food irradiation process; third, to analyze the Brazilian school curriculum from elementary school to high school, regarding nuclear energy applications; then, to compare the content taught in Brazil with the content covered in other surveyed countries, such as France, United States, and China. The methodology of this study consisted of a systematic survey of the specific literature, and a questionnaire to verify the acceptance of irradiated food by Brazilian consumers. According to the researched bibliography, it was clear the recommendation of an early school education about the usage of nuclear energy, more specifically, food irradiation. Such a recommendation is due to the fact that the consulted costumers, in Brazil and other countries mentioned in this work, do not clearly understand the full benefits of irradiated food. Hence, education is fundamental for the acceptance of new technologies by consumers, as it is the case with irradiated food. (author)

  1. An acceptance model for smart glasses based tourism augmented reality

    Science.gov (United States)

    Obeidy, Waqas Khalid; Arshad, Haslina; Huang, Jiung Yao

    2017-10-01

    Recent mobile technologies have revolutionized the way people experience their environment. Although, there is only limited research on users' acceptance of AR in the cultural tourism context, previous researchers have explored the opportunities of using augmented reality (AR) in order to enhance user experience. Recent AR research lack works that integrates dimensions which are specific to cultural tourism and smart glass specific context. Hence, this work proposes an AR acceptance model in the context of cultural heritage tourism and smart glasses capable of performing augmented reality. Therefore, in this paper we aim to present an AR acceptance model to understand the AR usage behavior and visiting intention for tourists who use Smart Glass based AR at UNESCO cultural heritage destinations in Malaysia. Furthermore, this paper identifies information quality, technology readiness, visual appeal, and facilitating conditions as external variables and key factors influencing visitors' beliefs, attitudes and usage intention.

  2. Clinical and Educational Outcomes of an Integrated Inpatient Quality Improvement Curriculum for Internal Medicine Residents.

    Science.gov (United States)

    Ogrinc, Greg; Cohen, Emily S; van Aalst, Robertus; Harwood, Beth; Ercolano, Ellyn; Baum, Karyn D; Pattison, Adam J; Jones, Anne C; Davies, Louise; West, Al

    2016-10-01

    Integrating teaching and hands-on experience in quality improvement (QI) may increase the learning and the impact of resident QI work. We sought to determine the clinical and educational impact of an integrated QI curriculum. This clustered, randomized trial with early and late intervention groups used mixed methods evaluation. For almost 2 years, internal medicine residents from Dartmouth-Hitchcock Medical Center on the inpatient teams at the White River Junction VA participated in the QI curriculum. QI project effectiveness was assessed using statistical process control. Learning outcomes were assessed with the Quality Improvement Knowledge Application Tool-Revised (QIKAT-R) and through self-efficacy, interprofessional care attitudes, and satisfaction of learners. Free text responses by residents and a focus group of nurses who worked with the residents provided information about the acceptability of the intervention. The QI projects improved many clinical processes and outcomes, but not all led to improvements. Educational outcome response rates were 65% (68 of 105) at baseline, 50% (18 of 36) for the early intervention group at midpoint, 67% (24 of 36) for the control group at midpoint, and 53% (42 of 80) for the late intervention group. Composite QIKAT-R scores (range, 0-27) increased from 13.3 at baseline to 15.3 at end point ( P  < .01), as did the self-efficacy composite score ( P  < .05). Satisfaction with the curriculum was rated highly by all participants. Learning and participating in hands-on QI can be integrated into the usual inpatient work of resident physicians.

  3. Building a Competency-Based Curriculum in Social Work Education

    Science.gov (United States)

    Bracy, Wanda

    2018-01-01

    The focus on competency in social work education makes the development of a competency-based curriculum critical. This article describes an approach to curriculum building taking into account the integration, coherency, and integrity of such a curriculum. A presentation of how performance outcomes are fundamental to the relationship between the…

  4. Food Technology on the School Curriculum in England: Is It a Curriculum for the Twenty-First Century?

    Science.gov (United States)

    Rutland, Marion; Owen-Jackson, Gwyneth

    2015-01-01

    In England, food technology is part of the curriculum for design and technology but the purpose of food technology education is not clear. Over the years, food on the school curriculum has generally been seen as a practical, learning to cook, activity initially for girls to prepare them for domestic employment or housewifery. As society has…

  5. Uncovering Portuguese teachers’ difficulties in implementing sciences curriculum

    Directory of Open Access Journals (Sweden)

    Clara Vasconcelos

    2015-12-01

    Full Text Available Many countries recognize the positive and effective results of improving science education through the introduction of reforms in the sciences curriculum. However, some important issues are generally neglected like, for example, the involvement of the teachers in the reform process. Taking the sciences curriculum reform under analysis and benefitting from 10 years of teachers’ experiences in teaching sciences based on this curriculum, 19 semi-structure interviews were applied so as to identify the major difficulties felt by science teachers when implementing the Portuguese sciences curriculum in the third cycle of middle school (pupils’ age range of 12–15. Some of the difficulties depicted by the data analysis include: length of the curriculum, lack of time, unsuitable laboratory facilities, insufficient means and materials for experimental work, pupils’ indiscipline and little interest in learning sciences. Although less frequently mentioned, the lack of professional development was also referred to as a constraint that seems to play an essential role in this process. Some recommendations for improving the success of sciences curriculum reforms’ implementation are given: defining and conceptualizing curricular policies by relating the reality of both the schools and the science classrooms; reorganizing and restructuring pre-service teachers’ courses; organizing professional development courses for in-service teachers.

  6. Uncontrolled pilot study of an Acceptance and Commitment Therapy and Health at Every Size intervention for obese, depressed women: Accept Yourself!

    Science.gov (United States)

    Berman, Margit I; Morton, Stephanie N; Hegel, Mark T

    2016-12-01

    Depression and obesity frequently co-occur, but providing adequate treatment to depressed obese women is challenging because existing treatments for each problem in isolation are suboptimal, and treatments to address one problem may exacerbate the other. This study used an uncontrolled, pretreatment-to-posttreatment design, with 3-month follow-up, to evaluate the feasibility and outcome of a novel, self-acceptance-based treatment for obese women with depression, "Accept Yourself!" Accept Yourself! is an 11-week manualized, group-based intervention that integrates Health At Every Size (an evidence-based paradigm to enhance physical health) and Acceptance and Commitment Therapy (an evidence-based psychotherapy often used to treat depression and eating-related concerns) to improve the physical and mental health of obese, depressed women without encouraging weight loss. Twenty-one obese women with Major Depressive Disorder received the intervention; 18 completed at least seven sessions, a minimal dose of the intervention. Depressive symptoms, depression diagnosis, physical health outcomes (including physical activity and blood pressure), and obesity-related quality of life were assessed at baseline, posttreatment, and 3-month follow-up. Weight was also monitored. Depression, blood pressure, and obesity-related quality of life significantly improved from pretreatment to posttreatment, and improvements were sustained over a 3-month follow-up. Participants did not gain significant weight during the intervention or at follow-up. These data, although preliminary and nonexperimental, suggest that Accept Yourself! could be a promising treatment for obese, depressed women, and support the value of larger randomized controlled trials. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  7. Integrating gender into a basic medical curriculum.

    NARCIS (Netherlands)

    Verdonk, P.; Mans, L.J.L.; Lagro-Janssen, A.L.M.

    2005-01-01

    INTRODUCTION: In 1998, gaps were found to exist in the basic medical curriculum of the Radboud University Nijmegen Medical Centre regarding health-related gender differences in terms of biological, psychological and social factors. After screening the curriculum for language, content and context,

  8. Financial incentive increases CPAP acceptance in patients from low socioeconomic background.

    Science.gov (United States)

    Tarasiuk, Ariel; Reznor, Gally; Greenberg-Dotan, Sari; Reuveni, Haim

    2012-01-01

    We explored whether financial incentives have a role in patients' decisions to accept (purchase) a continuous positive airway pressure (CPAP) device in a healthcare system that requires cost sharing. Longitudinal interventional study. The group receiving financial incentive (n = 137, 50.8±10.6 years, apnea/hypopnea index (AHI) 38.7±19.9 events/hr) and the control group (n = 121, 50.9±10.3 years, AHI 39.9±22) underwent attendant titration and a two-week adaptation to CPAP. Patients in the control group had a co-payment of $330-660; the financial incentive group paid a subsidized price of $55. CPAP acceptance was 43% greater (p = 0.02) in the financial incentive group. CPAP acceptance among the low socioeconomic strata (n = 113) (adjusting for age, gender, BMI, tobacco smoking) was enhanced by financial incentive (OR, 95% CI) (3.43, 1.09-10.85), age (1.1, 1.03-1.17), AHI (>30 vs. acceptance was affected by AHI (>30 vs. 30 vs. acceptance among low socioeconomic status patients. Thus, financial incentive should be applied as a policy to encourage CPAP treatment, especially among low socioeconomic strata patients.

  9. Teacher change and professional development: A case study of teachers engaged in an innovative constructivist science curriculum

    Science.gov (United States)

    Akura, Okong'o. Gabriel

    This study examined both the changes that elementary school teachers experienced when they implemented a reform-based science curriculum and the impact of professional development on this transformation. The research involved a case study of three purposefully selected teachers implementing the Linking Food and the Environment (LIFE) program during the 2002--2003 school year. The LIFE program is a curriculum designed to enhance science literacy among learners from high poverty urban environments. While the study was grounded in the tradition of critical theory (Carspecken, 1996), the theoretical perspective of hermeneutic phenomenology (van Manen, 1990) guided data collection and analysis. Extensive observations of the teachers were made in order to capture and record the teacher change phenomenon. Data were recorded by means of field notes, audio and videotapes, semi-structured interviews, classroom observations, and video Stimulated Recall (SR) interviews. Emerging themes relating to teacher change, knowledge interests, constructivist pedagogy, and professional development illustrated how teachers grapple with various aspects of implementing a reform-based science curriculum. The teachers in this study were similar to those in earlier investigations, which found that sustained professional development programs involving mentoring and constant reflection enable elementary science teachers to change their instructional strategies from the technical-realist orientation towards the practical-hermeneutic and emancipatory-liberatory orientations. The study has implications for science curriculum developers and designers of professional development programs.

  10. Teacher and Lay Participation in Local Curriculum Change Considerations.

    Science.gov (United States)

    Schaffarzick, Jon

    This study examines the roles of teachers and citizens in decision-making related to curriculum planning and change. Interviews were conducted with persons involved in curriculum decision-making in 34 school districts in order to ascertain how they determined whether or not to make elementary-level curriculum changes. The rational and political…

  11. Development and Experimental Study of Education Through the Synergetic Training for the Engineering Enhanced Medicine “ESTEEM” in Tohoku University

    Science.gov (United States)

    Yamano, Masahiro; Matsuki, Noriaki; Numayama, Keiko; Takeda, Motohiro; Hayasaka, Tomoaki; Ishikawa, Takuji; Yamaguchi, Takami

    We developed new bio-medical engineering curriculum for industrial engineers, and we confirmed that the engineer's needs and the educative effects by holding a trail program. This study in Tohoku University was supported by the Ministry of Economy, Trade and Industry (METI) . We named the curriculum as “ESTEEM” which is acronym of project title “Education through the Synergetic Training for the Engineering Enhanced Medicine” . In Tohoku University, the “REDEEM” curriculum which is an entry level course of bio-medical engineering for engineers has been already held. The positioning of “ESTEEM” program is an advanced course to enhance knowledge and experience in clinical point of view. The program is consisted of the problem based learning (PBL) style lectures, practical training, and observation learning in hospital. It is a unique opportunity to have instruction by doctors, from diagnosis to surgical operation, from traditional technique to front-line medical equipment. In this paper, we report and discuss on the progress of the new bio-medical engineering curriculum.

  12. Using just-in-time teaching and peer instruction in a residency program's core curriculum: enhancing satisfaction, engagement, and retention.

    Science.gov (United States)

    Schuller, Mary C; DaRosa, Debra A; Crandall, Marie L

    2015-03-01

    To assess use of the combined just-in-time teaching (JiTT) and peer instruction (PI) instructional strategy in a residency program's core curriculum. In 2010-2011, JiTT/PI was piloted in 31 core curriculum sessions taught by 22 faculty in the Northwestern University Feinberg School of Medicine's general surgery residency program. JiTT/PI required preliminary and categorical residents (n=31) to complete Web-based study questions before weekly specialty topic sessions. Responses were examined by faculty members "just in time" to tailor session content to residents' learning needs. In the sessions, residents answered multiple-choice questions (MCQs) using clickers and engaged in PI. Participants completed surveys assessing their perceptions of JiTT/PI. Videos were coded to assess resident engagement time in JiTT/PI sessions versus prior lecture-based sessions. Responses to topic session MCQs repeated in review sessions were evaluated to study retention. More than 70% of resident survey respondents indicated that JiTT/PI aided in the learning of key points. At least 90% of faculty survey respondents reported positive perceptions of aspects of the JiTT/PI strategy. Resident engagement time for JiTT/PI sessions was significantly greater than for prior lecture-based sessions (z=-2.4, P=.016). Significantly more review session MCQ responses were correct for residents who had attended corresponding JiTT/PI sessions than for residents who had not (chi-square=13.7; df=1; P<.001). JiTT/PI increased learner participation, learner retention, and the amount of learner-centered time. JiTT/PI represents an effective approach for meaningful and active learning in core curriculum sessions.

  13. Georgia science curriculum alignment and accountability: A blueprint for student success

    Science.gov (United States)

    Reining-Gray, Kimberly M.

    Current trends and legislation in education indicate an increased dependency on standardized test results as a measure for learner success. This study analyzed test data in an effort to assess the impact of curriculum alignment on learner success as well as teacher perceptions of the changes in classroom instruction due to curriculum alignment. Qualitative and quantitative design methods were used to determine the impact of science curriculum alignment in grades 9-12. To determine the impact of science curriculum alignment from the Quality Core Curriculum (QCC) to the Georgia Performance Standards (GPS) test data and teacher opinion surveys from one Georgia School system were examined. Standardized test scores before and after curriculum alignment were analyzed as well as teacher perception survey data regarding the impact of curriculum change. A quantitative teacher perception survey was administered to science teachers in the school system to identify significant changes in teacher perceptions or teaching strategies following curriculum realignment. Responses to the survey were assigned Likert scale values for analysis purposes. Selected teachers were also interviewed using panel-approved questions to further determine teacher opinions of curriculum realignment and the impact on student success and teaching strategies. Results of this study indicate significant changes related to curriculum alignment. Teachers reported a positive change in teaching strategies and instructional delivery as a result of curriculum alignment and implementation. Student scores also showed improvement, but more research is recommended in this area.

  14. Money matters: a resident curriculum for financial management.

    Science.gov (United States)

    Mizell, Jason S; Berry, Katherine S; Kimbrough, Mary Katherine; Bentley, Frederick R; Clardy, James A; Turnage, Richard H

    2014-12-01

    A 2005 survey reported 87% of surgery program directors believed practice management training should occur during residency. However, only 8% of program directors believed residents received adequate training in practice management [1]. In addition to the gap in practice financial management knowledge, we recognized the need for training in personal finance among residents. A literature review and needs assessment led to the development of a novel curriculum for surgery residents combining principles of practice management and personal finance. An 18-h curriculum was administered over the 2012 academic year to 28 post graduate year 1-5 surgery residents and faculty. A self-assessment survey was given at the onset and conclusion of the curriculum [2]. Pre-tests and post-tests were given to objectively evaluate each twice monthly session's content. Self-perception of learning, interest, and acquired knowledge were analyzed using the Wilcoxon signed ranks test. Initial self-assessment data revealed high interest in practice management and personal finance principles but a deficiency in knowledge of and exposure to these topics. Throughout the curriculum, interest increased. Residents believed their knowledge of these topics increased after completing the curriculum, and objective data revealed various impacts on knowledge. Although surgery residents receive less exposure to these topics than residents in other specialties, their need to know is no less. We developed, implemented, and evaluated a curriculum that bridged this gap in surgery education. After the curriculum, residents reported an increase in interest, knowledge, and responsible behavior relating to personal and practice financial management. Copyright © 2014 Elsevier Inc. All rights reserved.

  15. Religious Tolerance in the Hidden Curriculum

    Directory of Open Access Journals (Sweden)

    Kevin Nobel Kurniawan

    2018-03-01

    Full Text Available Religious intolerance is spreading within the Indonesian institution of education. Previous studies have shown that the growth of intolerance is due to the state’s regulation and pedagogical apparatus. In contrast to the previous studies, I argue that the intolerance is related to hidden curriculum applied by the institution of education.  Normatively, the hidden curriculum contains the value of religious tolerance. However, factually, the author found that there are practices of intolerance, through the formal and informal spheres in the school’s structure, within the hidden curriculum. This article applies a qualitative approach with a mixed method research strategy to analyze data collected from students, teachers, and alumnis through field observation, in-depth interview, and survey.

  16. Welding Curriculum.

    Science.gov (United States)

    Alaska State Dept. of Education, Juneau. Div. of Adult and Vocational Education.

    This competency-based curriculum guide is a handbook for the development of welding trade programs. Based on a survey of Alaskan welding employers, it includes all competencies a student should acquire in such a welding program. The handbook stresses the importance of understanding the principles associated with the various elements of welding.…

  17. Academic Knowledge Construction and Multimodal Curriculum Development

    Science.gov (United States)

    Loveless, Douglas J., Ed.; Griffith, Bryant, Ed.; Bérci, Margaret E., Ed.; Ortlieb, Evan, Ed.; Sullivan, Pamela, Ed.

    2014-01-01

    While incorporating digital technologies into the classroom has offered new ways of teaching and learning into educational processes, it is essential to take a look at how the digital shift impacts teachers, school administration, and curriculum development. "Academic Knowledge Construction and Multimodal Curriculum Development" presents…

  18. Development of mathematics curriculum for Medialogy studentsat Aalborg University

    DEFF Research Database (Denmark)

    Timcenko, Olga

    Abstract This paper addresses mathematics curriculum development for Medialogy education. Medialogy as a study line was established in 2002 at Faculty for Engineering and Natural Sciences at Aalborg University, and mathematics curriculum has already been revised tree times. Some of the reasoning...... behind curriculum development, lessons learned and remaining issues are presented and discussed....

  19. Curriculum and instruction in nuclear waste disposal

    International Nuclear Information System (INIS)

    Robinson, M.; Lugaski, T.; Pankratius, B.

    1991-01-01

    Curriculum and instruction in nuclear waste disposal is part of the larger problem of curriculum and instruction in science. At a time when science and technological literacy is crucial to the nation's economic future fewer students are electing to take needed courses in science that might promote such literacy. The problem is directly related to what science teachers teach and how they teach it. Science content that is more relevant and interesting to students must be a part of the curriculum. Science instruction must allow students to be actively involved in investigating or playing the game of science

  20. Curriculum-based library instruction from cultivating faculty relationships to assessment

    CERN Document Server

    Blevins, Amy

    2014-01-01

    Curriculum-Based Library Instruction: From Cultivating Faculty Relationships to Assessment highlights the movement beyond one-shot instruction sessions, specifically focusing on situations where academic librarians have developed curriculum based sessions and/or become involved in curriculum committees.

  1. A Developmental Curriculum Plan To Achieve a Sequenced Curriculum between High School Courses in Food Preparation and the Mattatuck Community College Hospitality/Food Services Program. Final Report.

    Science.gov (United States)

    Mattatuck Community Coll., Waterbury, CT.

    This document contains a developmental curriculum plan for an articulated curriculum in hospitality/food service for Connecticut's Mattatuck Community College and area high schools. The curriculum guide includes a course description, criteria for evaluation, attendance policy, objectives, a curriculum area outline, 17 content area objectives, a…

  2. Curriculum Trends in Medical Education in Mauritius

    Directory of Open Access Journals (Sweden)

    Aprajita Panwar

    2017-08-01

    Full Text Available Medical education began in Mauritius with the establishment of Sir Seewoosagur Ramgoolam (SSR Medical college in 1999 followed by a breakthrough in field of medicine with opening of Anna Medical College and Research Center (AMCRC in 2010 and Padhamshree DY PatilMedical College in 2013.Though it was an appreciable beginning of medical education in Mauritius, medical schools are currently experiencing hardships in delivering right medical exposure to health care professionals.Mauritian medical schools now need to review their current teaching methodology and present curriculum to keep pace with global standards. Integrated curriculum which is now gaining popularity world-wide is to be introduced and strongly implemented in medical schools in Mauritius. This curriculum would breach barriers and improve integration between pre-clinical and clinical sciences thus facilitating long-term retention of knowledge in medical schools and develop a professionally soundapproach towards management of health care. Horizontal curriculum can be replaced by vertical and spiral integration. For this major change, faculty engaged in medical profession are to be acquainted about innovative strategies and emerging trends in medical education. Thus this article aims to highlight the current scenario of medical education in Mauritius and also offer suggestions about possible future strategies to be implemented in medical colleges.Keywords: MEDICAL EDUCATION, CURRICULUM, CHALLENGES

  3. Teaching non-technical (professional) competence in a veterinary school curriculum.

    Science.gov (United States)

    Burns, Gilbert A; Ruby, Kathleen L; Debowes, Richard M; Seaman, Susan J; Brannan, Julia K

    2006-01-01

    Data from focused studies and comprehensive surveys suggest that developing or enhancing non-technical (professional) skills will result in a more satisfied and successful veterinary student or veterinary graduate. The College of Veterinary Medicine at Washington State University has devoted considerable time, effort, and resources to augmenting the non-technical aspects of its curriculum while maintaining the traditional strengths of its DVM program. Here we summarize pertinent research and best-practice recommendations from a variety of sources and outline the steps that have been taken, with the underlying rationales, to integrate the teaching and modeling of non-technical (professional) competence throughout a four-year course of veterinary study.

  4. Acceptance and willingness to pay for health-enhancing bakery products

    DEFF Research Database (Denmark)

    Bruschi, Viola; Teuber, Ramona; Dolgopolova, Irina

    2015-01-01

    that is naturally rich in anthocyanins (ACNs). ACNs are assumed to possess anti-inflammatory, anticancer, anti-diabetic and ocular health enhancing properties. Participants are 207 students aged 18-30 years from Moscow and Irkutsk. Our results indicate a low level of knowledge about ACNs among participants...

  5. Using deliberation to address controversial issues: Developing Holocaust education curriculum.

    Directory of Open Access Journals (Sweden)

    THOMAS MISCO

    2007-10-01

    Full Text Available This paper explores how a cross-cultural project responded to the need for new Holocaust educational materials for the Republic of Latvia through the method of curriculum deliberation. Analysis of interview, observational, and document data drawn from seven curriculum writers and numerous project members suggest that curriculum deliberation helped awaken a controversial and silenced history while attending to a wide range of needs and concerns for a variety of stakeholders. The findings highlight structural features that empowered the curriculum writers as they engaged in protracted rumination, reflected upon competing norms, and considered the nuances of the curriculum problem in relation to implementation. Understanding the process, challenges, and promises of cross-cultural curriculum deliberation holds significance for educators, curricularists, and educational researchers wishing to advance teaching and learning within silenced histories and controversial issues.

  6. Next generation of procedural skills curriculum development: Proficiency-based progression

    Directory of Open Access Journals (Sweden)

    Richard M. Satava

    2015-01-01

    Conclusion: The FRS use a new process (full life-cycle curriculum development with proficiency-based progression which can be used in order to develop any quantitative procedural curriculum, through generic templates that have been developed. Such an approach will dramatically decrease the cost, time and effort to develop a new specific curriculum, while producing uniformity in approach, inter-operability among different curricula and consistency in objective assessment. This process is currently online, open source and freely available, to encourage the adoption of a scholarly and rigorous approach to curriculum development which is flexible enough to be adopted and adapted to most technical skills curriculum needs.

  7. Phenomenology and Curriculum Implementation: Discerning a Living Curriculum through the Analysis of Ted Aoki's Situational Praxis

    Science.gov (United States)

    Magrini, James M.

    2015-01-01

    The argumentation in this paper is grounded in a critical and conceptual analysis of Ted Aoki's phenomenology, wherein curriculum is read as "phenomenological text." The problem explored emerges from Aoki's critique of the Tyler rationale for curriculum design, implementation and evaluation as it is conceived and practised in…

  8. Incorporating Dynamical Systems into the Traditional Curriculum.

    Science.gov (United States)

    Natov, Jonathan

    2001-01-01

    Presents a brief overview of dynamical systems. Gives examples from dynamical systems and where they fit into the current curriculum. Points out that these examples are accessible to undergraduate freshmen and sophomore students, add continuity to the standard curriculum, and are worth including in classes. (MM)

  9. Relationship of pass/fail grading and curriculum structure with well-being among preclinical medical students: a multi-institutional study.

    Science.gov (United States)

    Reed, Darcy A; Shanafelt, Tait D; Satele, Daniel W; Power, David V; Eacker, Anne; Harper, William; Moutier, Christine; Durning, Steven; Massie, F Stanford; Thomas, Matthew R; Sloan, Jeff A; Dyrbye, Liselotte N

    2011-11-01

    Psychological distress is common among medical students. Curriculum structure and grading scales are modifiable learning environment factors that may influence student well-being. The authors sought to examine relationships among curriculum structures, grading scales, and student well-being. The authors surveyed 2,056 first- and second-year medical students at seven U.S. medical schools in 2007. They used the Perceived Stress Scale, Maslach Burnout Inventory, and Medical Outcomes Study Short Form (SF-8) to measure stress, burnout, and quality of life, respectively. They measured curriculum structure using hours spent in didactic, clinical, and testing experiences. Grading scales were categorized as two categories (pass/fail) versus three or more categories (e.g., honors/pass/fail). Of the 2,056 students, 1,192 (58%) responded. In multivariate analyses, students in schools using grading scales with three or more categories had higher levels of stress (beta 2.65; 95% CI 1.54-3.76, Pstudents in schools using pass/fail grading. There were no relationships between time spent in didactic and clinical experiences and well-being. How students are evaluated has a greater impact than other aspects of curriculum structure on their well-being. Curricular reform intended to enhance student well-being should incorporate pass/fail grading.

  10. A "Resident-as-Teacher" Curriculum Using a Flipped Classroom Approach: Can a Model Designed for Efficiency Also Be Effective?

    Science.gov (United States)

    Chokshi, Binny D; Schumacher, Heidi K; Reese, Kristen; Bhansali, Priti; Kern, Jeremy R; Simmens, Samuel J; Blatt, Benjamin; Greenberg, Larrie W

    2017-04-01

    The Accreditation Council for Graduate Medical Education requires training that enhances resident teaching skills. Despite this requirement, many residency training programs struggle to implement effective resident-as-teacher (RAT) curricula, particularly within the context of the 80-hour resident workweek. In 2013, the authors developed and evaluated an intensive one-day RAT curriculum using a flipped classroom approach. Twenty-nine second-year residents participated in daylong RAT sessions. The curriculum included four 1-hour workshops focusing on adult learning principles, giving feedback, teaching a skill, and orienting a learner. Each workshop, preceded by independent reading, featured peer co-teaching, application, and feedback. The authors evaluated the curriculum using pre- and postworkshop objective structured teaching examinations (OSTEs) and attitudinal and self-efficacy teaching questionnaires. Residents demonstrated statistically significant improvements in performance between pre- and postworkshop OSTEs on each of three core skills: giving feedback (P = .005), orienting a learner (P flipped classroom approach is an efficient and effective method for training residents to improve teaching skills, especially in an era of work hour restrictions. They have committed to the continuation of this curriculum and are planning to include assessment of its long-term effects on resident behavior change and educational outcomes.

  11. Science Curriculum Components Favored by Taiwanese Biology Teachers

    Science.gov (United States)

    Lin, Chen-Yung; Hu, Reping; Changlai, Miao-Li

    2005-09-01

    The new 1-9 curriculum framework in Taiwan provides a remarkable change from previous frameworks in terms of the coverage of content and the powers of teachers. This study employs a modified repertory grid technique to investigate biology teachers' preferences with regard to six curriculum components. One hundred and eighty-five in-service and pre-service biology teachers were asked to determine which science curriculum components they liked and disliked most of all to include in their biology classes. The data show that the rank order of these science curriculum components, from top to bottom, was as follows: application of science, manipulation skills, scientific concepts, social/ethical issues, problem-solving skills, and the history of science. They also showed that pre-service biology teachers, as compared with in-service biology teachers, favored problem-solving skills significantly more than manipulative skills, while in-service biology teachers, as compared with pre-service biology teachers, favored manipulative skills significantly more than problem-solving skills. Some recommendations for ensuring the successful implementation of the Taiwanese 1-9 curriculum framework are also proposed.

  12. Following Industry's Lead: Revising the Automotive Technology Curriculum

    Science.gov (United States)

    Crouse, William H.; Anglin, Donald L.

    1976-01-01

    Today's automotive technology curriculum is changing; curriculum revisions are being made in response to both the changing automobile and to the latest social trends and laws affecting students and teachers alike. (Author)

  13. Explaining social media acceptance by business-to-business SMEs in the South-East of England: a theory-enhanced qualitative comparative analysis

    OpenAIRE

    Iannacci, F.; Pole, K.

    2016-01-01

    Drawing on a model of technology acceptance for microbusinesses, this paper deploys a set-theoretic approach to unravel the causal complexity associated with acceptance and non-acceptance of social media by Business-to-Business Small-and-Medium Enterprises (SMEs) based in the South East of England. Our findings show the causal asymmetry between acceptance and non-acceptance. While customer attraction, raising the company’s profile and learning to use social media effortlessly lead to the acce...

  14. Didáctica y Curriculum: controversia inacabada

    Directory of Open Access Journals (Sweden)

    María Luisa SEVILLANO GARCÍA

    2009-11-01

    Full Text Available RESUMEN: Uno de los sucesos más notables y de mayor alcance dentro de la Didáctica ha sido en los últimos años la incorporación del curriculum a su ámbito de estudio. Este hecho está permitiendo formas nuevas de plantear los fenómenos escolares, la incorporación de nuevos marcos conceptuales y nuevas investigaciones que enriquecen el panorama escolar y educativo. Nos parece que desde las nuevas teorías del curriculum se retroalimenta y rejuvenece el árbol de la Didáctica.El hecho de que actualmente didáctica y curriculum se empleen en ámbitos profesionales casi de forma equivalente no nos faculta para conceptualizar ambos como sinónimos o tendentes a una igualación en un proceso evolutivo. Pensamos que la conflictividad entre los dos términos es una nota muy presente en la actualidad, que generará nuevas visiones de estos conceptos, ricos y fecundos los dos y que los investigadores seguiremos trabajando en la línea de las respectivas demarcaciones y clarificaciones.ABSTRACT: One of he most relevance success during the last years linked to the Didactic field has been the inclusión of the curriculum matter this discipline. News ways of managed the scholars' phenomena, the incorporation of new conceptual frames and new researches that enriches the scholar and learning panorama, have been making possible by that. We think the curriculum theories are able to rejuvenate the Didactics tree.Actually both didactic and curriculum are used in professional fields in the same way and, but that case don't let us conceptualize both matters as a synonymous words or as a fields trending to an evolution process. We think the conflictive between both matters is a very typical thing happening in the current days and that is generating new visions about both concepts, and also we think that the researchers will continué working in the fields limited by the didactic and curriculum theories.RÉSUMÉ: Un des événements les plus importants de ees

  15. Integrated Curriculum Design Reform of Civil Engineering Management Discipline Based on Inter-disciplinary Professional Training

    Science.gov (United States)

    Yidong, Xu; Ping, Wu; Jian, Chen; Jiansheng, Shen

    2018-05-01

    In view of the shortcomings of the current civil engineering management discipline, this paper investigates the necessity of the course design reform. Based on the analysis of basic occupation requirements of civil engineering management discipline, the basic ideas and implementation strategies of the integrated reform of curriculum design system are proposed, which can not only improve the students’ overall understanding of knowledge and skills, but also enhance the system of student learning.

  16. Water Pollution, Environmental Science Curriculum Guide Supplement.

    Science.gov (United States)

    McKenna, Harold J.

    This curriculum guide is a 40-day unit plan on water pollution developed, in part, from the National Science Foundation Environmental Science Institutes' Ninth Grade Environmental Science Curriculum Guide. This unit contains teacher lesson plans, suggested teacher and student modules, case studies, and activities to be developed by teachers…

  17. A Review of New Mathematics Curriculum Materials.

    Science.gov (United States)

    Vanderlin, Carl J., Jr.

    This manual outlines the nature of some of the major curriculum projects in mathematics and lists materials which are available from these projects. An introductory statement concerning the history and philosophy of each program is indicated. The curriculum projects reported on are: (1) Boston College Mathematics Institute, (2) Cambridge…

  18. Innovative Conference Curriculum: Maximizing Learning and Professionalism

    Science.gov (United States)

    Hyland, Nancy; Kranzow, Jeannine

    2012-01-01

    This action research study evaluated the potential of an innovative curriculum to move 73 graduate students toward professional development. The curriculum was grounded in the professional conference and utilized the motivation and expertise of conference presenters. This innovation required students to be more independent, act as a critical…

  19. A radical-local perspective on curriculum elaboration

    DEFF Research Database (Denmark)

    Chaiklin, Seth

    of educational actions. In practice, a curriculum does not provide much analytic insight for how to realise the ideals which they express, nor does it provide insight into the interactions that arise as students engage with the content of the curriculum. To illustrate how a cultural-historical perspective can...

  20. Curriculum Change in Nunavut: Towards Inuit Qaujimajatuqangit

    Science.gov (United States)

    McGregor, Heather Elizabeth

    2012-01-01

    Between 1985 and the present, curriculum developers, educators and Elders in Nunavut have been working towards reconceptualization of curriculum to better meet the strengths and needs of Inuit students and to reflect, preserve, and revitalize Inuit worldview, language, and culture. This article outlines the development of the 1989 curriculum…

  1. Marine Biology Activities. Ocean Related Curriculum Activities.

    Science.gov (United States)

    Pauls, John

    The ocean affects all of our lives. Therefore, awareness of and information about the interconnections between humans and oceans are prerequisites to making sound decisions for the future. Project ORCA (Ocean Related Curriculum Activities) has developed interdisciplinary curriculum materials designed to meet the needs of students and teachers…

  2. Development of a subspecialty cardiology curriculum for paediatric ...

    African Journals Online (AJOL)

    This online interactive curriculum was followed by several site visits to ... Evaluation of the curriculum model included post-module quizzes on cardiac topics as ... Conclusions: Our innovative hybrid approach, combining online educational ...

  3. Curriculum design in transformation: consideration about educational institutions and beyond them

    Directory of Open Access Journals (Sweden)

    FELDMANN, Marina Graziela; MASETTO, Marcos Tarciso

    Full Text Available This article looks for calling to the attention of our readers some thoughts about the need to rethink the curriculum designs in our educational institutions, most of which still remain with a curriculum of traditional organization called features. Currently, both the authors who write about the significance of education in our society, such as curriculum experts warn of the need to review our curricula. It’s a compulsory agenda in many conferences and educational events. In the course of these concerns, we bring our collaboration nowadays. For the case of transformation of a curriculum design it´s is necessary to agree on a conception of curriculum, its historical contextualization, the redefinition and reorganization of the elements that compose it and the current demands that a curriculum should respond. In this article, we will discuss two aspects that appear to contain special relevance to our theme: the first concerns the design of curriculum and its developments; and the second, the teaching staff and their training in curriculum redesign.

  4. Introducing Game Development into the University Curriculum

    Directory of Open Access Journals (Sweden)

    Peter Peer*

    2012-12-01

    Full Text Available Integrating computer games development into computer science curriculum is gaining acceptance. However, the question is how this should be done. In our course on computer game development we present all necessary steps that a game project has to address, from design to publication and marketing, from the theoretical to the practical point of view. The goal is that each student makes a casual game for Apple iOS platform and possibly publishes it. The games are built on our xni framework for iOS, which is a subset of Microsoft’s xna. We take an iterative incremental approach to teaching game development, where we discuss a number of selected topics from various categories, such as gameplay design, graphics and artificial intelligence, each week. Thereafter the students receive mandatory and non-mandatory assignments that force them to add functionality to their game and, thus, steadily progress towards their goal. At the end of the course more than 20 % of all projects were ready for the Apple App Store, which, together with student pools saying that the course was one of the best executed courses they attended, confirms the viability of the suggested scheme.

  5. Acceptance of health information technology in health professionals: an application of the revised technology acceptance model.

    Science.gov (United States)

    Ketikidis, Panayiotis; Dimitrovski, Tomislav; Lazuras, Lambros; Bath, Peter A

    2012-06-01

    The response of health professionals to the use of health information technology (HIT) is an important research topic that can partly explain the success or failure of any HIT application. The present study applied a modified version of the revised technology acceptance model (TAM) to assess the relevant beliefs and acceptance of HIT systems in a sample of health professionals (n = 133). Structured anonymous questionnaires were used and a cross-sectional design was employed. The main outcome measure was the intention to use HIT systems. ANOVA was employed to examine differences in TAM-related variables between nurses and medical doctors, and no significant differences were found. Multiple linear regression analysis was used to assess the predictors of HIT usage intentions. The findings showed that perceived ease of use, but not usefulness, relevance and subjective norms directly predicted HIT usage intentions. The present findings suggest that a modification of the original TAM approach is needed to better understand health professionals' support and endorsement of HIT. Perceived ease of use, relevance of HIT to the medical and nursing professions, as well as social influences, should be tapped by information campaigns aiming to enhance support for HIT in healthcare settings.

  6. Clinical nutrition in the hepatogastroenterology curriculum

    DEFF Research Database (Denmark)

    Mulder, Chris J J; Wanten, Geert J A; Semrad, Carol E

    2016-01-01

    of Gastroenterology and Hepatology has defined specific expertise areas in Advanced endoscopy, hepatology, digestive oncology and clinical nutrition, training for the latter topic is lacking in the current hepatogastroenterology (HGE) curriculum. Given its relevance for HGE practice, and being at the core...... of gastrointestinal functioning, there is an obvious need for training in nutrition and related issues including the treatment of disease-related malnutrition and obesity and its associated metabolic derangements. This document aims to be a starting point for the integration of nutritional expertise in the HGE...... curriculum, allowing a central role in the management of malnutrition and obesity. We suggest minimum endpoints for nutritional knowledge and expertise in the standard curriculum and recommend a focus period of training in nutrition issues in order to produce well-trained HGE specialists. This article...

  7. Moral education and values education in curriculum reform In China

    Institute of Scientific and Technical Information of China (English)

    Zhu Xiaoman

    2006-01-01

    In the new curriculum reform in China,moral education and values education have been defined from the angles of the integrity and conformity of curriculum functions.Accordingly, a new education concept based on complete/integral curriculum functions is established.By discussing the essences of the curriculum,the basis of moral and values education,integrated curriculum setting in instruction structure,the presence of emotional and attitudinal goals in the subject standards,and teaching methods,this text points out that this curriculum reform looks to moral and values education in schools.The reform also emphasizes and will guarantee moral and values education in schools.Finally,the article recommends to elementary and secondary schools the studies on moral education in class conducted by the Research Institute of Moral Education of Nanjing Normal University,one of the Key Bases for Humanities and Social Sciences Research for the Ministry of Education.

  8. Curriculum and Cognition

    Science.gov (United States)

    Rosenstein, Joseph

    1971-01-01

    Paper presented at the Summer Meeting of the Alexander Graham Bell Association for the Deaf held in Philadelphia, June 24-27, 1970. Discussed are concepts of curriculum development, cognitive development, and educational methods with implications for the handicapped. (CB)

  9. Integrating security issues in nuclear engineering curriculum in Indonesia. Classical vs policy approaches

    International Nuclear Information System (INIS)

    Putero, Susetyo Hario; Rosita, Widya; Sihana, Fnu; Ferdiansjah; Santosa, Haryono Budi; Muharini, Anung

    2015-01-01

    Recently, risk management for nuclear facilities becomes more complex due to security issue addressed by IAEA. The harmonization between safety, safeguards and security is still questionable. It also challenges to nuclear engineering curriculum in the world how to appropriately lecture the new issue. This paper would like to describe how to integrate this issue in developing nuclear engineering curriculum in Indonesia. Indonesia has still no nuclear power plant, but there are 3 research reactors laid in Indonesia. As addition, there are several hospitals and industries utilizing radioisotopes in their activities. The knowledge about nuclear security of their staffs is also not enough for handling radioactive material furthermore the security officers. Universitas Gadjah Mada (UGM) is the only university in Indonesia offering nuclear engineering program, as consequently the university should actively play the role in overcoming this issue not only in Indonesia, but also in Southeast Asia. In the other hand, students has to have proper knowledge in order to complete in the global nuclear industry. After visited several universities in USA and participated in INSEN meeting, we found that most of universities in the world anticipate this issue by giving the student courses related to policy (non-technical) study based on IAEA NSS 12. In the other hand, the rest just make nuclear security as a case study on their class. Furthermore, almost all of programs are graduate level. UGM decided to enhance several present related undergraduate courses with security topics as first step to develop the awareness of student to nuclear security. The next (curriculum 2016) is to integrate security topics into the entire of curriculum including designing a nuclear security elective course for undergraduate level. The first trial has successfully improved the student knowledge and awareness on nuclear security. (author)

  10. Graduates from a reformed undergraduate medical curriculum based on Tomorrow's Doctors evaluate the effectiveness of their curriculum 6 years after graduation through interviews.

    Science.gov (United States)

    Watmough, Simon D; O'Sullivan, Helen; Taylor, David C M

    2010-09-29

    In 1996 Liverpool reformed its medical curriculum from a traditional lecture based course to a curriculum based on the recommendations in Tomorrow's Doctors. A project has been underway since 2000 to evaluate this change. This paper focuses on the views of graduates from that reformed curriculum 6 years after they had graduated. Between 2007 and 2009 45 interviews took place with doctors from the first two cohorts to graduate from the reformed curriculum. The interviewees felt like they had been clinically well prepared to work as doctors and in particular had graduated with good clinical and communication skills and had a good knowledge of what the role of doctor entailed. They also felt they had good self directed learning and research skills. They did feel their basic science knowledge level was weaker than traditional graduates and perceived they had to work harder to pass postgraduate exams. Whilst many had enjoyed the curriculum and in particular the clinical skills resource centre and the clinical exposure of the final year including the "shadowing" and A & E attachment they would have liked more "structure" alongside the PBL when learning the basic sciences. According to the graduates themselves many of the aims of curriculum reform have been met by the reformed curriculum and they were well prepared clinically to work as doctors. However, further reforms may be needed to give confidence to science knowledge acquisition.

  11. From Too Much Freedom to Too Much Restriction: The Case of Teacher Autonomy from National Curriculum Statement (NCS) to Curriculum and Assessment Statement (CAPS)

    Science.gov (United States)

    Ramatlapana, K.; Makonye, J. P.

    2012-01-01

    The major curricula revisions in South Africa in the last two decades or so have changed the curriculum landscape. These revisions are meant to effect among other issues, the socio-economic development for all through quality education. The latest curricula transition from National Curriculum Statement (NCS) to Curriculum and Assessment Policy…

  12. Texas Real Estate Curriculum Workshop Summary Report.

    Science.gov (United States)

    Lyon, Robert

    The Texas Real Estate Research Center-Texas Education Agency (TRERC-TEA) curriculum workshop was attended by over 40 participants representing 26 Texas community colleges. These participants divided into eight small groups by real estate specialty area and developed curriculum outlines and learning objectives for the following real estate courses:…

  13. Adolescent Sexual Education: Designing Curriculum That Works

    Science.gov (United States)

    Quincy, Michael L.

    2009-01-01

    The purpose of this review paper, "Adolescent Sexual Education: Designing Curriculum That Works", is to present some basic curriculum necessities for developing an in-school sexual education program that results in decreasing the number of teenagers initiating sex, thus reducing the number of teen pregnancies and cases of sexually transmitted…

  14. Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

    Directory of Open Access Journals (Sweden)

    Hamed Mubarak Al-Awidi

    2017-03-01

    Findings\tTeachers are moderately ready for implementation of the digital curriculum in both components of readiness (technical and pedagogical. Teachers identified some factors that that hinder their readiness. These factors are related to time constraints, knowledge and skills, infrastructure, and technical support. Recommendations for Practitioners: This paper will guide curriculum decision makers to find the best ways to help and support teachers to effectively implement the digital. Future Research: Follow up studies may examine the effectiveness of teacher education pro-grams in preparing students teachers to implement the digital curriculum, and the role of education decision makers in facilitating the implementation of the digital curriculum.

  15. Game-centric pedagogy and curriculums in higher education

    DEFF Research Database (Denmark)

    Nørgård, Rikke Toft; Murray, John; Morgan, James

    2017-01-01

    This paper examines some recent trends in game-centric education for STEAM (science, technology,engineering, art and mathematics) fields, especially those that explore and promote collaborationamong multiple disciplines. We discuss various multimodal design research activities that draw uponthe...... applications and usage of popular technical hackathons and game design jams in educationalenvironments. The intent of this work is to guide and inform new approaches to the corecomponents of STEAM curriculums.Game-centric methods appear to be well-suited to a variety of education and trainingcircumstances...... a valuable vehicle for enhancing general education andlong-term life skills.We conclude by describing some opportunities to undertake qualitative and quantitative research on teams of participants in popular game development events, such as the multinational Global GameJam (GGJ) series. This process involves...

  16. Tradition and Change in the Social Studies Curriculum.

    Science.gov (United States)

    Schneider, Donald O.

    1980-01-01

    The historical development of curriculum materials in the social studies is outlined. Principles offering the potential to effect major changes are described and a set of guidelines for a rational social studies curriculum is established. (JMF)

  17. Standardised Curriculum and Hermeneutics: The Case of Australian Vocational Educators

    Science.gov (United States)

    Hodge, Steven

    2018-01-01

    Curriculum theorists have acknowledged the relevance of "hermeneutics", or theory of interpretation and understanding, to curriculum studies. In the European "Didaktik" tradition hermeneutics has also been applied to the curriculum work of educators, but such an extension is rarer in the Anglo-American tradition. Educators in…

  18. Designing Web-Based Educative Curriculum Materials for the Social Studies

    Science.gov (United States)

    Callahan, Cory; Saye, John; Brush, Thomas

    2013-01-01

    This paper reports on a design experiment of web-based curriculum materials explicitly created to help social studies teachers develop their professional teaching knowledge. Web-based social studies curriculum reform efforts, human-centered interface design, and investigations into educative curriculum materials are reviewed, as well as…

  19. Curriculum as Environments for Learning: A Practicel Meaning and Model.

    Science.gov (United States)

    Sinclair, Robert L.; Ghory, Ward J.

    Effective curriculum development and implementation may be achieved by considering the multidimensional nature of the term "curriculum." A definition of curriculum should be considered in terms of its expressed, implied, and emergent dimensions. The expressed dimension is the written statement of learning objectives, sequence of contents, learning…

  20. [Creating an integrated nursing curriculum].

    Science.gov (United States)

    Romano, R A; Papa, L M; Lopes, G T

    1997-01-01

    During the last two decades, Brazilian society has gone through great changes into political, ideological and economical fields. These changes left their strings into society, specially in population health. The nurse formation based on the Law n(o) 5540/68 and on the Statement n(o) 163/72, no more meets population demands. Since 1992, the Nursing Faculty of UERJ-FEUerj intensifies the reflection movement upon teaching-learning process searching for transforming its own reality. The making of this project presents two complementary and important reasons: FEUerj docents and discents' desire in elaborating a curriculum which searches for nurses' formation that articulates teaching-work-community, theory and practice, based on a Critical Theory of Education, on the line of PROBLEMATIZATION, and the accomplishment of Statement n(o) 314/94 from the CFE and from the Letter of Order MEC n(o) 1171/15/dez/94. From debating, the professional profile has been defined from the social environment where the profession is performed and the alumnate's characteristics; area determination or group of attributions, according to professional praxis adequation, concept hierachization, processes, etc., which in the process of 'classification and syntheses' of knowledge results into a netlike chained and related tree. In the first phase of the curriculum study, it has diagnosed as principal condition, the actual curriculum 'DECONTEXTUALIZATION' and the 'US' to be faced to lead it to an end the Curriculum Reformulation Proposal. The Process of Pedagogical Abilitation for professors, workshops, researches on the desirable and present profile, seminars, performance, abilities and principles systematization, identification of areas which compose the integrated curriculum, subjects localization into areas and articulation between professional subjects and other activities, has been implemented. Based on this work on the problematized pedagogy first step, an instrument 'Research on the

  1. Ecological Literacy, Urban Green Space, and Mobile Technology: Exploring the Impacts of an Arboretum Curriculum Designed for Undergraduate Biology Courses

    Science.gov (United States)

    Phoebus, Patrick E.

    Increasing individual ecological literacy levels may help citizens make informed choices about the environmental challenges facing society. The purpose of this study was to explore the impacts of an arboretum curriculum incorporating mobile technology and an urban greenspace on the ecological knowledge, environmental attitudes and beliefs, and environmental behaviors of undergraduate biology students and pre-service K-8 teachers during a summer course. Using a convergent parallel mixed-methods design, both quantitative and qualitative data were collected, analyzed, and later merged to create an enhanced understanding of the impact of the curriculum on the environmental attitudes and beliefs of the participants. Quantitative results revealed a significant difference between pre- and post-survey scores for ecological knowledge, with no significant differences between pre- and post-scores for the other variables measured. However, no significant difference in scores was found between experimental and comparison groups for any of the three variables. When the two data sets were compared, results from the quantitative and qualitative components were found to converge and diverge. Quantitative data indicated the environmental attitudes and beliefs of participants were unaffected by the arboretum curriculum. Similarly, qualitative data indicated participants' perceived environmental attitudes and beliefs about the importance of nature remained unchanged throughout the course of the study. However, qualitative data supporting the theme connecting with the curriculum suggested experiences with the arboretum curriculum helped participants develop an appreciation for trees and nature and led them to believe they increased their knowledge about trees.

  2. Regionalism as a Principle for Curriculum Relevance.

    Science.gov (United States)

    Blunt, R. J. S.

    1998-01-01

    Examines the rhetoric of a curriculum development proposal at the University of Port Elizabeth (South Africa) which uses the concept of regionalism as a principal for curriculum development. The regionalist approach is then examined in light of two different approaches to the function of the university. It is concluded that postmodern universities…

  3. Web-Based Engine for Program Curriculum Designers

    Science.gov (United States)

    Hamam, H.; Loucif, S.

    2009-01-01

    Educational institutions pay careful attention to the design of program curricula, which represent a framework to meet institutional goals and missions. Of course, the success of any institution depends highly on the quality of its program curriculum. The development of such a curriculum and, more importantly, the evaluation of its quality are…

  4. Supporting Knowledge Integration in Chemistry with a Visualization-Enhanced Inquiry Unit

    Science.gov (United States)

    Chiu, Jennifer L.; Linn, Marcia C.

    2014-01-01

    This paper describes the design and impact of an inquiry-oriented online curriculum that takes advantage of dynamic molecular visualizations to improve students' understanding of chemical reactions. The visualization-enhanced unit uses research-based guidelines following the knowledge integration framework to help students develop coherent…

  5. Bridging the Gap between Social Acceptance and Ethical Acceptability

    NARCIS (Netherlands)

    Taebi, B.

    2016-01-01

    New technology brings great benefits, but it can also create new and significant risks. When evaluating those risks in policymaking, there is a tendency to focus on social acceptance. By solely focusing on social acceptance, we could, however, overlook important ethical aspects of technological

  6. Oxytocin facilitation of acceptance of social advice is dependent upon the perceived trustworthiness of individual advisors.

    Science.gov (United States)

    Luo, Ruixue; Xu, Lei; Zhao, Weihua; Ma, Xiaole; Xu, Xiaolei; Kou, Juan; Gao, Zhao; Becker, Benjamin; Kendrick, Keith M

    2017-09-01

    The neuropeptide oxytocin may increase social cohesion by making us more willing to trust others and/or to conform to their opinions. Here we investigated whether intranasal oxytocin can influence acceptance of advice given on solving everyday social problems by either individual expert (psychologist) or non-expert advisors with or without influencing their perceived likeability or trustworthiness. In a double-blind, between-subject, placebo-control design study in 160 male and female subjects, intranasal oxytocin (24IU) only significantly enhanced acceptance of advice given by female psychologists who were rated as the most trustworthy advisors. However, oxytocin itself did not alter either trustworthiness or likeability ratings. The oxytocin effect on acceptance of the female psychologist's advice was not maintained after a week, with subjects mainly reverting to their original solutions. These findings suggest that while oxytocin can transiently increase acceptance of advice from the most trustworthy individuals this is because it makes subjects more likely to conform to their opinions rather than enhancing their perceived trustworthiness or likeability. Thus in every day contexts oxytocin may primarily promote social cohesion by facilitating conformity towards the opinions of the most trusted individuals. Copyright © 2017. Published by Elsevier Ltd.

  7. Survey and Research on Continuing Education Curriculum Construction for Primary and Secondary School Teachers

    Directory of Open Access Journals (Sweden)

    Yang Chao

    2015-01-01

    Full Text Available Continuing education curriculum construction is the key work to complete the teachers’ continuing education system, it is also an important part of the teachers’ specialization. This study aims to master the main problems of the current primary and secondary school teachers’ continuing education curriculum construction and put forward the corresponding improvement countermeasures. Research in Yunnan province of China as a case, through the Questionnaire Method, Interview Method and Factors Analysis Method, this study make an thorough analysis on the prominent questions of the curriculum resources informationization level, curriculum structure, curriculum practicability, curriculum management and curriculum evaluation mechanism of the primary and secondary school teachers continuing education curriculums construction. Study found that the curriculum construction should also increase the intensity of curriculum resources informatization, develop diversified curriculum resources, complete six modules, carry out a standardized and scientific management and diversified curriculum evaluation mechanism. Research data and conclusions both enrich the theory of the con-struction of the teachers continuing education curriculum, and also provide a practical reference for the admin-istrative department of education and teacher training institutions to formulate measures.

  8. Video Game Acceptance: A Meta-Analysis of the Extended Technology Acceptance Model.

    Science.gov (United States)

    Wang, Xiaohui; Goh, Dion Hoe-Lian

    2017-11-01

    The current study systematically reviews and summarizes the existing literature of game acceptance, identifies the core determinants, and evaluates the strength of the relationships in the extended technology acceptance model. Moreover, this study segments video games into two categories: hedonic and utilitarian and examines player acceptance of these two types separately. Through a meta-analysis of 50 articles, we find that perceived ease of use (PEOU), perceived usefulness (PU), and perceived enjoyment (PE) significantly associate with attitude and behavioral intention. PE is the dominant predictor of hedonic game acceptance, while PEOU and PU are the main determinants of utilitarian game acceptance. Furthermore, we find that respondent type and game platform are significant moderators. Findings of this study provide critical insights into the phenomenon of game acceptance and suggest directions for future research.

  9. Use and Acceptance of Information and Communication Technology Among Laboratory Science Students

    Science.gov (United States)

    Barnes, Brenda C.

    Online and blended learning platforms are being promoted within laboratory science education under the assumption that students have the necessary skills to navigate online and blended learning environments. Yet little research has examined the use of information and communication technology (ICT) among the laboratory science student population. The purpose of this correlational, survey research study was to explore factors that affect use and acceptance of ICT among laboratory science students through the theoretical lens of the unified theory of acceptance and use of technology (UTAUT) model. An electronically delivered survey drew upon current students and recent graduates (within 2 years) of accredited laboratory science training programs. During the 4 week data collection period, 168 responses were received. Results showed that the UTAUT model did not perform well within this study, explaining 25.2% of the variance in use behavior. A new model incorporating attitudes toward technology and computer anxiety as two of the top variables, a model significantly different from the original UTAUT model, was developed that explained 37.0% of the variance in use behavior. The significance of this study may affect curriculum design of laboratory science training programs wanting to incorporate more teaching techniques that use ICT-based educational delivery, and provide more options for potential students who may not currently have access to this type of training.

  10. Neuroscience and humanistic psychiatry: a residency curriculum.

    Science.gov (United States)

    Griffith, James L

    2014-04-01

    Psychiatry residencies with a commitment to humanism commonly prioritize training in psychotherapy, cultural psychiatry, mental health policy, promotion of human rights, and similar areas reliant upon dialogue and collaborative therapeutic relationships. The advent of neuroscience as a defining paradigm for psychiatry has challenged residencies with a humanistic focus due to common perceptions that it would entail constriction of psychiatric practice to diagnostic and psychopharmacology roles. The author describes a neuroscience curriculum that has taught psychopharmacology effectively, while also advancing effectiveness of language-based and relationship-based therapeutics. In 2000, the George Washington University psychiatry residency initiated a neuroscience curriculum consisting of (1) a foundational postgraduate year 2 seminar teaching cognitive and social neuroscience and its integration into clinical psychopharmacology, (2) advanced seminars that utilized a neuroscience perspective in teaching specific psychotherapeutic skill sets, and (3) case-based teaching in outpatient clinical supervisions that incorporated a neuroscience perspective into traditional psychotherapy supervisions. Curricular assessment was conducted by (1) RRC reaccreditation site visit feedback, (2) examining career trajectories of residency graduates, (3) comparing PRITE exam Somatic Treatments subscale scores for 2010-2012 residents with pre-implementation residents, and (4) postresidency survey assessment by 2010-2012 graduates. The 2011 RRC site visit report recommended a "notable practice" citation for "innovative neurosciences curriculum." Three of twenty 2010-2012 graduates entered neuroscience research fellowships, as compared to none before the new curriculum. PRITE Somatic Treatments subscale scores improved from the 23rd percentile to the 62nd percentile in pre- to post-implementation of curriculum (p neuroscience curriculum for a residency committed to humanistic psychiatry

  11. Impacts of glutathione Maillard reaction products on sensory characteristics and consumer acceptability of beef soup.

    Science.gov (United States)

    Hong, J H; Jung, D W; Kim, Y S; Lee, S M; Kim, K O

    2010-10-01

    The sensory characteristics and consumer acceptability of beef soup with added glutathione Maillard reaction products (GMRPs) were investigated to examine the effects of the GMRPs on beef-soup flavor compared to soups made with glutathione (GSH) and monosodium glutamate (MSG), a control (CON), or a control soup made with 150% beef content (CON150). The sensory characteristics of the beef soups were examined by descriptive analysis. The overall acceptabilities of the beef soups were rated by consumers. Principal component analysis was performed on descriptive data as explanatory variables with overall acceptability as a supplementary variable to observe the relationships between the descriptive data and consumer acceptability, as well as the relationships between the beef-soup samples and their sensory attributes. The samples containing GMRPs had "beef flavor" that was stronger than the CON and MSG samples, and comparable to that of the GSH sample and CON150. The GMRP samples had stronger "green onion flavor,"garlic flavor," and "boiled egg white flavor" than the other samples. The beef soup containing MSG was preferred to CON, CON150, and GSH. The samples with GMRPs were least favored because of their pronounced metallic and astringent notes. The results of this study imply the feasibility of GMRPs as a flavor enhancer since the soups containing these compounds showed more complex flavor profiles than GSH. However, future studies are required to optimize the MR conditions that produce GMRPs without undesirable characteristics. Practical Application: This study examined the practicability of the Maillard reaction products between glutathione (GSH) and glucose (GP) or fructose (FP) as a flavor enhancer by investigating the sensory characteristics and consumer acceptability evoked by them in a beef-soup system. This study helps flavor and food industry to develop a new flavor enhancer by providing practical information, such as beef flavor-enhancing effect of FP and

  12. Creating a National HIV Curriculum.

    Science.gov (United States)

    Spach, David H; Wood, Brian R; Karpenko, Andrew; Unruh, Kenton T; Kinney, Rebecca G; Roscoe, Clay; Nelson, John

    2016-01-01

    In recent years, the HIV care provider workforce has not kept pace with an expanding HIV epidemic. To effectively address this HIV workforce shortage, a multipronged approach is needed that includes high-quality, easily accessible, up-to-date HIV education for trainees and practicing providers. Toward this objective, the University of Washington, in collaboration with the AIDS Education and Training Center National Coordinating Resource Center, is developing a modular, dynamic curriculum that addresses the entire spectrum of the HIV care continuum. Herein, we outline the general principles, content, organization, and features of this federally funded National HIV Curriculum, which allows for longitudinal, active, self-directed learning, as well as real-time evaluation, tracking, and feedback at the individual and group level. The online curriculum, which is in development, will provide a free, comprehensive, interactive HIV training and resource tool that can support national efforts to expand and strengthen the United States HIV clinical care workforce. Copyright © 2016 Association of Nurses in AIDS Care. Published by Elsevier Inc. All rights reserved.

  13. One Newspaper's Role in the Demise of the Tasmanian Essential Learnings Curriculum: Adding New Understandings to Cohen's Moral Panic Theory in Analyzing Curriculum Change

    Science.gov (United States)

    Rodwell, Grant

    2011-01-01

    The purpose of this paper is to analyze the role of print media in the development of systemwide curriculum change. Consideration is given to the nature and influence of newspapers on public opinion about curriculum change through the examination of the role of the "Mercury" in one period in the history of Tasmanian curriculum change.…

  14. ASTRO's 2007 Core Physics Curriculum for Radiation Oncology Residents

    International Nuclear Information System (INIS)

    Klein, Eric E.; Gerbi, Bruce J.; Price, Robert A.; Balter, James M.; Paliwal, Bhudatt; Hughes, Lesley; Huang, Eugene

    2007-01-01

    In 2004, American Society for Therapeutic Radiology and Oncology (ASTRO) published a curriculum for physics education. The document described a 54-hour course. In 2006, the committee reconvened to update the curriculum. The committee is composed of physicists and physicians from various residency program teaching institutions. Simultaneously, members have associations with American Association of Physicists in Medicine, ASTRO, Association of Residents in Radiation Oncology, American Board of Radiology, and American College of Radiology. Representatives from the latter two organizations are key to provide feedback between the examining organizations and ASTRO. Subjects are based on Accreditation Council for Graduate Medical Education requirements (particles and hyperthermia), whereas the majority of subjects and appropriated hours/subject were developed by consensus. The new curriculum is 55 hours, containing new subjects, redistribution of subjects with updates, and reorganization of core topics. For each subject, learning objectives are provided, and for each lecture hour, a detailed outline of material to be covered is provided. Some changes include a decrease in basic radiologic physics, addition of informatics as a subject, increase in intensity-modulated radiotherapy, and migration of some brachytherapy hours to radiopharmaceuticals. The new curriculum was approved by the ASTRO board in late 2006. It is hoped that physicists will adopt the curriculum for structuring their didactic teaching program, and simultaneously, American Board of Radiology, for its written examination. American College of Radiology uses the ASTRO curriculum for their training examination topics. In addition to the curriculum, the committee added suggested references, a glossary, and a condensed version of lectures for a Postgraduate Year 2 resident physics orientation. To ensure continued commitment to a current and relevant curriculum, subject matter will be updated again in 2 years

  15. Curriculum-Making in School and College: The Case of Hospitality

    Science.gov (United States)

    Edwards, Richard; Miller, Kate; Priestley, Mark

    2009-01-01

    Drawing upon research in the curriculum of hospitality, this article explores the contrasting ways in which the prescribed curriculum is translated into the enacted curriculum in school and college contexts. It identifies organisational culture and teacher and student backgrounds and dispositions as central to the emerging contrasts. It uses this…

  16. Graduates from a reformed undergraduate medical curriculum based on Tomorrow's Doctors evaluate the effectiveness of their curriculum 6 years after graduation through interviews

    Directory of Open Access Journals (Sweden)

    Taylor David CM

    2010-09-01

    Full Text Available Abstract Background In 1996 Liverpool reformed its medical curriculum from a traditional lecture based course to a curriculum based on the recommendations in Tomorrow's Doctors. A project has been underway since 2000 to evaluate this change. This paper focuses on the views of graduates from that reformed curriculum 6 years after they had graduated. Methods Between 2007 and 2009 45 interviews took place with doctors from the first two cohorts to graduate from the reformed curriculum. Results The interviewees felt like they had been clinically well prepared to work as doctors and in particular had graduated with good clinical and communication skills and had a good knowledge of what the role of doctor entailed. They also felt they had good self directed learning and research skills. They did feel their basic science knowledge level was weaker than traditional graduates and perceived they had to work harder to pass postgraduate exams. Whilst many had enjoyed the curriculum and in particular the clinical skills resource centre and the clinical exposure of the final year including the "shadowing" and A & E attachment they would have liked more "structure" alongside the PBL when learning the basic sciences. Conclusion According to the graduates themselves many of the aims of curriculum reform have been met by the reformed curriculum and they were well prepared clinically to work as doctors. However, further reforms may be needed to give confidence to science knowledge acquisition.

  17. Dealing with the challenges of curriculum implementation: Lessons ...

    African Journals Online (AJOL)

    The article suggests solutions to the educational challenges experienced by rural schoolteachers in implementing the national curriculum policy statements. The results should be of interest to curriculum developers, administrators, and evaluators responsible for solving implementation problems. Este estudo pretende ...

  18. Entrepreneurship: A Viable Addition to Home Economics Curriculum.

    Science.gov (United States)

    Fortenberry, Sally L.

    1988-01-01

    Argues that information relating to entrepreneurship should be part of every curriculum within the field of home economics. Discusses characteristics of successful entrepreneurs and discusses how the curriculum can be modified to develop these characteristics. Reviews sources of entrepreneurship materials. (CH)

  19. A Need for a Framework for Curriculum Evaluation in Oman

    Science.gov (United States)

    Al-Jardani, Khalid Salim; Siraj, Saedah; Abedalaziz, Nabeel

    2012-01-01

    The field of curriculum evaluation is a key part of the educational process. This means that this area needs to be developed continuously and requires ongoing research. This paper highlights curriculum evaluation in Oman, different evaluation procedures and methods and instruments used. The need for a framework for curriculum evaluation is a vital…

  20. Leading Curriculum Change: Reflections on How "Abakhwezeli" Stoked the Fire

    Science.gov (United States)

    Geduld, Deidre; Sathorar, Heloise

    2016-01-01

    Curriculum leadership is a complex and demanding practice, which goes beyond the research and disciplinary expertise of the curriculum leader. Engaging and leading educators in a process of curriculum change is not easy: it can be a difficult, and sometimes chaotic journey which is often characterised by philosophical debate, the calling into…

  1. Curriculum Mapping with Academic Analytics in Medical and Healthcare Education.

    Science.gov (United States)

    Komenda, Martin; Víta, Martin; Vaitsis, Christos; Schwarz, Daniel; Pokorná, Andrea; Zary, Nabil; Dušek, Ladislav

    2015-01-01

    No universal solution, based on an approved pedagogical approach, exists to parametrically describe, effectively manage, and clearly visualize a higher education institution's curriculum, including tools for unveiling relationships inside curricular datasets. We aim to solve the issue of medical curriculum mapping to improve understanding of the complex structure and content of medical education programs. Our effort is based on the long-term development and implementation of an original web-based platform, which supports an outcomes-based approach to medical and healthcare education and is suitable for repeated updates and adoption to curriculum innovations. We adopted data exploration and visualization approaches in the context of medical curriculum innovations in higher education institutions domain. We have developed a robust platform, covering detailed formal metadata specifications down to the level of learning units, interconnections, and learning outcomes, in accordance with Bloom's taxonomy and direct links to a particular biomedical nomenclature. Furthermore, we used selected modeling techniques and data mining methods to generate academic analytics reports from medical curriculum mapping datasets. We present a solution that allows users to effectively optimize a curriculum structure that is described with appropriate metadata, such as course attributes, learning units and outcomes, a standardized vocabulary nomenclature, and a tree structure of essential terms. We present a case study implementation that includes effective support for curriculum reengineering efforts of academics through a comprehensive overview of the General Medicine study program. Moreover, we introduce deep content analysis of a dataset that was captured with the use of the curriculum mapping platform; this may assist in detecting any potentially problematic areas, and hence it may help to construct a comprehensive overview for the subsequent global in-depth medical curriculum

  2. Prenatal alcohol exposure increases postnatal acceptability of nicotine odor and taste in adolescent rats.

    Directory of Open Access Journals (Sweden)

    Nicole M Mantella

    Full Text Available Human studies indicate that alcohol exposure during gestation not only increases the chance for later alcohol abuse, but also nicotine dependence. The flavor attributes of both alcohol and nicotine can be important determinants of their initial acceptance and they both share the component chemosensory qualities of an aversive odor, bitter taste and oral irritation. There is a growing body of evidence demonstrating epigenetic chemosensory mechanisms through which fetal alcohol exposure increases adolescent alcohol acceptance, in part, by decreasing the aversion to alcohol's bitter and oral irritation qualities, as well as its odor. Given that alcohol and nicotine have noteworthy chemosensory qualities in common, we investigated whether fetal exposure to alcohol increased the acceptability of nicotine's odor and taste in adolescent rats. Study rats were alcohol-exposed during fetal development via the dams' liquid diet. Control animals received ad lib access to an iso-caloric, iso-nutritive diet throughout gestation. Odorant-induced innate behavioral responses to nicotine odor (Experiment 1 or orosensory-mediated responses to nicotine solutions (Experiment 2 were obtained, using whole-body plethysmography and brief access lick tests, respectively. Compared to controls, rats exposed to fetal alcohol showed an enhanced nicotine odor response that was paralleled by increased oral acceptability of nicotine. Given the common aversive component qualities imbued in the flavor profiles of both drugs, our findings demonstrate that like postnatal alcohol avidity, fetal alcohol exposure also influences nicotine acceptance, at a minimum, by decreasing the aversion of both its smell and taste. Moreover, they highlight potential chemosensory-based mechanism(s by which fetal alcohol exposure increases the later initial risk for nicotine use, thereby contributing to the co-morbid expression with enhanced alcohol avidity. Where common chemosensory mechanisms are

  3. Prenatal alcohol exposure increases postnatal acceptability of nicotine odor and taste in adolescent rats.

    Science.gov (United States)

    Mantella, Nicole M; Youngentob, Steven L

    2014-01-01

    Human studies indicate that alcohol exposure during gestation not only increases the chance for later alcohol abuse, but also nicotine dependence. The flavor attributes of both alcohol and nicotine can be important determinants of their initial acceptance and they both share the component chemosensory qualities of an aversive odor, bitter taste and oral irritation. There is a growing body of evidence demonstrating epigenetic chemosensory mechanisms through which fetal alcohol exposure increases adolescent alcohol acceptance, in part, by decreasing the aversion to alcohol's bitter and oral irritation qualities, as well as its odor. Given that alcohol and nicotine have noteworthy chemosensory qualities in common, we investigated whether fetal exposure to alcohol increased the acceptability of nicotine's odor and taste in adolescent rats. Study rats were alcohol-exposed during fetal development via the dams' liquid diet. Control animals received ad lib access to an iso-caloric, iso-nutritive diet throughout gestation. Odorant-induced innate behavioral responses to nicotine odor (Experiment 1) or orosensory-mediated responses to nicotine solutions (Experiment 2) were obtained, using whole-body plethysmography and brief access lick tests, respectively. Compared to controls, rats exposed to fetal alcohol showed an enhanced nicotine odor response that was paralleled by increased oral acceptability of nicotine. Given the common aversive component qualities imbued in the flavor profiles of both drugs, our findings demonstrate that like postnatal alcohol avidity, fetal alcohol exposure also influences nicotine acceptance, at a minimum, by decreasing the aversion of both its smell and taste. Moreover, they highlight potential chemosensory-based mechanism(s) by which fetal alcohol exposure increases the later initial risk for nicotine use, thereby contributing to the co-morbid expression with enhanced alcohol avidity. Where common chemosensory mechanisms are at play, our

  4. Introducing glacial geomorphology to secondary schools - an edutainment resource targeting the New Zealand curriculum

    Science.gov (United States)

    Hemmingsen, Maree; Winkler, Stefan

    2015-04-01

    excellent opportunity to become increasingly implemented in outreach programmes. Geomorphologists can promote their subject as well as demonstrate the importance of geomorphology across countless scientific and engineering disciplines. Within the New Zealand secondary school's curriculum there are, for example, several opportunities where "landforms" are the topics of scientific teaching, providing an excellent opportunity for (glacial) geomorphological outreach. The morpho-memory resource presented here incorporates and utilises a number of educational principles. Its competitive character links it to "edutainment" which has successfully been applied in self directed and instructional museum programmes and popular science, enhancing the active engagement ("interaction") and acceptance by students in preference to more traditional methods. Another principle easily integrated is "visualisation", i.e. combining textual or numerical information with supportive visual information to enhance both understanding and deep memorisation. Evidence of the success of morpho-memory was already demonstrated empirically when used in the context of university block seminars and field trips. And updated and specifically version targeting the New Zealand curriculum for years 11 to 13 has now been developed and is currently supplied to a considerable number of schools for practical application and subsequent evaluation. Strength of our resource is that its concept easily allows for any future adjustment to individual requirements because the actual level of information provided as well as the selection of features/processes displayed can quickly be modified following teacher's feedback and practical experience. Summarising, this outreach resource also helps to highlight (glacial) geomorphology as an essential topic within the broad field of geosciences/earth system science, giving it the focus it deserves.

  5. Curriculum, human development and integral formation within the colombian caribbean

    Directory of Open Access Journals (Sweden)

    Álvaro Rodríguez Akle

    2013-10-01

    Full Text Available This article describes the reality of the colombian Caribbean from the perspective of human development integral to start to understand that problematic situations are opportunities to enhance the transformations that allow to retrieve the subject social and collective. So the reconstruction of regional identity from the contributions of educational communities that build-oriented curriculum to become full, proactive, people with leadership and management capacity for sustainable development in a changing world. The article proposes some strategies to address alternatives to a society in which the quality of life and human dignity are the sense of the daily work in the context of the caribbean colombianidad and globalism in practice.  

  6. Blueprint for an Undergraduate Primary Care Curriculum.

    Science.gov (United States)

    Fazio, Sara B; Demasi, Monica; Farren, Erin; Frankl, Susan; Gottlieb, Barbara; Hoy, Jessica; Johnson, Amanda; Kasper, Jill; Lee, Patrick; McCarthy, Claire; Miller, Kathe; Morris, Juliana; O'Hare, Kitty; Rosales, Rachael; Simmons, Leigh; Smith, Benjamin; Treadway, Katherine; Goodell, Kristen; Ogur, Barbara

    2016-12-01

    In light of the increasing demand for primary care services and the changing scope of health care, it is important to consider how the principles of primary care are taught in medical school. While the majority of schools have increased students' exposure to primary care, they have not developed a standardized primary care curriculum for undergraduate medical education. In 2013, the authors convened a group of educators from primary care internal medicine, pediatrics, family medicine, and medicine-pediatrics, as well as five medical students to create a blueprint for a primary care curriculum that could be integrated into a longitudinal primary care experience spanning undergraduate medical education and delivered to all students regardless of their eventual career choice.The authors organized this blueprint into three domains: care management, specific areas of content expertise, and understanding the role of primary care in the health care system. Within each domain, they described specific curriculum content, including longitudinality, generalism, central responsibility for managing care, therapeutic alliance/communication, approach to acute and chronic care, wellness and prevention, mental and behavioral health, systems improvement, interprofessional training, and population health, as well as competencies that all medical students should attain by graduation.The proposed curriculum incorporates important core features of doctoring, which are often affirmed by all disciplines but owned by none. The authors argue that primary care educators are natural stewards of this curriculum content and can ensure that it complements and strengthens all aspects of undergraduate medical education.

  7. Putting culture in the curriculum

    DEFF Research Database (Denmark)

    Sairanen, Raija; Richardson, Eileen; Kelly, Hélène

    2013-01-01

    The purpose of this paper is to describe the rationale for and the method of designing a framework for a European curriculum to promote intercultural competence in health care students. The background relating to the migration of people into and across Europe is cited as the factor driving the need...... for such a project. The project group emerged from the European organisation known as COHEHRE (Consortium of Higher Education Institutes in Health and Rehabilitation in Europe). Composed of a group of nurse educators from 5 European countries it charts the process which led them to create a curriculum framework...

  8. Linking geometry and algebra in the school mathematics curriculum

    OpenAIRE

    Jones, Keith

    2010-01-01

    This chapter focuses on the linking of geometry and algebra in the teaching and learning of mathematics - and how, through such linking, the mathematics curriculum might be strengthened. Through reviewing the case of the school mathematics curriculum in England, together with examples of how the power of geometry can bring contemporary mathematics to life in the classroom, the chapter argues for greater concinnity in the mathematics curriculum, especially in terms of the harmonious/purposeful...

  9. 'Cascading participation' and the role of teachers in a collaborative HIV and Aids curriculum development project

    Directory of Open Access Journals (Sweden)

    Duncan Scott

    2014-06-01

    Full Text Available This paper presents findings of four Grade 6 teachers' involvement as facilitators of a participatory action research (PAR project conducted in three South African primary schools. Based on the results of Phase One research which indicated that Grade 6s learn about sexuality, Human Immunodeficiency Virus (HIV and Acquired Immunodeficiency Syndrome (AIDS from multiple sources, the Phase Two project designers developed a toolkit to help Life Orientation (LO teachers consult learners on what they know and how they want to be taught. In each school, a curriculum development group comprising the participating teacher, learners, parents and an HIV and Aids specialist worked to enhance the official HIV and Aids curriculum using the information gathered each week by the teacher. This dialogue between the study participants represents the culmination of what we describe as the project's 'cascading participation' research model, a term denoting the multiple levels of participant involvement in the study. Although theories of participation often depict a binary relationship between those with power and those without it, the implementation of this project shows how the official curriculum, cultural norms and low parent involvement can exert pressure at different levels to diminish teachers' ability to facilitate social and educational change.

  10. [Needs assessment of a core curriculum for residency training].

    Science.gov (United States)

    Kwon, Hyo-Jin; Lee, Young-Mee; Chang, Hyung-Joo; Kim, Ae-Ri

    2015-09-01

    The core curriculum in graduate medical education (GME) is an educational program that covers the minimum body of knowledge and skills that is required of all residents, regardless of their specialty. This study examined the opinions of stakeholders in GME regarding the core curriculum. A questionnaire was administered at three tertiary hospitals that were affiliated with one university; 192 residents and 61 faculty members and attending physicians participated in the survey. The questionnaire comprised six items on physician competency and the needs for a core curriculum. Questions on subjects or topics and adequate training years for each topics were asked only to residents. Most residents (78.6%) and faculty members (86.9%) chose "medical expertise" as the "doctor's role in the 21st century." In contrast, communicator, manager, and collaborator were recognized by less than 30% of all participants. Most residents (74.1%) responded that a core curriculum is "necessary but not feasible," whereas 68.3% of faculty members answered that it is "absolutely needed." Regarding subjects that should be included in the core curriculum, residents and faculty members had disparate preferences- residents preferred more "management of a private clinic" and "financial management," whereas faculty members desired "medical ethics" and "communication skills." Residents and faculty members agree that residents should develop a wide range of competencies in their training. However, the perception of the feasibility and opinions on the contents of the core curriculum differed between groups. Further studies with larger samples should be conducted to define the roles and professional competencies of physicians and the needs for a core curriculum in GME.

  11. The design of a medical school social justice curriculum.

    Science.gov (United States)

    Coria, Alexandra; McKelvey, T Greg; Charlton, Paul; Woodworth, Michael; Lahey, Timothy

    2013-10-01

    The acquisition of skills to recognize and redress adverse social determinants of disease is an important component of undergraduate medical education. In this article, the authors justify and define "social justice curriculum" and then describe the medical school social justice curriculum designed by the multidisciplinary Social Justice Vertical Integration Group (SJVIG) at the Geisel School of Medicine at Dartmouth. The SJVIG addressed five goals: (1) to define core competencies in social justice education, (2) to identify key topics that a social justice curriculum should cover, (3) to assess social justice curricula at other institutions, (4) to catalog institutionally affiliated community outreach sites at which teaching could be paired with hands-on service work, and (5) to provide examples of the integration of social justice teaching into the core (i.e., basic science) curriculum. The SJVIG felt a social justice curriculum should cover the scope of health disparities, reasons to address health disparities, and means of addressing these disparities. The group recommended competency-based student evaluations and advocated assessing the impact of medical students' social justice work on communities. The group identified the use of class discussion of physicians' obligation to participate in social justice work as an educational tool, and they emphasized the importance of a mandatory, longitudinal, immersive, mentored community outreach practicum. Faculty and administrators are implementing these changes as part of an overall curriculum redesign (2012-2015). A well-designed medical school social justice curriculum should improve student recognition and rectification of adverse social determinants of disease.

  12. Building bridges: how research may improve curriculum policies and classroom practices

    NARCIS (Netherlands)

    van den Akker, Jan; Stoney, Sheila M.

    2010-01-01

    Curriculum development is almost notorious for its weak relationship with research. Socio-political arguments usually dominate curriculum decision making (in most, including European, countries, with all their variety). Priorities for curriculum projects seldom arise from systematic monitoring and

  13. Curriculum scholars: Embedding learning and teaching scholarship in first year academic identities. A Practice Report

    Directory of Open Access Journals (Sweden)

    Peter Jones

    2011-07-01

    Full Text Available This practice report details an institutional innovation designed to enhance academic capacities for curriculum development, with a particular focus on the first year experience (FYE. The authors discuss the appointment of “Curriculum Scholars” in each of the faculties at James Cook University. This innovation can be seen as an example of third generation responses to the challenges of the first year in higher education (FYHE (Kift, Nelson & Clarke, 2010. The report  discusses the question of academic identity and the tension between a discipline-specific identity and identification with the scholarship of teaching and learning. The authors argue that this tension may have significant implications for the success of third generation approaches to the FYE. This tension is the focus of a multi-method research project being developed by the authors. The autoethnographical dimension of this project is described, inviting participants to reflect on their own journeys as academics engaged in learning and teaching.

  14. Evaluation of a cardiopulmonary resuscitation curriculum in a low resource environment.

    Science.gov (United States)

    Chang, Mary P; Lyon, Camila B; Janiszewski, David; Aksamit, Deborah; Kateh, Francis; Sampson, John

    2015-11-07

    To evaluate whether a 2-day International Liaison Committee on Resuscitation (ILCOR) Universal Algorithm-based curriculum taught in a tertiary care hospital in Liberia increases local health care provider knowledge and skill comfort level. A combined basic and advanced cardiopulmonary resuscitation (CPR) curriculum was developed for low-resource settings that included lectures and low-fidelity manikin-based simulations. In March 2014, the curriculum was taught to healthcare providers in a tertiary care hospital in Liberia. In a quality assurance review, participants were evaluated for knowledge and comfort levels with resuscitation before and after the workshop. They were also videotaped during simulation sessions and evaluated on standardized performance metrics. Fifty-two hospital staff completed both pre-and post-curriculum surveys. The median score was 45% pre-curriculum and 82% post-curriculum (presuscitation in this low-resource setting.

  15. Reno Orthopaedic Trauma Fellowship business curriculum.

    Science.gov (United States)

    Althausen, Peter L; Bray, Timothy J; Hill, Austin D

    2014-07-01

    The Reno Orthopaedic Center (ROC) Trauma Fellowship business curriculum is designed to provide the fellow with a graduate level business practicum and research experience. The time commitments in a typical 12-month trauma fellowship are significant, rendering a traditional didactic master's in business administration difficult to complete during this short time. An organized, structured, practical business education can provide the trauma leaders of tomorrow with the knowledge and experience required to effectively navigate the convoluted and constantly changing healthcare system. The underlying principle throughout the curriculum is to provide the fellow with the practical knowledge to participate in cost-efficient improvements in healthcare delivery. Through the ROC Trauma Fellowship business curriculum, the fellow will learn that delivering healthcare in a manner that provides better outcomes for equal or lower costs is not only possible but a professional and ethical responsibility. However, instilling these values without providing actionable knowledge and programs would be insufficient and ineffective. For this reason, the core of the curriculum is based on individual teaching sessions with a wide array of hospital and private practice administrators. In addition, each section is equipped with a suggested reading list to maximize the learning experience. Upon completion of the curriculum, the fellow should be able to: (1) Participate in strategic planning at both the hospital and practice level based on analysis of financial and clinical data, (2) Understand the function of healthcare systems at both a macro and micro level, (3) Possess the knowledge and skills to be strong leaders and effective communicators in the business lexicon of healthcare, (4) Be a partner and innovator in the improvement of the delivery of orthopaedic services, (5) Combine scientific and strategic viewpoints to provide an evidence-based strategy for improving quality of care in a

  16. Community as Curriculum

    Science.gov (United States)

    Cummins, Jim; Chow, Patricia; Schechter, Sandra R.

    2006-01-01

    This article describes a project involving teachers, parents, and university researchers in collaborations to support multilingual children's development and use of language. Strategies for fostering an inclusive climate included building on the interests and resources of the local community, involving community members in curriculum development,…

  17. Curriculum change in Uganda: teacher perspectives on the new thematic curriculum

    NARCIS (Netherlands)

    Altinyelken, H.K.

    2010-01-01

    Based on a fieldwork study, this article seeks to investigate the implementation of ‘thematic curriculum’ in Uganda from the perspectives of teachers. The article shows that although the majority of teachers are enthusiastic about the new curriculum, their implementation efforts are constrained by a

  18. Improving Surgical Safety and Nontechnical Skills in Variable-Resource Contexts: A Novel Educational Curriculum.

    Science.gov (United States)

    Lin, Yihan; Scott, John W; Yi, Sojung; Taylor, Kathryn K; Ntakiyiruta, Georges; Ntirenganya, Faustin; Banguti, Paulin; Yule, Steven; Riviello, Robert

    2017-10-23

    A substantial proportion of adverse intraoperative events are attributed to failures in nontechnical skills. To strengthen these skills and improve surgical safety, the Non-Technical Skills for Surgeons (NOTSS) taxonomy was developed as a common framework. The NOTSS taxonomy was adapted for low- and middle-income countries, where variable resources pose a significant challenge to safe surgery. The NOTSS for variable-resource contexts (VRC) curriculum was developed and implemented in Rwanda, with the aim of enhancing knowledge and attitudes about nontechnical skills and promoting surgical safety. The NOTSS-VRC curriculum was developed through a rigorous process of integrating contextually appropriate values. It was implemented as a 1-day training course for surgical and anesthesia postgraduate trainees. The curriculum comprises lectures, videos, and group discussions. A pretraining and posttraining questionnaire was administered to compare knowledge and attitudes regarding nontechnical skills, and their potential to improve surgical safety. The setting of this study was in the tertiary teaching hospital of Kigali, Rwanda. Participants were residents of the University of Kigali. A total of 55 residents participated from general surgery (31.4%), obstetrics (25.5%), anesthesia (17.6%), and other surgical specialties (25.5%). In a paired analysis, understanding of NOTSS improved significantly (55.6% precourse, 80.9% postcourse, pskills would improve patient outcomes. Nontechnical skills must be highlighted in surgical training in low- and middle-income countries. The NOTSS-VRC curriculum can be implemented without additional technology or significant financial cost. Its deliberate design for resource-constrained settings allows it to be used both as an educational course and a quality improvement strategy. Our research demonstrates it is feasible to improve knowledge and attitudes about NOTSS through a 1-day course, and represents a novel approach to improving global

  19. Developing curriculum design expertise through teacher design teams

    NARCIS (Netherlands)

    Huizinga, T.

    2014-01-01

    To foster the design and especially the implementation of curriculum reform, teacher involvement from the early stages of curriculum reform processes is advocated. By fulfilling the role of designer, it is expected that teachers’ understanding of the reform and their ownership concerning the reform

  20. Preschool Principal's Curriculum Leadership Indicators: A Taiwan Perspective

    Science.gov (United States)

    Lin, Chia-Fen; Lee, John Chi-Kin

    2013-01-01

    The role of a principal's curriculum leadership has become an educational issue in Taiwan's early childhood education. This study represents a pioneering attempt in adopting a target school interview, fuzzy Delphi, and analytic hierarchy process for constructing preschool principal's curriculum leadership indicators. Fifteen experts and…

  1. Curriculum-Dependent and Curriculum-Independent Factors in Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Science

    Science.gov (United States)

    Forbes, Cory T.

    2013-01-01

    In this nested mixed methods study I investigate factors influencing preservice elementary teachers' adaptation of science curriculum materials to better support students' engagement in science as inquiry. Analyses focus on two "reflective teaching assignments" completed by 46 preservice elementary teachers in an undergraduate elementary science…

  2. In acceptance we trust? Conceptualising acceptance as a viable approach to NGO security management.

    Science.gov (United States)

    Fast, Larissa A; Freeman, C Faith; O'Neill, Michael; Rowley, Elizabeth

    2013-04-01

    This paper documents current understanding of acceptance as a security management approach and explores issues and challenges non-governmental organisations (NGOs) confront when implementing an acceptance approach to security management. It argues that the failure of organisations to systematise and clearly articulate acceptance as a distinct security management approach and a lack of organisational policies and procedures concerning acceptance hinder its efficacy as a security management approach. The paper identifies key and cross-cutting components of acceptance that are critical to its effective implementation in order to advance a comprehensive and systematic concept of acceptance. The key components of acceptance illustrate how organisational and staff functions affect positively or negatively an organisation's acceptance, and include: an organisation's principles and mission, communications, negotiation, programming, relationships and networks, stakeholder and context analysis, staffing, and image. The paper contends that acceptance is linked not only to good programming, but also to overall organisational management and structures. © 2013 The Author(s). Journal compilation © Overseas Development Institute, 2013.

  3. Technical writing in the radiologic technology curriculum.

    Science.gov (United States)

    Bell, R

    1979-01-01

    Although courses in technical writing are no longer suggested in the Curriculum Guide for Programs in Radiologic Technology, the writer believes that writing is essential to the growth of the profession and development of the professional. Emphasis is placed on some of the benefits that accrue to students who are exposed to technical writing as part of their technology curriculum.

  4. Designing a Standardized Laparoscopy Curriculum for Gynecology Residents

    DEFF Research Database (Denmark)

    Shore, Eliane M; Lefebvre, Guylaine G; Husslein, Heinrich

    2015-01-01

    surgery, and asked 39 experts in gynecologic education to rate the items on a Likert scale (1-5) for inclusion in the curriculum. Consensus was predefined as Cronbach α of ≥0.80. We then conducted another Delphi survey with 9 experienced users of laparoscopic virtual reality simulators to delineate...... of the curriculum Delphi, and after 2 rounds (Cronbach α=0.80) in the virtual reality curriculum Delphi. Consensus was reached for cognitive, technical, and nontechnical skills as well as for 6 virtual reality tasks. Median time and economy of movement scores defined benchmarks for all tasks. CONCLUSIONS...

  5. Testing Times for the Implementation of Curriculum Change

    Directory of Open Access Journals (Sweden)

    Judy Smeed

    2015-04-01

    Full Text Available School curriculum change processes have traditionally been managed internally. However, in Queensland, Australia, as a response to the current high-stakes accountability regime, more and more principals are outsourcing this work to external change agents (ECAs. In 2009, one of the authors (a university lecturer and ECA developed a curriculum change model (the Controlled Rapid Approach to Curriculum Change [CRACC], specifically outlining the involvement of an ECA in the initiation phase of a school’s curriculum change process. The purpose of this article is to extend the CRACC model by unpacking the implementation phase, drawing on data from a pilot study of a single school. Interview responses revealed that during the implementation phase, teachers wanted to be kept informed of the wider educational context, use data to constantly track students, relate pedagogical practices to testing practices, share information between departments and professional levels, and own whole school performance. It is suggested that the findings would be transferable to other school settings and internal leadership of curriculum change. The article also strikes a chord of concern: Do the responses from teachers operating under thecurrent accountability regime live their professional lives within this corporate and globalized ideology whether they want to or not?

  6. Extending the theoretical framework for curriculum integration in pre-clinical medical education

    DEFF Research Database (Denmark)

    Vergel, John; Stentoft, Diana; Montoya, Juny

    2017-01-01

    students' knowledge integration. Therefore, we aimed to uncover how curriculum integration is manifested through context. METHODS: We collected data from the official curriculum and interviewed ten participants (including curriculum designers, facilitators, and students) in the bachelor's medical program......INTRODUCTION: Curriculum integration is widely discussed in medical education but remains ill defined. Although there is plenty of information on logistical aspects of curriculum integration, little attention has been paid to the contextual issues that emerge from its practice and may complicate...... at Aalborg University. We observed various learning activities focused on pre-clinical education. Inspired by grounded theory, we analyzed the information we gathered. RESULTS: The following theoretical constructs emerged after the inductive analysis: 1) curriculum integration complexity is embedded...

  7. Public acceptance of HTGR technology - HTR2008-58218

    International Nuclear Information System (INIS)

    Hannink, R.; Kuhr, R.; Morris, T.

    2008-01-01

    Nuclear energy projects continue to evoke strong emotional responses from the general public throughout the world. High Temperature Gas-Cooled Reactor (HTGR) technology offers improved safety and performance characteristics that should enhance public acceptance but is burdened with demonstrating a different set of safety principles. This paper summarizes key issues impacting public acceptance and discusses the importance of openly engaging the public in the early stages of new HTGR projects. The public gets information about new technologies through schools and universities, news and entertainment media, the internet, and other forms of information exchange. Development of open public forums, access to information in understandable formats, participation of universities in preparing and distributing educational materials, and other measures will be needed to support widespread public confidence in the improved safety and performance characteristics of HTGR technology. This confidence will become more important as real projects evolve and participants from outside the nuclear industry begin to evaluate the real and perceived risks, including potential impacts on public relations, branding, and shareholder value when projects are announced. Public acceptance and support will rely on an informed understanding of the issues and benefits associated with HTGR technology. Major issues of public concern include nuclear safety, avoidance of greenhouse gas emissions, depletion of natural gas resources, energy security, nuclear waste management, local employment and economic development, energy prices, and nuclear proliferation. Universities, the media, private industry, government entities, and other organizations will all have roles that impact public acceptance, which will likely play a critical role in the future markets, siting, and permitting of HTGR projects. (authors)

  8. The Implementation of a Geospatial Information Technology (GIT)-Supported Land Use Change Curriculum with Urban Middle School Learners to Promote Spatial Thinking

    Science.gov (United States)

    Bodzin, Alec M.

    2011-01-01

    This study investigated whether a geospatial information technology (GIT)-supported science curriculum helped students in an urban middle school understand land use change (LUC) concepts and enhanced their spatial thinking. Five 8th grade earth and space science classes in an urban middle school consisting of three different ability level tracks…

  9. On track for success: an innovative behavioral science curriculum model.

    Science.gov (United States)

    Freedy, John R; Carek, Peter J; Dickerson, Lori M; Mallin, Robert M

    2013-01-01

    This article describes the behavioral science curriculum currently in place at the Trident/MUSC Family Medicine Residency Program. The Trident/MUSC Program is a 10-10-10 community-based, university-affiliated program in Charleston, South Carolina. Over the years, the Trident/MUSC residency program has graduated over 400 Family Medicine physicians. The current behavioral science curriculum consists of both required core elements (didactic lectures, clinical observation, Balint groups, and Resident Grand Rounds) as well as optional elements (longitudinal patient care experiences, elective rotations, behavioral science editorial experience, and scholars project with a behavioral science focus). All Trident/MUSC residents complete core behavioral science curriculum elements and are free to participate in none, some, or all of the optional behavioral science curriculum elements. This flexibility allows resident physicians to tailor the educational program in a manner to meet individual educational needs. The behavioral science curriculum is based upon faculty interpretation of existing "best practice" guidelines (Residency Review Committee-Family Medicine and AAFP). This article provides sufficient curriculum detail to allow the interested reader the opportunity to adapt elements of the behavioral science curriculum to other residency training programs. While this behavioral science track system is currently in an early stage of implementation, the article discusses track advantages as well as future plans to evaluate various aspects of this innovative educational approach.

  10. A Cooking Curriculum.

    Science.gov (United States)

    Wright, Wynn D., Ed.

    This cooking curriculum, issued by the Washington District Early Childhood Council, details specific ways in which language arts, math, science, and social studies may be taught through cooking specific recipes. Cooking activities and recipes are presented for the fall, winter, and spring months, and guidelines are provided for preparing…

  11. Developing a comprehensive curriculum for public health advocacy.

    Science.gov (United States)

    Hines, Ayelet; Jernigan, David H

    2012-11-01

    There is a substantial gap in public health school curricula regarding advocacy. Development of such a curriculum faces three challenges: faculty lack advocacy skills and experience; the public health literature on effective advocacy is limited; and yet a successful curriculum must be scalable to meet the needs of approximately 9,000 public health students graduating each year. To meet these challenges, we propose a 100-hour interactive online curriculum in five sections: campaigning and organizing, policy making and lobbying, campaign communications, new media, and fund-raising. We outline the content for individual modules in each of these sections, describe how the curriculum would build on existing interactive learning and social media technologies, and provide readers the opportunity to "test-drive" excerpts of a module on "grasstops" organizing. Developing advocacy skills and expertise is critical to meeting the challenges of public health today, and we provide a blueprint for how such training might be brought to scale in the field.

  12. Primary exploration of the application of case based learning method in clinical probation teaching of the integrated curriculum of hematology

    Institute of Scientific and Technical Information of China (English)

    Zi-zhen XU; Ye-fei WANG; Yan WANG; Shu CHENG; Yi-qun HU; Lei DING

    2015-01-01

    Objective To explore the application and the effect of the case based learning(CBL)method in clinical probation teaching of the integrated curriculum of hematology among eight-year-program medical students.Methods The CBL method was applied to the experimental group,and the traditional approach for the control group.After the lecture,a questionnaire survey was conducted to evaluate the teaching effect in the two groups.Results The CBL method efficiently increased the students’interest in learning and autonomous learning ability,enhanced their ability to solve clinical problems with basic theoretic knowledge and cultivated their clinical thinking ability.Conclusion The CBL method can improve the quality of clinical probation teaching of the integrated curriculum of hematology among eight-year-program medical students.

  13. Influence of the geographical curriculum on competences of geography teachers

    Directory of Open Access Journals (Sweden)

    Tatjana Resnik Planinc

    2007-12-01

    Full Text Available The paper analyses the influence of geographical curriculum on competences of geography teacher. It is focused on complex and symbiotic relation between curriculum and achieved and recommended competences of geography teacher and their importance for geographical education. The competences should therefore be derived from the theories, concerning values, knowledge, curriculum and whole educational process, which underpin good pedagogical practice.

  14. Legal measures for improving public acceptance of nuclear plants

    International Nuclear Information System (INIS)

    Marti de Veses y Puig, J.J.

    1983-01-01

    The author of this paper considers that public acceptance of nuclear projects would be greatly enhanced by appropriate information on topics concerning safety of nuclear installations supplied through specialised institutions set up by the governments. In this context the author refers to the 1980 Spanish Act setting up the Nuclear Safety Council, one of whose tasks is to inform the public, and finally, the 1981 Act establishing a specific tax on electrical generation, including nuclear electricity. (NEA) [fr

  15. Promoting functional foods as acceptable alternatives to doping: potential for information-based social marketing approach

    OpenAIRE

    Petróczi Andrea; Naughton Declan P; James Ricky

    2010-01-01

    Abstract Background Substances with performance enhancing properties appear on a continuum, ranging from prohibited performance enhancing drugs (PED) through dietary supplements to functional foods (FF). Anti-doping messages designed to dissuade athletes from using PEDs have been typically based on moralising sport competition and/or employing scare campaigns with focus on the negative consequences. Campaigns offering comparable and acceptable alternatives are nonexistent, nor are athletes he...

  16. Designing a Mathematics Curriculum

    Directory of Open Access Journals (Sweden)

    Lee Peng Yee

    2010-07-01

    Full Text Available A decade of PMRI saw the changes in the classroom in some of the primary schools in Indonesia. Based on observation, we can say that though the mathematics syllabus in Indonesia did not change, its curriculum has changed under the movement of PMRI. In this article, we put in writing some of the experience gained through the involvement in designing curricula since 1971. Hopefully, some of the observations made may be of use to the colleagues in Indonesia. The discussion below will cover some deciding factors in designing a curriculum, some practices, and the latest trends. For convenience, we keep the discussion general, and do not refer to a specific syllabus. Also, in many cases, we refer mainly to secondary schools, that is, Grade 7 to Grade 10.

  17. Problems and the present status of radiation educational curriculum

    International Nuclear Information System (INIS)

    Hiroi, Tadashi; Muraishi, Yukimasa; Mikado, Shogo; Watanabe, Tomohiro

    1999-01-01

    To examine teaching curriculum for radiation education requires a collective and extensive consideration on various subjects from many fields. The present study has been made from 4 points of view, namely 'physics', physics experiment', 'chemistry', and 'general science'. In 'physics', a curriculum in which learning about radiation followed by learning Newtonian mechanics was examined. Some group experiments taking radiation as the subject, a curriculum including radiation and radioactivity in high school chemistry course and general science are proposed and discussed briefly. (S. Ohno)

  18. Leadership and management curriculum planning for Iranian general practitioners.

    Science.gov (United States)

    Khosravan, Shahla; Karimi Moonaghi, Hossein; Yazdani, Shahram; Ahmadi, Soleiman; Mansoorian, Mohammad Reza

    2015-10-01

    Leadership and management are two expected features and competencies for general practitioners (GPs). The purpose of this study was leadership and management curriculum planning for GPs which was performed based on Kern's curriculum planning cycle. This study was conducted in 2011- 2012 in Iran using an explanatory mixed-methods approach. It was conducted through an initial qualitative phase using two focus group discussions and 28 semi-structured interviews with key informants to capture their experiences and viewpoints about the necessity of management courses for undergraduate medical students, goals, objectives, and educational strategies according to Kern's curriculum planning cycle. The data was used to develop a questionnaire to be used in a quantitative written survey. Results of these two phases and that of the review of medical curriculum in other countries and management curriculum of other medical disciplines in Iran were used in management and leadership curriculum planning. In the qualitative phase, purposeful sampling and content analysis with constant comparison based on Strauss and Corbin's method were used; descriptive and analytic tests were used for quantitative data by SPSS version 14. In the qualitatively stage of  this research, 6 main categories including the necessity of management course, features and objectives of management curriculum, proper educational setting, educational methods and strategies, evolutionary method and feedback result were determined. In the quantitatively stage of the research, from the viewpoints of 51.6% of 126 units of research who filled out the questionnaire, ranked high necessary of management courses. The coordination of care and clinical leadership was determined as the most important role for GPs with a mean of 6.2 from sample viewpoint. Also, team working and group dynamics had the first priority related to the principles and basics of management with a mean of 3.59. Other results were shown in the paper

  19. Curriculum in radiology for residents: what, why, how, when, and where.

    Science.gov (United States)

    Collins, J

    2000-02-01

    Developing a curriculum in chest radiology should follow the same general principles that are used when developing a curriculum in any subspecialty area of radiology. A curriculum is more than a "list of topics" with which a resident should be familiar after 4 years of training. It includes objectives and goals, content, faculty, methods, and evaluation. Numerous resources are available for those who are charged with developing a curriculum in chest radiology. In addition to faculty members in the department, whose input during development can ensure successful implementation of the curriculum, organizations (i.e., ACR, APDR, STR) already have begun to develop "model" curricula. Attending the annual meeting of the Association of American Medical Colleges is a way to meet and hear from professionals who develop and oversee curriculum development at their medical schools, and another important resource available at some medical schools is the Office of Medical Education. The faculty within such offices are uniquely qualified to assist with curriculum and faculty development, especially for those areas in which radiology faculty traditionally are less experienced, such as development of valid and reliable assessment forms and construction of behaviorally based objectives.

  20. Critical review of ESL curriculum: Practical application to the UAE context

    Directory of Open Access Journals (Sweden)

    Mary Cullinan

    2016-05-01

    Full Text Available This paper is a critical analysis of curriculum with a discussion of its main tenets and exploration of issues within the literature. The focus is on curriculum in English as a Second Language (ESL using critical applied linguistics as a framework. The ideas explored in the paper are synthesized and applied to ESL curriculum in the United Arab Emirates (UAE and includes a discussion on the feasibility and challenges of introducing a critical stance on curriculum in this context.