WorldWideScience

Sample records for general curriculum including

  1. Listening in the General Education Curriculum

    Science.gov (United States)

    Wolvin, Andrew D.

    2012-01-01

    Research supports the point that listening skills play an important role in 21st century personal, academic, and professional success. This article argues that educators should include listening, a critical communication competency, in the oral communication course in the general education curriculum. (Contains 1 table.)

  2. Build a Curriculum that Includes Everyone

    Science.gov (United States)

    McGarry, Robert

    2013-01-01

    In order to accommodate the education needs of lesbian, gay, bisexual and transgender students, American schools need to do more than add LGBT information to the curriculum in sex education class. If we believe, as Erikson (1968) suggested--that adolescence is the time when young people try to make sense of who they are--and if we believe that…

  3. 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

  4. Should Intelligent Design Be Included in Today's Public School Curriculums?

    Science.gov (United States)

    Costley, Kevin C.; Killins, Pam

    2010-01-01

    The controversial concept of evolution makes up only a small part of the science curriculum stated in Arkansas. During the past few years, the curriculum topic of "Intelligent Design" has caught the attention of many science teachers in the public schools. The Intelligent Design Movement has been successful in attracting the attention of…

  5. 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…

  6. Integration of Medical Imaging Including Ultrasound into a New Clinical Anatomy Curriculum

    Science.gov (United States)

    Moscova, Michelle; Bryce, Deborah A.; Sindhusake, Doungkamol; Young, Noel

    2015-01-01

    In 2008 a new clinical anatomy curriculum with integrated medical imaging component was introduced into the University of Sydney Medical Program. Medical imaging used for teaching the new curriculum included normal radiography, MRI, CT scans, and ultrasound imaging. These techniques were incorporated into teaching over the first two years of the…

  7. Curriculum Integration in the General Music Classroom

    Science.gov (United States)

    Munroe, Angela

    2015-01-01

    Arts integration is a topic that has been researched and discussed by music educators and general educators alike. Some feel this is a worthwhile endeavor in both the arts classroom and the general classroom, while others feel that we should be spending what little time we have in the music classroom focusing on music goals. This article will…

  8. Implementing a robotics curriculum at an academic general surgery training program: our initial experience.

    Science.gov (United States)

    Winder, Joshua S; Juza, Ryan M; Sasaki, Jennifer; Rogers, Ann M; Pauli, Eric M; Haluck, Randy S; Estes, Stephanie J; Lyn-Sue, Jerome R

    2016-09-01

    The robotic surgical platform is being utilized by a growing number of hospitals across the country, including academic medical centers. Training programs are tasked with teaching their residents how to utilize this technology. To this end, we have developed and implemented a robotic surgical curriculum, and share our initial experience here. Our curriculum was implemented for all General Surgical residents for the academic year 2014-2015. The curriculum consisted of online training, readings, bedside training, console simulation, participating in ten cases as bedside first assistant, and operating at the console. 20 surgical residents were included. Residents were provided the curriculum and notified the department upon completion. Bedside assistance and operative console training were completed in the operating room through a mix of biliary, foregut, and colorectal cases. During the fiscal years of 2014 and 2015, there were 164 and 263 robot-assisted surgeries performed within the General Surgery Department, respectively. All 20 residents completed the online and bedside instruction portions of the curriculum. Of the 20 residents trained, 13/20 (65 %) sat at the Surgeon console during at least one case. Utilizing this curriculum, we have trained and incorporated residents into robot-assisted cases in an efficient manner. A successful curriculum must be based on didactic learning, reading, bedside training, simulation, and training in the operating room. Each program must examine their caseload and resident class to ensure proper exposure to this platform.

  9. High educational impact of a national simulation-based urological curriculum including technical and non-technical skills.

    Science.gov (United States)

    de Vries, Anna H; Schout, Barbara M A; van Merriënboer, Jeroen J G; Pelger, Rob C M; Koldewijn, Evert L; Muijtjens, Arno M M; Wagner, Cordula

    2017-02-01

    Although simulation training is increasingly used to meet modern technology and patient safety demands, its successful integration within surgical curricula is still rare. The Dutch Urological Practical Skills (D-UPS) curriculum provides modular simulation-based training of technical and non-technical basic urological skills in the local hospital setting. This study aims to assess the educational impact of implementing the D-UPS curriculum in the Netherlands and to provide focus points for improvement of the D-UPS curriculum according to the participants. Educational impact was assessed by means of qualitative individual module-specific feedback and a quantitative cross-sectional survey among residents and supervisors. Twenty out of 26 Dutch teaching hospitals participated. The survey focussed on practical aspects, the D-UPS curriculum in general, and the impact of the D-UPS curriculum on the development of technical and non-technical skills. A considerable survey response of 95 % for residents and 76 % for supervisors was obtained. Modules were attended by junior and senior residents, supervised by a urologist, and peer teaching was used. Ninety percent of supervisors versus 67 % of residents judged the D-UPS curriculum as an important addition to current residency training (p = 0.007). Participants' aggregated general judgement of the modules showed a substantial percentage favorable score (M ± SE: 57 ± 4 %). The impact of training on, e.g., knowledge of materials/equipment and ability to anticipate on complications was high, especially for junior residents (77 ± 5 and 71 ± 7 %, respectively). Focus points for improvement of the D-UPS curriculum according to the participants include adaptation of the training level to residents' level of experience and focus on logistics. The simulation-based D-UPS curriculum has a high educational impact. Residents and supervisors consider the curriculum to be an important addition to current residency

  10. 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)

  11. Nanomedicine concepts in the general medical curriculum: initiating a discussion.

    Science.gov (United States)

    Sweeney, Aldrin E

    2015-01-01

    Various applications of nanoscale science to the field of medicine have resulted in the ongoing development of the subfield of nanomedicine. Within the past several years, there has been a concurrent proliferation of academic journals, textbooks, and other professional literature addressing fundamental basic science research and seminal clinical developments in nanomedicine. Additionally, there is now broad consensus among medical researchers and practitioners that along with personalized medicine and regenerative medicine, nanomedicine is likely to revolutionize our definitions of what constitutes human disease and its treatment. In light of these developments, incorporation of key nanomedicine concepts into the general medical curriculum ought to be considered. Here, I offer for consideration five key nanomedicine concepts, along with suggestions regarding the manner in which they might be incorporated effectively into the general medical curriculum. Related curricular issues and implications for medical education also are presented.

  12. Nanomedicine concepts in the general medical curriculum: initiating a discussion

    Directory of Open Access Journals (Sweden)

    Sweeney AE

    2015-12-01

    Full Text Available Aldrin E Sweeney Center for Teaching & Learning, Ross University School of Medicine, Roseau, Commonwealth of Dominica Abstract: Various applications of nanoscale science to the field of medicine have resulted in the ongoing development of the subfield of nanomedicine. Within the past several years, there has been a concurrent proliferation of academic journals, textbooks, and other professional literature addressing fundamental basic science research and seminal clinical developments in nanomedicine. Additionally, there is now broad consensus among medical researchers and practitioners that along with personalized medicine and regenerative medicine, nanomedicine is likely to revolutionize our definitions of what constitutes human disease and its treatment. In light of these developments, incorporation of key nanomedicine concepts into the general medical curriculum ought to be considered. Here, I offer for consideration five key nanomedicine concepts, along with suggestions regarding the manner in which they might be incorporated effectively into the general medical curriculum. Related curricular issues and implications for medical education also are presented. Keywords: medical education, basic science, teaching, learning, assessment, nanoscience curriculum, nanomedicine concepts

  13. Addressing the General Education Curriculum in General Education Settings with Students with Severe Disabilities

    Science.gov (United States)

    Ballard, Sarah L.; Dymond, Stacy K.

    2017-01-01

    This systematic literature review examined research on stakeholders' beliefs about addressing the general education curriculum in general education classrooms with students with severe disabilities (SD). The investigation was limited to studies published in peer-reviewed journals between 1997 and 2015. Ten articles were identified and then…

  14. [Internal Medicine in the curriculum of General Medicine at Universities of Mexico, 2014].

    Science.gov (United States)

    Maldonado, Jesús Adrián; Peinado, José María

    2017-01-01

    The aim of this study was to analyze Internal Medicine as a subject and its requirement in each of the Universities curriculum in Mexico that offers a degree in General Medicine. By the end of the first quarter of 2014, the research was closed and 81 campuses were studied. This research was quantitative, using an analytical technique, written discourse, exploratory and purposive sampling not random and homogeneous type. The Likert questionnaire was used in this study to analyse the following variables: the record of Internal Medicine as a subject, the burden of credit, and the location of the program. The procedure consisted of three phases. First obtaining an official list of all the Universities in the Mexican Association of Colleges and Schools of Medicine. Second, obtaining an analysis of each of the Universities' curriculums, and lastly gathering each variable of the study. The results of the Universities were 63% were public and 37% private. Internal Medicine as a subject in the curriculum was 37.1%, and 20% of the universities include it for six months and 9% offer it the whole year. However, the undergraduate internship in Internal Medicine offers it 100%. In conclusion, Internal Medicine as a subject could disappear from the curriculum in General Medicine before coming to the undergraduate internship, even though the latter is declared required in hospital shifts.

  15. An Infusion Model for Including Content on Elders with Chronic Illness in the Curriculum

    Directory of Open Access Journals (Sweden)

    Sherry M. Cummings

    2000-05-01

    Full Text Available Older people with chronic mental illness (CMI are experiencing longer life expectancies that parallel those of the general population. Due to their experience of having CMI, these older adults present unique issues that affect service delivery and care provision. Content on this population is often omitted in the curriculum, which leaves students unprepared to practice with these clients. This article proposes an infusion model that can be used in baccalaureate or graduate foundation courses to increase exposure to elders with CMI.

  16. [A comparison on general education curriculum of 4-year and 3-year nursing schools in Korea].

    Science.gov (United States)

    Kim, Sook-Young; Joung, Sun-Ei; Hwang, Chung-Il

    2011-02-01

    This study was done to comparatively analyze the general education curriculum of 4-yr and 3-yr nursing schools in Korea. Ten university 4-yr nursing schools were selected based on universities in Korean Accreditation Board of Nursing 2010 or "2009 Korea's Best Universities-Top 10" published by Joong-Ang Daily. Ten college 3-yr nursing schools were selected based on colleges in Korean Accreditation Board of Nursing 2010. 1) Generally 4-yr nursing schools maintained the relationships between organizational philosophy/purposes and subjects in the general education curriculum. But 3-yr nursing schools did not. 2) In 4-yr nursing schools there was a relatively higher credits ratio of general education curriculum and selective courses than in 3-yr nursing schools. 3) In 4-yr nursing schools variety of courses was relatively higher than 3-yr nursing schools. 4) In 4-yr nursing schools, operating conditions were relatively better (number of tenure professors, ratio of professors to students, Identification of exclusive organization in charge of the general education curriculum) for the general education curriculum than 3-yr nursing schools. The results identify significant differences in the general education curriculum of 4-yr and 3-yr nursing schools in Korea, indicating that 3-yr nursing schools should make efforts to improve the good quality of general education curriculum.

  17. Skills Development, Habits of Mind, and the Spiral Curriculum: A Dialectical Approach to Undergraduate General Education Curriculum Mapping

    Science.gov (United States)

    Murray, Jeffrey W.

    2016-01-01

    This essay seeks to contribute to growing discussion concerning the need for more intentional inclusion of habits of mind in curriculum development, particularly in undergraduate general education, and to fuel an examination of the "dialectical" relationship between skills development and the development of habits of mind. The essay…

  18. Achieving Access to the General Curriculum for Students with Mental Retardation.

    Science.gov (United States)

    Wehmeyer, Michael L.; Lattin, Dana; Agran, Martin

    2001-01-01

    This article reviews requirements in the Individuals with Disabilities Education Act for providing access to the general education curriculum, examines the intent of the language, and proposes a decision-making model to enable Individualized Education Program teams to reach curriculum decisions that provide such access for students with mental…

  19. General Mechanical Repair. Minor Automotive Maintenance, Small Engine [Repair, and] Welding: Curriculum Guide and Lesson Plans.

    Science.gov (United States)

    Hamlin, Larry

    This document contains a curriculum guide and lesson plans for a general mechanical repair course with three sections: minor automotive maintenance, small engine repair, and welding. The curriculum guide begins with a matrix that relates the lesson plans to essential elements of math, science, language arts, and social studies and to Texas…

  20. General Mechanical Repair 2. Minor Automotive Maintenance, Small Engine [Repair, and] Welding. Curriculum Guide.

    Science.gov (United States)

    Hamlin, Larry

    This curriculum guide provides materials for teachers to use in developing a 1-year course in general mechanical repair as part of the trade and industrial education curriculum. The guide contains the following: (1) essential elements common to all trade and industrial courses; (2) an instructional delivery outline (teaching sequence) for the…

  1. 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.

  2. 77 FR 41808 - General Dynamics Itronix Corporation, a Subsidiary of General Dynamics Corporation, Including...

    Science.gov (United States)

    2012-07-16

    ... DEPARTMENT OF LABOR Employment and Training Administration [TA-W-81,448] General Dynamics Itronix Corporation, a Subsidiary of General Dynamics Corporation, Including Remote Workers Reporting to Sunrise, FL..., 2012, a State Workforce Office requested administrative reconsideration of the negative determination...

  3. [Diagnosis and treatment in general internal medicine. Curriculum selection].

    Science.gov (United States)

    Casal, E R; Vázquez, E N; Husni, C

    1994-01-01

    In our country general internists are the providers of adult medical care in urban areas. In the past twenty years, with the increasing subspecialization within internal medicine and the development of advances in technology, the role of the general internist seems to be endangered. Recently much attention has been focused on this area and Divisions and Programs of General Internal Medicine have been established in most medical schools in the USA. The University of Buenos Aires instituted a Program of General Internal Medicine in its major teaching hospital in 1987. One of its purposes was to offer an educational experience to residents in the field of internal medicine primary care. This paper summarizes how this program was carried out and the subjects proposed in the area of Diagnosis and Treatment. The Program of General Internal Medicine is performed in the Outpatient Division and it is staffed by 3 faculty members and 4 fellows. Residents in Internal Medicine have a three month, full-time block rotation in the Program. A young, city dwelling, lower middle class population participates in the Program, with almost 10000 visits a year. The Program offers an experience that includes supervised patient care, an average of 100 office visits a month, and seminars and/or workshops covering topics of "Diagnosis and Treatment", "Case Presentations", "Clinical Epidemiology", "Prevention", and "Doctor-Patient Interview". In the area of Diagnosis and Treatment, the criteria used were: 1-frequency of diagnosis as determined by previous investigations, 2-relevant clinical conditions absent from the frequency list as determined by a consensus process by faculty members.(ABSTRACT TRUNCATED AT 250 WORDS)

  4. A national general pediatric clerkship curriculum: the process of development and implementation.

    Science.gov (United States)

    Olson, A L; Woodhead, J; Berkow, R; Kaufman, N M; Marshall, S G

    2000-07-01

    To describe a new national general pediatrics clerkship curriculum, the development process that built national support for its use, and current progress in implementing the curriculum in pediatric clerkships at US allopathic medical schools. CURRICULUM DEVELOPMENT: A curriculum project team of pediatric clerkship directors and an advisory committee representing professional organizations invested in pediatric student education developed the format and content in collaboration with pediatric educators from the Council on Medical Student Education in Pediatrics (COMSEP) and the Ambulatory Pediatric Association (APA). An iterative process or review by clerkship directors, pediatric departmental chairs, and students finalized the content and built support for the final product. The national dissemination process resulted in consensus among pediatric educators that this curriculum should be used as the national curricular guideline for clerkships. MONITORING IMPLEMENTATION: Surveys were mailed to all pediatric clerkship directors before dissemination (November 1994), and in the first and third academic years after national dissemination (March 1996 and September 1997). The 3 surveys assessed schools' implementation of specific components of the curriculum. The final survey also assessed ways the curriculum was used and barriers to implementation. The final curriculum provided objectives and competencies for attitudes, skills, and 18 knowledge areas of general pediatrics. A total of 216 short clinical cases were also provided as an alternative learning method. An accompanying resource manual provided suggested strategies for implementation, teaching, and evaluation. A total of 103 schools responded to survey 1; 84 schools to survey 2; and 85 schools responded to survey 3 from the 125 medical schools surveyed. Before dissemination, 16% of schools were already using the clinical cases. In the 1995-1996 academic year, 70% of schools were using some or all of the curricular

  5. Incorporating cultural competency into the general surgery residency curriculum: a preliminary assessment.

    Science.gov (United States)

    Chun, Maria B J; Young, Keane G M; Jackson, David S

    2009-08-01

    In response to the growing diversity of the United States population and concerns with health disparities, formal training in cross-cultural care has become mandatory for all medical specialties, including surgery. The aim of this study was to assess the readiness of a general surgery residency program to incorporate cultural competency initiatives into its curriculum. Eighteen surgical teaching faculty (at a community-based hospital with a university affiliation) voluntarily participated in a qualitative study to share their views on cultural competency and to discuss ways that it could potentially be incorporated into the curriculum. Reflective of current definitions of cultural competency, faculty viewed the term culture broadly (i.e., beyond race and ethnicity). Suggested instructional methods varied, with some noting that exposure to different cultures was helpful. Others stated the importance of faculty serving as role models. Most faculty in this study appear open to cultural training, but desire a clear understanding of what that would entail and how it can be taught. They also acknowledged the lack of time to address cultural issues. Taking into consideration these and other concerns, planned curricular interventions are also presented.

  6. Towards a general framework for including noise impacts in LCA

    NARCIS (Netherlands)

    Cucurachi, Stefano; Heijungs, Reinout; Ohlau, Katrin

    Purpose Several damages have been associated with the exposure of human beings to noise. These include auditory effects, i.e., hearing impairment, but also non-auditory physiological ones such as hypertension and ischemic heart disease, or psychological ones such as annoyance, depression, sleep

  7. Including Students with Severe Disabilities in General Education Settings.

    Science.gov (United States)

    Wisniewski, Lech; Alper, Sandra

    1994-01-01

    This paper presents five systematic phases for bringing about successful regular education inclusion of students with severe disabilities. Phases include develop networks within the community, assess school and community resources, review strategies for integration, install strategies that lead to integration, and develop a system of feedback and…

  8. Infrared and Raman Spectroscopy: A Discovery-Based Activity for the General Chemistry Curriculum

    Science.gov (United States)

    Borgsmiller, Karen L.; O'Connell, Dylan J.; Klauenberg, Kathryn M.; Wilson, Peter M.; Stromberg, Christopher J.

    2012-01-01

    A discovery-based method is described for incorporating the concepts of IR and Raman spectroscopy into the general chemistry curriculum. Students use three sets of springs to model the properties of single, double, and triple covalent bonds. Then, Gaussian 03W molecular modeling software is used to illustrate the relationship between bond…

  9. Atoms-First Curriculum: A Comparison of Student Success in General Chemistry

    Science.gov (United States)

    Esterling, Kevin M.; Bartels, Ludwig

    2013-01-01

    We present an evaluation of the impact of an atoms-first curriculum on student success in introductory chemistry classes and find that initially a lower fraction of students obtain passing grades in the first and second quarters of the general chemistry series. This effect is more than reversed for first-quarter students after one year of…

  10. Curriculum Guide for General Education Development or High School Equivalency Examination in Spanish.

    Science.gov (United States)

    Sharma, Shobha; Escalona, Margaret Boyter

    This curriculum guide was developed as part of the Worker Education Program for workers in the garment industry. The program was jointly developed by the workers, their employer, their union, and Northeastern Illinois University. It contains the materials required to teach a course to help Spanish-speaking individuals pass the General Educational…

  11. Implementation of Gas Chromatography and Microscale Distillation into the General Chemistry Laboratory Curriculum as Vehicles for Examining Intermolecular Forces

    Science.gov (United States)

    Csizmar, Clifford M.; Force, Dee Ann; Warner, Don L.

    2011-01-01

    As part of an NSF-funded Course Curriculum and Laboratory Improvement (CCLI) project that seeks, in part, to increase student exposure to scientific instrumentation, a gas chromatography experiment has been integrated into the second-semester general chemistry laboratory curriculum. The experiment uses affordable, commercially available equipment…

  12. A Rose By Other Names: Some General Musings on Lawrence and Colleagues' Hidden Curriculum Scoping Review.

    Science.gov (United States)

    Hafferty, Frederic W; Martimianakis, Maria Athina

    2017-11-07

    In this Commentary, the authors explore the scoping review by Lawrence and colleagues by challenging their conclusion that with over 25 years' worth of "ambiguous and seemingly ubiquitous use" of the hidden curriculum construct in health professions education scholarship, it is time to either move to a more uniform definitional foundation or abandon the term altogether. The commentary authors counter these remedial propositions by foregrounding the importance of theoretical diversity and the conceptual richness afforded when the hidden curriculum construct is used as an entry point for studying the interstitial space between the formal and a range of other-than-formal domains of learning. Further, they document how tightly-delimited scoping strategies fail to capture the wealth of educational scholarship that operates within a hidden curriculum framework, including "hidden" hidden curriculum articles, studies that employ alternative constructs, and investigations that target important tacit socio-cultural influences on learners and faculty without formally deploying the term. They offer examples of how the hidden curriculum construct, while undergoing significant transformation in its application within the field of health professions education, has created the conceptual foundation for the application of a number of critical perspectives that make visible the field's political investments in particular forms of knowing and associated practices. Finally, the commentary authors invite readers to consider the methodological promise afforded by conceptual heterogeneity, particularly strands of scholarship that resituate the hidden curriculum concept within the magically expansive dance of social relationships, social learning, and social life that form the learning environments of health professions education.

  13. Do Undergraduate Engineering Faculty Include Occupational and Public Health and Safety in the Engineering Curriculum?

    Science.gov (United States)

    Farwell, Dianna; And Others

    1995-01-01

    The purpose of this study was to determine whether and, if so, why engineering faculty include occupational and public health and safety in their undergraduate engineering courses. Data were collected from 157 undergraduate engineering faculty from 65 colleges of engineering in the United States. (LZ)

  14. 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.

  15. Student participation in World Wide Web-based curriculum development of general chemistry

    Science.gov (United States)

    Hunter, William John Forbes

    1998-12-01

    This thesis describes an action research investigation of improvements to instruction in General Chemistry at Purdue University. Specifically, the study was conducted to guide continuous reform of curriculum materials delivered via the World Wide Web by involving students, instructors, and curriculum designers. The theoretical framework for this study was based upon constructivist learning theory and knowledge claims were developed using an inductive analysis procedure. This results of this study are assertions made in three domains: learning chemistry content via the World Wide Web, learning about learning via the World Wide Web, and learning about participation in an action research project. In the chemistry content domain, students were able to learn chemical concepts that utilized 3-dimensional visualizations, but not textual and graphical information delivered via the Web. In the learning via the Web domain, the use of feedback, the placement of supplementary aids, navigation, and the perception of conceptual novelty were all important to students' use of the Web. In the participation in action research domain, students learned about the complexity of curriculum. development, and valued their empowerment as part of the process.

  16. The rationale for combining an online audiovisual curriculum with simulation to better educate general surgery trainees.

    Science.gov (United States)

    AlJamal, Yazan N; Ali, Shahzad M; Ruparel, Raaj K; Brahmbhatt, Rushin D; Yadav, Siddhant; Farley, David R

    2014-09-01

    Surgery interns' training has historically been weighted toward patient care, operative observation, and sleeping when possible. With more protected free time and less clinical time, real educational hours for trainees in 2013 are precious. We created a 20-session (3 hours each) simulation curriculum (with pre- and post-tests) and a 24/7 online audiovisual (AV) curriculum for surgery interns. Friday morning simulation sessions emphasize operative skills and judgment. AV clips (using operating room, whiteboard, and simulation center videos) take learners through 20 different general surgery operations with follow-up quizzes. We report our early experience with this novel setup. Thirty-two surgical interns (2012-2013) attended simulation sessions on 20 separate subjects (hernia, breast, hepatobiliary, endocrine, etc). Post-test scores improved (P 4.5; Likert scale, 1-5). The AV curriculum feedback is similar (mean, >4.3) and usage is available 24/7 preparing learners for both operating room and simulation sessions. Most simulation sessions utilize low-fidelity models to keep costs <$50 per session. Scores on our semiannual Surgical Olympics (mean score of 49.6 in July vs 82.9 in January; P < .05) improved significantly, suggesting that interns are improving their surgical skills and knowledge. Residents enjoy and learn from the step-by-step, in-house, AV curriculum and both appreciate and thrive on the 'hands-on' simulation sessions mimicking operations they see in real operating rooms. The cost of these programs is not prohibitive and the programs offer simulated repetitions for duty-hour-regulated trainees. Copyright © 2014 Mosby, Inc. All rights reserved.

  17. Special Education and General Education--Coordinated or Separated? A Study of Curriculum Planning for Pupils with Special Educational Needs

    Science.gov (United States)

    Nilsen, Sven

    2017-01-01

    The central issue of this article is the coordination between special and general education in curriculum planning for pupils with special educational needs. The focus is on individual education plans (IEPs) in special education and work plans in general education. This is also viewed in relation to how special and general education teachers…

  18. General surgery training in Spain: core curriculum and specific areas of training.

    Science.gov (United States)

    Miguelena Bobadilla, José Ma; Morales-García, Dieter; Iturburu Belmonte, Ignacio; Alcázar Montero, José Antonio; Serra Aracil, Xabier; Docobo Durantez, Fernando; López de Cenarruzabeitia, Ignacio; Sanz Sánchez, Mercedes; Hernández Hernández, Juan Ramón

    2015-03-01

    The royal decree RD 639/2014 has been published, regulating among others, the core curriculum, and specific areas of training (SAT). It is of great interest for the specialty of General and Digestive Surgery (GS and DS). The aim is to expose and clarify the main provisions and reflect on their implications for the practical application of the core curriculum and SAT in the specialty of General and Digestive Surgery, to promote initiatives and regulations. This RD will be a milestone in our specialty that will test the strength of the specialty, if it does not finally culminate in its degradation against the emergence of new surgical specialties. A new stage begins in which the Spanish Association of Surgeons should be involved to define the conceptual basis of GS and DS in the XXI century, and the creation of new SAT to continue to maintain the "essence of our specialty". Copyright © 2014 AEC. Publicado por Elsevier España, S.L.U. All rights reserved.

  19. The Influence of Modern Instrumentation on the Analytical and General Chemistry Curriculum at Bates College

    Science.gov (United States)

    Wenzel, Thomas J.

    2001-09-01

    The availability of state-of-the-art instruments such as high performance liquid chromatograph, gas chromatograph-mass spectrometer, inductively coupled plasma-atomic emission spectrometer, capillary electrophoresis system, and ion chromatograph obtained through four Instructional Laboratory Improvement and one Course, Curriculum, and Laboratory Improvement grants from the National Science Foundation has led to a profound change in the structure of the analytical and general chemistry courses at Bates College. Students in both sets of courses now undertake ambitious, semester-long, small-group projects. The general chemistry course, which fulfills the prerequisite requirement for all upper-level chemistry courses, focuses on the connection between chemistry and the study of the environment. The projects provide students with an opportunity to conduct a real scientific investigation. The projects emphasize problem solving, team work, and communication, while still fostering the development of important laboratory skills. Cooperative learning is also used extensively in the classroom portion of these courses.

  20. Chemistry, Life, the Universe, and Everything: A New Approach to General Chemistry, and a Model for Curriculum Reform

    Science.gov (United States)

    Cooper, Melanie; Klymkowsky, Michael

    2013-01-01

    The history of general chemistry is one of almost constant calls for reform, yet over the past 60 years little of substance has changed. Those reforms that have been implemented are almost entirely concerned with how the course is taught, rather than what is to be learned. Here we briefly discuss the history of the general chemistry curriculum and…

  1. Building Astronomy Curriculum to Include the Sight Impaired: Week long summer camp activities for Middle School Students adherent to Washington State Curriculum Standards (EALR's)

    Science.gov (United States)

    Ramien, Natalie; Loebman, S. R.; Player, V.; Larson, A.; Torcolini, N. B.; Traverse, A.

    2011-01-01

    Currently astronomy learning is heavily geared towards visual aids; however, roughly 10 million people in North America are sight impaired. Every student should have access to meaningful astronomy curriculum; an understanding of astronomy is an expectation of national and state science learning requirements. Over the last ten years, Noreen Grice has developed Braille and large print astronomy text books aimed at sight impaired learners. We build upon Grice's written work and present here a five day lesson plan that integrates 2D reading with 3D activities. Through this curriculum, students develop an intuitive understanding of astronomical distance, size, composition and lifetimes. We present five distinct lesson modules that can be taught individually or in a sequential form: the planets, our sun, stars, stellar evolution and galaxies. We have tested these modules on sight impaired students and report the results here. Overall, we find the work presented here lends itself equally well to a week long science camp geared toward middle school sight impaired taught by astronomers or as supplemental material integrated into a regular classroom science curriculum. This work was made possible by a 2007 Simple Effective Education and Dissemination (SEED) Grant For Astronomy Researchers, Astronomical Society of the Pacific through funds provided by the Planck Mission, Jet Propulsion Laboratory, California Institute of Technology.

  2. Implementation and evaluation of a simulation curriculum for paediatric residency programs including just-in-time in situ mock codes.

    Science.gov (United States)

    Sam, Jonathan; Pierse, Michael; Al-Qahtani, Abdullah; Cheng, Adam

    2012-02-01

    To develop, implement and evaluate a simulation-based acute care curriculum in a paediatric residency program using an integrated and longitudinal approach. Curriculum framework consisting of three modular, year-specific courses and longitudinal just-in-time, in situ mock codes. Paediatric residency program at BC Children's Hospital, Vancouver, British Columbia. The three year-specific courses focused on the critical first 5 min, complex medical management and crisis resource management, respectively. The just-in-time in situ mock codes simulated the acute deterioration of an existing ward patient, prepared the actual multidisciplinary code team, and primed the surrounding crisis support systems. Each curriculum component was evaluated with surveys using a five-point Likert scale. A total of 40 resident surveys were completed after each of the modular courses, and an additional 28 surveys were completed for the overall simulation curriculum. The highest Likert scores were for hands-on skill stations, immersive simulation environment and crisis resource management teaching. Survey results also suggested that just-in-time mock codes were realistic, reinforced learning, and prepared ward teams for patient deterioration. A simulation-based acute care curriculum was successfully integrated into a paediatric residency program. It provides a model for integrating simulation-based learning into other training programs, as well as a model for any hospital that wishes to improve paediatric resuscitation outcomes using just-in-time in situ mock codes.

  3. Should CAM and CAM Training Programs Be Included in the Curriculum of Schools That Provide Health Education?

    Directory of Open Access Journals (Sweden)

    2016-12-01

    Full Text Available Objectives: This study aimed to determine the knowledge levels and attitudes of School of Health and Vocational School of Health students toward complementary and alternative medicine (CAM. Methods: Three hundred thirty-three (333 students studying at the Mehmet Akif Ersoy University School of Health and the Golhisar Vocational School of Health in Burdur, Turkey, were included in the study. Research data were collected by using a survey method based on the expressed opinions of the participants. Results: Of the participants, 69.7% were female and 97% were single (unmarried. Of cigarette users and those with chronic illnesses, 46.8% and 47.8%, respectively, used CAM. Those using CAM were statistically more likely to be female (P < 0.021, to have higher grades (P < 0.007, to be single (P < 0.005, to be vocational school of health graduates (P < 0.008, and to have fathers at work (P < 0.021. While 9.6% of the students thought CAM to be nonsense, 10.8% thought that the methods of CAM should be tried before consulting a doctor. Conclusion: A majority of the students in the study population were found to use complementary and alternative medicine, but that they lacked information about its methods. As a way to address this, CAM should be included in the curriculum of schools that provide health education, and CAM training programs should be given to healthcare professionals to improve their knowledge of CAM. In Turkey, many more studies should be performed to determine nurses’ and doctors’ knowledge of and attitudes about CAM methods so that they can give correct guidance to society and take more active responsibility in improving patient safety.

  4. Identifying and Eliminating Deficiencies in the General Surgery Resident Core Competency Curriculum.

    Science.gov (United States)

    Tapia, Nicole M; Milewicz, Allen; Whitney, Stephen E; Liang, Michael K; Braxton, Carla C

    2014-06-01

    Although the Accreditation Council for Graduate Medical Education has defined 6 core competencies required of resident education, no consensus exists on best practices for reaching resident proficiency. Surgery programs must develop resourceful methods to incorporate learning. While patient care and medical knowledge are approached with formal didactics and traditional Halstedian educational formats, other core competencies are presumed to be learned on the job or emphasized in conferences. To test the hypothesis that our residents lack a foundation in several of the nonclinical core competencies and to seek to develop a formal curriculum that can be integrated into our current didactic time, with minimal effect on resident work hours and rest hours. Anonymous Likert-type scale needs assessment survey requesting residents within a large single general surgery residency program to rate their understanding, working knowledge, or level of comfort on the following 10 topics: negotiation and conflict resolution; leadership styles; health care legislation; principles of quality delivery of care, patient safety, and performance improvement; business of medicine; clinical practice models; role of advocacy in health care policy and government; personal finance management; team building; and roles of innovation and technology in health care delivery. Proportions of resident responses scored as positive (agree or strongly agree) or negative (disagree or strongly disagree). In total, 48 surgery residents (70%) responded to the survey. Only 3 topics (leadership styles, team building, and roles of innovation and technology in health care delivery) had greater than 70% positive responses, while 2 topics (negotiation and conflict resolution and principles of quality delivery of care, patient safety, and performance improvement) had greater than 60% positive responses. The remaining topics had less than 40% positive responses, with the least positive responses on the topics

  5. 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...

  6. High educational impact of a national simulation-based urological curriculum including technical and non-technical skills.

    NARCIS (Netherlands)

    Vries, A.H. de; Schout, B.M.A.; Merriënboer, J.J.G. van; Pelger, R.C.M.; Koldewijn, E.L.; Wagner, C.

    2017-01-01

    Background: Although simulation training is increasingly used to meet modern technology and patient safety demands, its successful integration within surgical curricula is still rare. The Dutch Urological Practical Skills (D-UPS) curriculum provides modular simulation-based training of technical

  7. A call to include medical humanities in the curriculum of colleges of osteopathic medicine and in applicant selection.

    Science.gov (United States)

    Hoff, Gary; Hirsch, Norma J; Means, J Jeffrey; Streyffeler, Lisa

    2014-10-01

    Medicine stands at a crossroad. Disruptive physician behavior has increased, and patient satisfaction has decreased. A growing body of knowledge demonstrates that the medical humanities assist in the creation of compassionate, resilient physicians. Incorporating medical humanities into the medical school curriculum promotes the development of compassionate, culturally sensitive physicians, and also encourages the development of resilience in health care professionals at a time when internal and external pressures on physicians are increasing. © 2014 The American Osteopathic Association.

  8. Fostering Creative Thinking Within the U.S. Army Command and General Staff Officers’ Course Curriculum

    Science.gov (United States)

    2016-06-10

    are often displayed as a pyramid to aid in visualization (Reeves 2011). Synthesis, considered a higher order thinking skill, is most applicable to...FOSTERING CREATIVE THINKING WITHIN THE U.S. ARMY COMMAND AND GENERAL STAFF OFFICERS’ COURSE CURRICULUM A thesis presented...From - To) AUG 2015 – JUN 2016 4. TITLE AND SUBTITLE Fostering Creative Thinking within the U.S. Army Command and General Staff Officers’ Course

  9. A Kantorovich-Stancu Type Generalization of Szasz Operators including Brenke Type Polynomials

    Directory of Open Access Journals (Sweden)

    Rabia Aktaş

    2013-01-01

    Full Text Available We introduce a Kantorovich-Stancu type modification of a generalization of Szasz operators defined by means of the Brenke type polynomials and obtain approximation properties of these operators. Also, we give a Voronovskaya type theorem for Kantorovich-Stancu type operators including Gould-Hopper polynomials.

  10. Classical evolution and quantum generation in generalized gravity theories including string corrections and tachyons: Unified analyses

    International Nuclear Information System (INIS)

    Hwang, Jai-chan; Noh, Hyerim

    2005-01-01

    We present cosmological perturbation theory based on generalized gravity theories including string theory correction terms and a tachyonic complication. The classical evolution as well as the quantum generation processes in these varieties of gravity theories are presented in unified forms. These apply both to the scalar- and tensor-type perturbations. Analyses are made based on the curvature variable in two different gauge conditions often used in the literature in Einstein's gravity; these are the curvature variables in the comoving (or uniform-field) gauge and the zero-shear gauge. Applications to generalized slow-roll inflation and its consequent power spectra are derived in unified forms which include a wide range of inflationary scenarios based on Einstein's gravity and others

  11. Analysis of general and specific combining abilities of popcorn populations, including selfed parents

    Directory of Open Access Journals (Sweden)

    José Marcelo Soriano Viana

    2003-12-01

    Full Text Available Estimation of general and specific combining ability effects in a diallel analysis of cross-pollinating populations, including the selfed parents, is presented in this work. The restrictions considered satisfy the parametric values of the GCA and SCA effects. The method is extended to self-pollinating populations (suitable for other species, without the selfed parents. The analysis of changes in population means due to inbreeding (sensitivity to inbreeding also permits to assess the predominant direction of dominance deviations and the relative genetic variability in each parent population. The methodology was used to select popcorn populations for intra- and inter-population breeding programs and for hybrid production, developed at the Federal University of Viçosa, MG, Brazil. Two yellow pearl grain popcorn populations were selected.

  12. Is it time to include point-of-care ultrasound in general surgery training? A review to stimulate discussion.

    Science.gov (United States)

    Mollenkopf, Maximilian; Tait, Noel

    2013-12-01

    Point-of-care ultrasound scanning or POCUS is a focused ultrasound (US) scan, performed by non-imaging clinicians during physical examination, an invasive procedure or surgery. As this technology becomes cheaper, smaller and easier to use, its scope for use by surgeons grows, a trend that may generate a gap between use and training. Opportunities for enhanced general surgery skill sets may be reduced unless consideration is given to inclusion of POCUS in general surgery training. To stimulate discussion regarding inclusion of POCUS in the general surgery curriculum; to resource this discussion with an overview of current trends and issues around POCUS; and to discuss concerns and controversies that may arise if POCUS was adopted into general surgery training. A literature search was performed using PUBMED, MEDLINE, Google and Google Scholar, using the terms 'ultrasound', 'point-of-care-ultrasound', 'bedside ultrasound', 'portable ultrasound' and 'hand-held ultrasound'. Literature, references and non-literature resources found were reviewed for relevance to US education in general surgery. Increasingly, medical students are graduating with basic POCUS skills. Specialty-specific uses of POCUS are proliferating. Training and assessment resources are not keeping up, in accessibility or standardization. A learned surgical college led training and accreditation process would require aligned education in anatomy and US technology and collaboration with the specialist imaging community to ensure appropriate standards are clarified and met. Research is also required into how general surgery trainees can best achieve and maintain POCUS competence. © 2013 Royal Australasian College of Surgeons.

  13. A generalized model for optimal transport of images including dissipation and density modulation

    KAUST Repository

    Maas, Jan

    2015-11-01

    © EDP Sciences, SMAI 2015. In this paper the optimal transport and the metamorphosis perspectives are combined. For a pair of given input images geodesic paths in the space of images are defined as minimizers of a resulting path energy. To this end, the underlying Riemannian metric measures the rate of transport cost and the rate of viscous dissipation. Furthermore, the model is capable to deal with strongly varying image contrast and explicitly allows for sources and sinks in the transport equations which are incorporated in the metric related to the metamorphosis approach by Trouvé and Younes. In the non-viscous case with source term existence of geodesic paths is proven in the space of measures. The proposed model is explored on the range from merely optimal transport to strongly dissipative dynamics. For this model a robust and effective variational time discretization of geodesic paths is proposed. This requires to minimize a discrete path energy consisting of a sum of consecutive image matching functionals. These functionals are defined on corresponding pairs of intensity functions and on associated pairwise matching deformations. Existence of time discrete geodesics is demonstrated. Furthermore, a finite element implementation is proposed and applied to instructive test cases and to real images. In the non-viscous case this is compared to the algorithm proposed by Benamou and Brenier including a discretization of the source term. Finally, the model is generalized to define discrete weighted barycentres with applications to textures and objects.

  14. The informal curriculum - general practitioner perceptions of ethics in clinical practice.

    Science.gov (United States)

    Sturman, Nancy J; Parker, Malcolm; van Driel, Mieke L

    2012-12-01

    Australian medical students should graduate with an understanding of the principles of medical law and ethics, and their application to clinical settings. Although student perspectives have been studied previously, the teacher experience of ethical issues also needs to be understood, particularly in the general practice setting. Interviews were conducted with a convenience sample of 13 general practitioner teachers. They were asked to reflect on common and/or important ethical issues in their day-to-day practice. An inductive thematic analysis of the data was performed by two investigators, who reached a consensus on major themes using an iterative, dialogic process. Participants reported negotiating ethical issues frequently. Major themes included patient-doctor relationships, professional differences, truth-telling, ethically 'grey' areas and the personal demands of ethical decision making. General practitioners in this study describe sometimes needing to apply judgement and compromise in situations involving legal or ethical issues, in order to act in the best interests of patients and to successfully negotiate the patient-doctor relationship. Students learning in this clinical context may perceive mixed messages and ethical lapses in these challenging 'grey' areas. The ethical acumen and emotional resilience of both students and clinical teachers may be enhanced by ongoing reflective discussion with colleagues.

  15. Including a Programming Course in General Education: Are We Doing Enough?

    Science.gov (United States)

    Ferguson, Roger C.; Leidig, Paul M.; Reynolds, John H.

    2015-01-01

    General education is more than a list of required courses a student must take to complete their degree. For most universities, general education is the groundwork for the student's university experience. These courses span multiple disciplines and allow students to experience a wide range of topics on their path to graduation. Programming classes,…

  16. Einstellungen von Studierenden zur Allgemeinmedizin: Einflüsse von Geschlecht, Blockpraktikum und Gesamtcurriculum [Attitudes of medical students towards general practice: Effects of gender, a general practice clerkship and a modern curriculum

    Directory of Open Access Journals (Sweden)

    Kruschinski, Carsten

    2011-02-01

    Full Text Available [english] Aims: Planning a career in general practice depends on positive attitudes towards primary care. The aim of this study was to compare attitudes of medical students of a Modern Curriculum at Hannover Medical School with those of the Traditional Curriculum before (pre and after (post a three-week clerkship in general practice. In parallel, we aimed to analyse several other variables such as age and gender, which could influence the attitudes.Methods: Prospective survey of n=287 5th-year students. Attitudes (dependent variable, Likert-scale items as well as socio-demographic characteristics (age, gender, rural/urban background, school leaving examination grades, former qualifications, experiences in general practice and career plans were requested. Attitudes were analysed separately according to these characteristics (e.g. career plans: general practitioner (GP/specialist, curriculum type and pre/post the clerkship in general practice. Bi- and multivariate statistical analysis was used including a factor analysis for grouping of the attitude items. Results: Most and remarkable differences of attitudes were seen after analysis according to gender. Women appreciated general practice more than men including a greater interest in chronic diseases, communication and psychosocial aspects. The clerkship (a total of n=165 students of the “post” survey could be matched contributed to positive attitudes of students of both gender, whereas the different curricula did not show such effects.Conclusions: Affective learning goals such as a positive attitude towards general practice have depended more on characteristics of students (gender and effects of a clerkship in general practice than on the curriculum type (modern, traditional so far. For the development of outcomes in medical education research as well as for the evolution of the Modern Curriculum such attitudes and other affective learning goals should be considered more frequently. [german

  17. 75 FR 47644 - General Electric Company, Transportation Division, Including On-Site Leased Workers From Adecco...

    Science.gov (United States)

    2010-08-06

    ... DEPARTMENT OF LABOR Employment and Training Administration [TA-W-71,174] General Electric Company... that was totally or partially separated from employment. It was determined, however, that imports of... Globalization Adjustment Assistance Act of 2009, section 222 of the Act (19 U.S.C. 2272) covers foreign...

  18. In the Beginning of the Middle: Curriculum Considerations for Middle School General Music

    Science.gov (United States)

    Giebelhausen, Robin

    2015-01-01

    Middle school general music is an experience that numerous music educators feel underprepared to teach. Because many undergraduate programs spend little time on this teaching scenario and because the challenges of middle school general music are different from those of elementary general music or middle school ensembles, teachers often lack the…

  19. Possible Simple Structures of the Universe to Include General Relativity Effects

    Directory of Open Access Journals (Sweden)

    Corneliu BERBENTE

    2017-12-01

    Full Text Available The general relativity describes the universe properties, the gravity playing a fundamental role. One uses a metric tensor in a Riemann space, g  , which should be in agreement with a mass (or energy tensor in order to satisfy the Einstein equation of the general relativity [1]. This equation contains the Ricci curvature as well. In general, applications are done considering that a chosen metric is valid without region limits. In fact, the density of the energy whose distribution is however unknown is variable in universe; therefore, the metrics need to be adapted to different regions. For this reason one suggests to start with a simple, average mass-energy distribution that could represent in a first step the actual universe. This suggestion is in agreement with the symmetrical distribution of equal spheres existing in a model of the early universe given by one of the authors. Two kinds of distribution are given. The possibility of black holes formation is studied and a criterion is given.

  20. Relation between generalized Bogoliubov and Bogoliubov-de Gennes approaches including Nambu-Goldstone mode

    International Nuclear Information System (INIS)

    Mine, M.; Okumura, M.; Yamanaka, Y.

    2005-01-01

    The two approaches of consistent quantum field theory for systems of the trapped Bose-Einstein condensates are known, one is the Bogoliubov-de Gennes approach and the other is the generalized Bogoliubov approach. In this paper, we investigate the relation between the two approaches and show that they are formally equivalent to each other. To do this one must carefully treat the Nambu-Goldstone mode which plays a crucial role in the condensation. It is emphasized that the choice of vacuum is physically relevant

  1. An approximate JKR solution for a general contact, including rough contacts

    Science.gov (United States)

    Ciavarella, M.

    2018-05-01

    In the present note, we suggest a simple closed form approximate solution to the adhesive contact problem under the so-called JKR regime. The derivation is based on generalizing the original JKR energetic derivation assuming calculation of the strain energy in adhesiveless contact, and unloading at constant contact area. The underlying assumption is that the contact area distributions are the same as under adhesiveless conditions (for an appropriately increased normal load), so that in general the stress intensity factors will not be exactly equal at all contact edges. The solution is simply that the indentation is δ =δ1 -√{ 2 wA‧ /P″ } where w is surface energy, δ1 is the adhesiveless indentation, A‧ is the first derivative of contact area and P‧‧ the second derivative of the load with respect to δ1. The solution only requires macroscopic quantities, and not very elaborate local distributions, and is exact in many configurations like axisymmetric contacts, but also sinusoidal waves contact and correctly predicts some features of an ideal asperity model used as a test case and not as a real description of a rough contact problem. The solution permits therefore an estimate of the full solution for elastic rough solids with Gaussian multiple scales of roughness, which so far was lacking, using known adhesiveless simple results. The result turns out to depend only on rms amplitude and slopes of the surface, and as in the fractal limit, slopes would grow without limit, tends to the adhesiveless result - although in this limit the JKR model is inappropriate. The solution would also go to adhesiveless result for large rms amplitude of roughness hrms, irrespective of the small scale details, and in agreement with common sense, well known experiments and previous models by the author.

  2. Including an Autistic Middle School Child in General Physical Education: A Case Study

    Science.gov (United States)

    Jones, Kristen J.; Block, Martin E.

    2006-01-01

    Autism is a brain disorder that affects a person's social, communication, and behavioral skills. Social deficits are noted by the child's lack of interest or inability to interact with peers and family members. This article highlights some of the successful methods and techniques used to include an autistic middle school child in a general…

  3. 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)

  4. 76 FR 27669 - Penske Logistics LLC, a Subsidiary of General Electric/Penske Corporation Including On-Site...

    Science.gov (United States)

    2011-05-12

    ... DEPARTMENT OF LABOR Employment and Training Administration [TA-W-74,897] Penske Logistics LLC, a Subsidiary of General Electric/Penske Corporation Including On-Site Leased Workers From Kelly Temporary... workers and former workers of Penske Logistics LLC, a subsidiary of General Electric/Penske Corporation...

  5. 76 FR 17447 - Penske Logistics LLC a Subsidiary of General Electric/Penske Corporation Including On-Site Leased...

    Science.gov (United States)

    2011-03-29

    ... DEPARTMENT OF LABOR Employment and Training Administration [TA-W-74,897] Penske Logistics LLC a Subsidiary of General Electric/Penske Corporation Including On-Site Leased Workers From Kelly Temporary... (TAA) applicable to workers and former workers of Penske Logistics LLC, a subsidiary of General...

  6. Effects of Implementing a Hybrid Wet Lab and Online Module Lab Curriculum into a General Chemistry Course: Impacts on Student Performance and Engagement with the Chemistry Triplet

    Science.gov (United States)

    Irby, Stefan M.; Borda, Emily J.; Haupt, Justin

    2018-01-01

    Here, we describe the implementation a hybrid general chemistry teaching laboratory curriculum that replaces a portion of a course's traditional "wet lab" experiences with online virtual lab modules. These modules intentionally utilize representations on all three levels of the chemistry triplet-macroscopic, submicroscopic, and symbolic.…

  7. Supporting Student Self-Regulation to Access the General Education Curriculum

    Science.gov (United States)

    Korinek, Lori; deFur, Sharon H.

    2016-01-01

    Educators express an almost universal desire for students to exhibit self-control--that is, manage, monitor, and assess their own social and academic behaviors. These skills comprise self-regulation, a complex set of functions derived from several fields of research, including social cognition (Zimmerman, 2000), self-determination (Wehmeyer &…

  8. 75 FR 11920 - General Electric Lighting-Ravenna Lamp Plant, Lighting Division, Including On-Site Leased Workers...

    Science.gov (United States)

    2010-03-12

    ... to the production of high intensity discharge lamps. The review shows that on August 24, 2007, a...-Ravenna Lamp Plant, Lighting Division, Including On-Site Leased Workers from Devore Technologies, Ravenna..., 2009, applicable to workers of General Electric Lighting-Ravenna Lamp Plant, Lighting Division...

  9. Eddy Effects in the General Circulation, Spanning Mean Currents, Mesoscale Eddies, and Topographic Generation, Including Submesoscale Nests

    Science.gov (United States)

    2014-09-30

    alongshore winds favoring upwelling circulation. As for the other EBUS (e.g., Humboldt, Benguela, and Canary Currents ), equatorward winds drive...Eddy Effects in the General Circulation, Spanning Mean Currents , Mesoscale Eddies, and Topographic Generation, Including Submesoscale Nests...environments OBJECTIVES The central scientific questions are how the eddies control the persistent currents by their eddy-induced momentum and buoyancy fluxes

  10. 75 FR 11918 - General Electric Kentucky Glass Plant, Lighting, LLC, Including On-Site Leased Workers From the...

    Science.gov (United States)

    2010-03-12

    ... DEPARTMENT OF LABOR Employment and Training Administration [TA-W-72,011] General Electric Kentucky Glass Plant, Lighting, LLC, Including On-Site Leased Workers From the Patty Tipton Company, Aetna Building Maintenance, and Concentra, Lexington, KY; Amended Certification Regarding Eligibility To Apply for Worker Adjustment Assistance In accordanc...

  11. Curriculum structure: principles and strategy

    NARCIS (Netherlands)

    Oliver, R.; Kersten, H.; Vinkka-Puhakka, H.; Alpaslan, 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.

    2008-01-01

    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

  12. Creating effective environmental education: A case study utilizing an integrative teaching methodology to develop positive environmental attitudes and behaviors in the secondary general science curriculum

    Science.gov (United States)

    O'Connor, Teresa M.

    Many years of teaching environmental issues years has revealed that giving students only "the facts" frequently leaves them with a sense of hopelessness about the future of life on this planet. Problems of the environment often seem large and complex, and student's feel there is nothing "they" can do. In response, a curriculum was developed that permits students to learn about action strategies they can partake in that would make a small contribution towards a solution, as well as exploring their own values and attitudes about environmental issues. The curriculum also attempts to foster positive attitudes and beliefs about the natural world. The curriculum contains three distinct units, focusing on energy, atmospheric issues, and the loss of habitat and rainforest. It was taught in sixty-one sessions over a fourteen week period in a standard level ninth grade General Science class of twenty-four students, at Harriton High School in the Lower Merion School District in the suburbs of Philadelphia. The dissertation is presented as a case study that is the author's construction of the actual experience, developed from audio tapes of the classroom sessions, personal logs, and data collected from the students. The dissertation presents an in-depth case study of the development, the actual implementation, and subsequent evaluation of this environmental curriculum, and gives an in-depth view of life in this class.

  13. 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.…

  14. Recreation and Park Education Curriculum Catalog, 1974-1975 Biennial Directory.

    Science.gov (United States)

    Society of Park and Recreation Educators, Arlington, VA.

    This catalog lists general, curriculum, and financial assistance information about park and recreation programs for 119 colleges and universities in the U.S. and Canada. General information includes the location and mailing address of the institution, enrollment data, and tuition and fees. Curriculum information includes the program title,…

  15. India: General Survey Unit for World Civilization Course Curriculum Project. Fulbright-Hays Summer Seminars Abroad, 1997 (India).

    Science.gov (United States)

    Brinton, Victoria

    This unit is intended to provide high school students with a general knowledge of the history and culture of India. Lessons include: (1) "Early India"; (2) "Indian Civilization 1500 BC - 500 AD: Hinduism"; (3) "Buddhism"; (4) "Indian Empires"; (5) "Indian Empires, Continued"; (6)…

  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. Generalization of the quasi-geostrophic Eliassen-Palm flux to include eddy forcing of condensation heating

    Science.gov (United States)

    Stone, P. H.; Salustri, G.

    1984-01-01

    A modified Eulerian form of the Eliassen-Palm flux which includes the effect of eddy forcing on condensation heating is defined. With the two-dimensional vector flux in the meridional plane which is a function of the zonal mean eddy fluxes replaced by the modified flux, both the Eliassen-Palm theorem and a modified but more general form of the nonacceleration theorem for quasi-geostrophic motion still hold. Calculations of the divergence of the modified flux and of the eddy forcing of the moisture field are presented.

  18. 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.

  19. Comorbid subjective health complaints in patients with sciatica: a prospective study including comparison with the general population.

    Science.gov (United States)

    Grøvle, Lars; Haugen, Anne J; Ihlebaek, Camilla M; Keller, Anne; Natvig, Bård; Brox, Jens I; Grotle, Margreth

    2011-06-01

    Chronic nonspecific low back pain is accompanied by high rates of comorbid mental and physical conditions. The aims of this study were to investigate if patients with specific back pain, that is, sciatica caused by lumbar herniation, report higher rates of subjective health complaints (SHCs) than the general population and if there is an association between change in sciatica symptoms and change in SHCs over a 12-month period. A multicenter cohort study of 466 sciatica patients was conducted with follow-up at 3 months and 1 year. Comorbid SHCs were measured by 27 items of the SHC inventory. Odds ratios (ORs) for each SHC were calculated with comparison to a general population sample (n=928) by logistic regression. The SHC number was calculated by summing all complaints present. At baseline, the ORs for reporting SHCs for the sciatica patients were significantly elevated in 15 of the 27 items with a mean (S.D.) SHC number of 7.5 (4.4), compared to 5.2 (4.4) in the general population (Psciatica, the SHC number was reduced to normal levels. Among those with persisting or worsening sciatica, the number increased to a level almost double that of the general population. Compared to the general population, the prevalence of subjective health complaints in sciatica is increased. During follow-up, the number of health complaints increased in patients with persisting or worsening sciatica. Copyright © 2010 Elsevier Inc. All rights reserved.

  20. 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…

  1. School organization and the mobilization of teachers and students in the use of a new general secondary education curriculum in East Timor

    Directory of Open Access Journals (Sweden)

    Ana Margarida Capelo

    2015-07-01

    Full Text Available Given that reforms involving how to deal with the past are extremely difficult, especially when the past involves memories of victimization, death, and destruction so widespread that a high percentage of the population is affected, the main purpose of this article is to describe how the general secondary education (GSE curriculum in East Timor –an ancient Portuguese colony– is organized in terms of principles and objectives, themes, and methodological guidelines that give priority to assisting students to minimize or manage problems associated with conflict. Subsequently, the current state of GSE is characterized, in terms of school organization and logistics, and mobilization of teachers and students in using the new curriculum. The empirical results show that curricular materials incorporate aspects that can contribute to understanding and minimizing or managing problems created by the conflict, as well as contributing to avoid new conflicts. Nevertheless, although textbooks incorporate these aspects and teachers and students express interest in use them, problems remain regarding their appropriate usage due to numerous factors such as: logistics; school organization and poor teacher skills, despite training given and continued focused investment.

  2. Curriculum Guidelines for Pathology and Oral Pathology.

    Science.gov (United States)

    Journal of Dental Education, 1985

    1985-01-01

    Guidelines for dental school pathology courses describe the interrelationships of general, systemic, and oral pathology; primary educational goals; prerequisites; a core curriculum outline and behavioral objectives for each type of pathology. Notes on sequencing, faculty, facilities, and occupational hazards are included. (MSE)

  3. Curriculum optimization of College of Optical Science and Engineering

    Science.gov (United States)

    Wang, Xiaoping; Zheng, Zhenrong; Wang, Kaiwei; Zheng, Xiaodong; Ye, Song; Zhu, Yuhui

    2017-08-01

    The optimized curriculum of College of Optical Science and Engineering is accomplished at Zhejiang University, based on new trends from both research and industry. The curriculum includes general courses, foundation courses such as mathematics and physics, major core courses, laboratory courses and several module courses. Module courses include optical system designing, optical telecommunication, imaging and vision, electronics and computer science, optoelectronic sensing and metrology, optical mechanics and materials, basics and extension. These curricula reflect the direction of latest researches and relates closely with optoelectronics. Therefore, students may combine flexibly compulsory courses with elective courses, and establish the personalized curriculum of "optoelectronics + X", according to their individual strengths and preferences.

  4. An Asset Pricing Approach to Testing General Term Structure Models including Heath-Jarrow-Morton Specifications and Affine Subclasses

    DEFF Research Database (Denmark)

    Christensen, Bent Jesper; van der Wel, Michel

    of the risk premium is associated with the slope factor, and individual risk prices depend on own past values, factor realizations, and past values of other risk prices, and are significantly related to the output gap, consumption, and the equity risk price. The absence of arbitrage opportunities is strongly...... is tested, but in addition to the standard bilinear term in factor loadings and market prices of risk, the relevant mean restriction in the term structure case involves an additional nonlinear (quadratic) term in factor loadings. We estimate our general model using likelihood-based dynamic factor model...... techniques for a variety of volatility factors, and implement the relevant likelihood ratio tests. Our factor model estimates are similar across a general state space implementation and an alternative robust two-step principal components approach. The evidence favors time-varying market prices of risk. Most...

  5. Design and Evaluation of a One-Semester General Chemistry Course for Undergraduate Life Science Majors

    Science.gov (United States)

    Schnoebelen, Carly; Towns, Marcy H.; Chmielewski, Jean; Hrycyna, Christine A.

    2018-01-01

    The chemistry curriculum for undergraduate life science majors at Purdue University has been transformed to better meet the needs of this student population and prepare them for future success. The curriculum, called the 1-2-1 curriculum, includes four consecutive and integrated semesters of instruction in general chemistry, organic chemistry, and…

  6. Radiation protection in the diagnostic radiology. General viewpoint including CT; Strahlenschutz in der diagnostischen Radiologie. Allgemeine Sichtweise einschliesslich CT

    Energy Technology Data Exchange (ETDEWEB)

    Kroepil, Patric [Universitaetsklinikum Duesseldorf (Germany). Inst. fuer Diagnostische und Interventionelle Radiologie

    2017-07-01

    Radiation protection in radiology has received public attention due to reports in the media on radiation hazards due to CT. The contribution covers the issues radiation protection in radiology, including the documentation of dose information, the responsibility of radiologists for their patients, new developments with respect to dose intensive CT and the changes due to the new radiation protection law.

  7. Study Modules for Calculus-Based General Physics. [Includes Modules 38-40: Optical Instruments; Diffraction; and Alternating Current Circuits].

    Science.gov (United States)

    Fuller, Robert G., Ed.; And Others

    This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

  8. Study Modules for Calculus-Based General Physics. [Includes Modules 41 and 42: Lenses and Mirrors; Relativity; and Appendix].

    Science.gov (United States)

    Fuller, Robert G., Ed.; And Others

    This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

  9. Study Modules for Calculus-Based General Physics. [Includes Modules 6 and 7: Work and Energy; Applications of Newton's Laws].

    Science.gov (United States)

    Fuller, Robert G., Ed.; And Others

    This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

  10. Study Modules for Calculus-Based General Physics. [Includes Modules 3-5: Planar Motion; Newton's Laws; and Vector Multiplication].

    Science.gov (United States)

    Fuller, Robert G., Ed.; And Others

    This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

  11. Study Modules for Calculus-Based General Physics. [Includes Modules 24-26: Electric Potential; Ohm's Law; and Capacitors].

    Science.gov (United States)

    Fuller, Robert G., Ed.; And Others

    This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

  12. Application of the nuclear field theory to monopole interactions which include all the vertices of a general force

    International Nuclear Information System (INIS)

    Bes, D.R.; Dussel, G.G.; Liotta, R.J.; Sofia, H.M.; Broglia, R.A.

    1976-01-01

    The field treatment is applied to the monopole pairing and monopole particle-hole interactions in a two-level model. All the vertices of realistic interactions appear, and the problems treated here have most of the complexities of real nuclei. Yet, the model remains sufficiently simple, so that a close comparison with the results of a (conventional) treatment in which only the fermion degrees of freedom are considered is possible. The applicability to actual physical situations appears to be feasible, both for schematic or realistic forces. The advantage of including the exchange components of the interaction in the construction of the phonon is discussed. (Auth.)

  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. General Education Issues, Distance Education Practices: Building Community and Classroom Interaction through the Integration of Curriculum, Instructional Design, and Technology.

    Science.gov (United States)

    Childers, Jeri L.; Berner, R. Thomas

    2000-01-01

    Examines the issues in a case study surrounding the integration of videoconferencing and Web-based instruction to bring the literature of journalism to life for undergraduate students. Sets forth examples of principles and practices for successful integration of distance education and general education. Also describes the students' reactions in…

  15. 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

  16. 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.

  17. 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…

  18. 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.

  19. The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers.

    Science.gov (United States)

    Sermier Dessemontet, Rachel; Bless, Gérard

    2013-03-01

    This study aimed at assessing the impact of including children with intellectual disability (ID) in general education classrooms with support on the academic achievement of their low-, average-, and high-achieving peers without disability. A quasi-experimental study was conducted with an experimental group of 202 pupils from classrooms with an included child with mild or moderate ID, and a control group of 202 pupils from classrooms with no included children with special educational needs (matched pairs sample). The progress of these 2 groups in their academic achievement was compared over a period of 1 school year. No significant difference was found in the progress of the low-, average-, or high-achieving pupils from classrooms with or without inclusion. The results suggest that including children with ID in primary general education classrooms with support does not have a negative impact on the progress of pupils without disability.

  20. 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.

  1. 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…

  2. 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.

  3. 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…

  4. 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…

  5. Generalized two-dimensional (2D) linear system analysis metrics (GMTF, GDQE) for digital radiography systems including the effect of focal spot, magnification, scatter, and detector characteristics.

    Science.gov (United States)

    Jain, Amit; Kuhls-Gilcrist, Andrew T; Gupta, Sandesh K; Bednarek, Daniel R; Rudin, Stephen

    2010-03-01

    The MTF, NNPS, and DQE are standard linear system metrics used to characterize intrinsic detector performance. To evaluate total system performance for actual clinical conditions, generalized linear system metrics (GMTF, GNNPS and GDQE) that include the effect of the focal spot distribution, scattered radiation, and geometric unsharpness are more meaningful and appropriate. In this study, a two-dimensional (2D) generalized linear system analysis was carried out for a standard flat panel detector (FPD) (194-micron pixel pitch and 600-micron thick CsI) and a newly-developed, high-resolution, micro-angiographic fluoroscope (MAF) (35-micron pixel pitch and 300-micron thick CsI). Realistic clinical parameters and x-ray spectra were used. The 2D detector MTFs were calculated using the new Noise Response method and slanted edge method and 2D focal spot distribution measurements were done using a pin-hole assembly. The scatter fraction, generated for a uniform head equivalent phantom, was measured and the scatter MTF was simulated with a theoretical model. Different magnifications and scatter fractions were used to estimate the 2D GMTF, GNNPS and GDQE for both detectors. Results show spatial non-isotropy for the 2D generalized metrics which provide a quantitative description of the performance of the complete imaging system for both detectors. This generalized analysis demonstrated that the MAF and FPD have similar capabilities at lower spatial frequencies, but that the MAF has superior performance over the FPD at higher frequencies even when considering focal spot blurring and scatter. This 2D generalized performance analysis is a valuable tool to evaluate total system capabilities and to enable optimized design for specific imaging tasks.

  6. Mississippi Curriculum Framework for Drafting and Design Technology (Program CIP: 48.0102--Architectural Drafting Technology) (Program CIP: 48.0101--General Drafting). Postsecondary Programs.

    Science.gov (United States)

    Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

    This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the two course sequences of the state's postsecondary-level drafting and design technology program: architectural drafting technology and drafting and design technology. Presented first are a program description and…

  7. Languages Across the Curriculum. Translation Perspectives VII. 1994. Invited Essays on the Use of Foreign Languages throughout the Postsecondary Curriculum.

    Science.gov (United States)

    Straight, H. Stephen, Ed.

    The papers in this special issue provide both a general overview and detailed discussion of specific examples of the languages across the curriculum (LAC) movement that is currently gaining momentum in colleges and universities in the United States. Papers include: (1) "International Students as Resource Specialists: Binghamton's Languages…

  8. 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.

  9. 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.

  10. 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,…

  11. K-6 Science Curriculum.

    Science.gov (United States)

    Blueford, J. R.; And Others

    A unified science approach is incorporated in this K-6 curriculum mode. The program is organized into six major cycles. These include: (1) science, math, and technology cycle; (2) universe cycle; (3) life cycle; (4) water cycle; (5) plate tectonics cycle; and (6) rock cycle. An overview is provided of each cycle's major concepts. The topic…

  12. 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

  13. 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)

  14. General needs assessment: Besteht Interesse an Fortbildung in Evidenz-basierte Medizin? Eine Umfrage unter Lehrärzten für Allgemeinmedizin [General needs assessment for an evidence-based medicine curriculum - a survey among general practitioners involved in teaching

    Directory of Open Access Journals (Sweden)

    Moßhammer, Dirk

    2010-02-01

    Full Text Available [english] Introduction: Practice- and patient-oriented evidence-based medicine (EBM curricula can improve patient care. Curriculum development is based on an initial needs assessment of the targeted participants. It is unknown whether general practitioners (GPs involved in teaching are actually interested in EBM curricula. Therefore, the aim of this study was to quantitatively and qualitatively assess the interest of these GPs in further training in EBM. Methods: Our 202 GPs were involved in a written survey using standardized questionnaires addressing their interest in and proposals for EBM curricula, along with their favored topics. Data on course fee and time the teaching physicians are willing to invest for EBM curricula were also collected. Results: The response rate was 70 percent (n = 141. Among the respondents, 64 percent were interested in EBM curricula (n = 90, 23 percent were not (n = 23, and 13 percent were unsure (n = 18. The most favored topics were “Guidelines” (64 percent, n = 69, “Meta-Analysis” (60 percent, n = 65, “Critical Reading” (54 percent, n = 58, and “Asking Research Questions” (49 percent, n = 53. The 43 proposals were related to course themes (e.g., physician–patient interaction, socio-ethical aspects, health economics, and prevention and teaching methods (e.g., continuous courses, Internet platforms, e-learning, reports, case reports, own reports. Almost 40 percent of the responding GPs were willing to invest up to six to eight hours in an EBM curriculum (n = 33. On the other hand, according to about one-third (n = 27, EBM curricula should be held continuously. Sixty-four percent of the responding GPs (n = 77 were willing to pay a maximum of 25 euros per curriculum lesson. Conclusion: The results suggest that it would be effective to offer at first a short EBM curriculum for GPs involved in teaching. A continuous curriculum might also be considered. A test calculation or a test run should be

  15. 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…

  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. 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…

  18. Assimilating Traditional Healing Into Preventive Medicine Residency Curriculum.

    Science.gov (United States)

    Kesler, Denece O; Hopkins, L Olivia; Torres, Eliseo; Prasad, Arti

    2015-11-01

    Comprehensive cultural competency includes knowledge and awareness of culturally based healing and wellness practices. Healthcare providers should be aware of the individual patient's beliefs, culture, and use of culturally based health practices because patients may adopt such practices for general wellness or as adjunct therapies without the benefit of discussion with their healthcare provider. This article describes the culturally based traditional healing curriculum that has been implemented in the University of New Mexico Public Health and General Preventive Medicine Residency Program in order to fulfill this knowledge necessity. Curricular elements were added in a stepwise manner starting in 2011, with the full content as described implemented starting in 2013. Data were collected annually with evaluation of the full curriculum occurring in 2015. New Mexico has a diverse population base that includes predominantly Hispanic and Native American cultures, making the inclusion of curriculum regarding traditional healing practices very pertinent. Residents at the University of New Mexico were educated through several curricular components about topics such as Curanderismo, the art of Mexican Folk Healing. An innovative approach was used, with a compendium of training methods that included learning directly from traditional healers and participation in healing practices. The incorporation of this residency curriculum resulted in a means to produce physicians well trained in approaching patient care and population health with knowledge of culturally based health practices in order to facilitate healthy patients and communities. Copyright © 2015 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

  19. Homozygous deletion of six genes including corneodesmosin on chromosome 6p21.3 is associated with generalized peeling skin disease.

    Science.gov (United States)

    Teye, Kwesi; Hamada, Takahiro; Krol, Rafal P; Numata, Sanae; Ishii, Norito; Matsuda, Mitsuhiro; Ohata, Chika; Furumura, Minao; Hashimoto, Takashi

    2014-07-01

    Peeling skin syndrome (PSS) is a rare autosomal recessive form of ichthyosis showing skin exfoliation. PSS is divided into acral and generalized PSS, and the latter is further classified into non-inflammatory type (PSS type A) and inflammatory type (PSS type B). PSS type B is now called peeling skin disease (PSD). Different loss-of-function mutations in the corneodesmosin (CDSN) gene have been reported to cause PSD. The aim of this study was to determine genetic basis of disease in a 14-year-old Japanese patient with PSD. Immunohistochemical study showed lack of corneodesmosin (CDSN) in the skin, and standard PCR for genomic DNA failed to amplify CDSN product, suggesting CDSN defect. Multiplex ligation-dependent probe amplification and genomic quantitative real-time PCR analyses detected large homozygous deletion of 59,184bp extending from 40.6kb upstream to 13.2kb downstream of CDSN, which included 6 genes (TCF19, CCHCR1, PSORS1C2, PSORS1C1, CDSN and C6orf15). The continuous gene lost did not result in additional clinical features. Inverted repeats with 85% similarity flanking the deletion breakpoint were considered to mediate the deletion by non-homologous end joining or fork stalling and template switching/microhomology-mediated break-induced replication. Parents were clinically unaffected and were heterozygote carriers of the same deletion, which was absent in 284 ethnically matched control alleles. We also developed simple PCR method, which is useful for detection of this deletion. Although 5 other genes were also deleted, homozygous deletion of CDSN was considered to be responsible for this PSD. Copyright © 2014 Japanese Society for Investigative Dermatology. Published by Elsevier Ireland Ltd. All rights reserved.

  20. 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.

  1. An Evaluation of the New Curriculum at the University of California, Berkeley, School of Optometry.

    Science.gov (United States)

    Harris, Michael G.; Kashani, Sandy; Saroj, Namrata

    2001-01-01

    Evaluated the new curriculum at the University of California, Berkeley, School of Optometry by comparing the content of the new curriculum to the old curriculum and by surveying faculty and students regarding their opinion of the new curriculum. Findings indicated that the curriculum is successful in implementing desired changes, including reduced…

  2. 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

  3. Science in the General Educational Development (GED) curriculum: Analyzing the science portion of GED programs and exploring adult students' attitudes toward science

    Science.gov (United States)

    Hariharan, Joya Reena

    The General Educational Development (GED) tests enable people to earn a high school equivalency diploma and help them to qualify for more jobs and opportunities. Apart from this main goal, GED courses aim at enabling adults to improve the condition of their lives and to cope with a changing society. In today's world, science and technology play an exceedingly important role in helping people better their lives and in promoting the national goals of informed citizenship. Despite the current efforts in the field of secondary science education directed towards scientific literacy and the concept of "Science for all Americans", the literature does not reflect any corresponding efforts in the field of adult education. Science education research appears to have neglected a population that could possibly benefit from it. The purpose of this study is to explore: the science component of GED programs, significant features of the science portion of GED curricula and GED science materials, and adult learners' attitudes toward various aspects of science. Data collection methods included interviews with GED students and instructors, content analysis of relevant materials, and classroom observations. Data indicate that the students in general feel that the science they learn should be relevant to their lives and have direct applications in everyday life. Student understanding of science and interest in it appears to be contingent to their perceiving it as relevant to their lives and to society. Findings indicate that the instructional approaches used in GED programs influence students' perceptions about the relevance of science. Students in sites that use strategies such as group discussions and field trips appear to be more aware of science in the world around them and more enthusiastic about increasing this awareness. However, the dominant strategy in most GED programs is individual reading. The educational strategies used in GED programs generally focus on developing reading

  4. Including 10-Gigabit-capable Passive Optical Network under End-to-End Generalized Multi-Protocol Label Switching Provisioned Quality of Service

    DEFF Research Database (Denmark)

    Brewka, Lukasz Jerzy; Gavler, Anders; Wessing, Henrik

    2012-01-01

    of the network where quality of service signaling is bridged. This article proposes strategies for generalized multi-protocol label switching control over next emerging passive optical network standard, i.e., the 10-gigabit-capable passive optical network. Node management and resource allocation approaches...... are discussed, and possible issues are raised. The analysis shows that consideration of a 10-gigabit-capable passive optical network as a generalized multi-protocol label switching controlled domain is valid and may advance end-to-end quality of service provisioning for passive optical network based customers.......End-to-end quality of service provisioning is still a challenging task despite many years of research and development in this area. Considering a generalized multi-protocol label switching based core/metro network and resource reservation protocol capable home gateways, it is the access part...

  5. 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

  6. A general tank test of a model of the hull of the Pem-1 flying boat including a special working chart for the determination of hull performance

    Science.gov (United States)

    Dawson, John R

    1938-01-01

    The results of a general tank test of a 1/6 full-size model of the hull of the Pem-1 flying boat (N.A.C.A. model 18) are given in non-dimensional form. In addition to the usual curves, the results are presented in a new form that makes it possible to apply them more conveniently than in the forms previously used. The resistance was compared with that of N.A.C.A. models 11-C and 26(Sikorsky S-40) and was found to be generally less than the resistance of either.

  7. 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.

  8. Survey of Attitudes towards Curriculum Reforms among Medical Teachersin Different Socio-economic and Cultural Environments

    DEFF Research Database (Denmark)

    Dahl, Mads Ronald

    2007-01-01

    Curriculum reforms in medical schools require cultural and conceptual changes from the faculty. We assessed attitudes towards curriculum reforms in different academic, economic, and social environments among 776 teachers from 2 Western European medical schools (Belgium and Denmark) and 7 medical...... schools in 3 countries in post-communist transition (Croatia, Slovenia, Bosnia and Herzegovina). The survey included a 5-point Likert-type scale on attitudes towards reforms in general and towards reforms of medical curriculum (10 items each). Teaching staff from medical schools in Bosnia and Herzegovina...... had more positive attitude towards reforms of medical curriculum (mean score 36.8 out of maximum 50 [95% CI 36.1 to 37.3]) than those from medical schools in Croatia or Slovenia (30.7 [29.8 to 31.6]) or Western Europe (27.7 [27.1 to 28.3]) (Pattitudes...

  9. Engineering the curriculum: Towards an adaptive curriculum

    Science.gov (United States)

    Johns-Boast, Lynette Frances

    The curriculum is one of the most important artefacts produced by higher education institutions, yet it is one of the least studied. Additionally, little is known about the decision-making of academics when designing and developing their curricula, nor how they make use of them. This research investigates how 22 Australian higher education engineering, software engineering, computer science, and information systems academics conceive of curriculum, what approaches they take when designing, and developing course and program curricula, and what use they make of the curriculum. It also considers the implications of these conceptions and behaviour upon their curricula. Data were collected through a series of one-to-one, in-depth, qualitative interviews as well as small focus group sessions and were analysed following Charmaz’ (2006) approach to grounded theory. In this thesis, I argue that the development of curricula for new higher degree programs and courses and / or the updating and innovating of an existing curriculum is a design problem. I also argue that curriculum is a complex adaptive system. Surrounding the design and development of a curriculum is a process of design that leads to the creation of a designed object - the official-curriculum. The official-curriculum provides the guiding principles for its implementation, which involves the design and development of the curriculum-in-use, its delivery, and evaluation. Data show that while the participants conceive of curriculum as a problem of design involving a design process leading to the development of the official-curriculum, surprisingly, their behaviour does not match their conceptions. Over a very short period, their behaviour leads to a process I have called curriculum drift where the official-curriculum and the curriculum-in-use drift away from each other causing the curriculum to lose its integrity. Curricular integrity is characterised through the attributes of alignment, coherence, and

  10. Developing a Telecommunications Curriculum for Students with Physical Disabilities.

    Science.gov (United States)

    Gandell, Terry S.; Laufer, Dorothy

    1993-01-01

    A telecommunications curriculum was developed for students (ages 15-21) with physical disabilities. Curriculum content included an internal mailbox program (Mailbox), interactive communication system (Blisscom), bulletin board system (Arctel), and a mainframe system (Compuserv). (JDD)

  11. 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 ...

  12. 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

  13. High-Value Consults: A Curriculum to Promote Point-of-Care, Evidence-Based Recommendations.

    Science.gov (United States)

    Nandiwada, Deepa Rani; Kohli, Amar; McNamara, Megan; Smith, Kenneth J; Zimmer, Shanta; McNeil, Melissa; Spagnoletti, Carla; Rubio, Doris; Berlacher, Kathryn

    2017-10-01

    In an era when value-based care is paramount, teaching trainees to explicitly communicate the evidence behind recommendations fosters high-value care (HVC) in the consultation process. To implement an HVC consult curriculum highlighting the need for clear consult questions, evidence-based recommendations to improve consult teaching, clinical decision-making, and the educational value of consults. A pilot curriculum was implemented for residents on cardiology consult electives utilizing faculty and fellows as evidence-based medicine (EBM) coaches. The curriculum included an online module, an EBM teaching point template, EBM presentations on rounds, and "coach" feedback on notes. A total of 15 residents and 4 fellows on cardiology consults participated, and 87% (13 of 15) of residents on consults felt the curriculum was educationally valuable. A total of 80% (72 of 90) of residents on general medicine rotations responded to the survey, and 25 of 72 residents (35%) had a consult with the EBM template. General medicine teams felt the EBM teaching points affected clinical decision-making (48%, 12 of 25) and favored dissemination of the curriculum (90%, 72 of 80). Checklist-guided chart review showed a 22% improvement in evidence-based summaries behind recommendations (7 of 36 precurriculum to 70 of 146 charts postcurriculum, P  = .015). The HVC consult curriculum during a cardiology elective was perceived by residents to influence clinical decision-making and evidence-based recommendations, and was found to be educationally valuable on both parties in the consult process.

  14. Figures of merit and constraints from testing general relativity using the latest cosmological data sets including refined COSMOS 3D weak lensing

    International Nuclear Information System (INIS)

    Dossett, Jason N.; Moldenhauer, Jacob; Ishak, Mustapha

    2011-01-01

    We use cosmological constraints from current data sets and a figure of merit approach in order to probe any deviations from general relativity at cosmological scales. The figure of merit approach is used to study and compare the constraining power of various combinations of data sets on the modified gravity (MG) parameters. We use the recently refined HST-COSMOS weak-lensing tomography data, the ISW-galaxy cross correlations from 2MASS and SDSS luminous red galaxy surveys, the matter power spectrum from SDSS-DR7 (MPK), the WMAP7 temperature and polarization spectra, the baryon acoustic oscillations from Two-Degree Field and SDSS-DR7, and the Union2 compilation of type Ia supernovae, in addition to other bounds from Hubble parameter measurements and big bang nucleosynthesis. We use three parametrizations of MG parameters that enter the perturbed field equations. In order to allow for variations of the parameters with the redshift and scale, the first two parametrizations use recently suggested functional forms while the third is based on binning methods. Using the first parametrization, we find that the CMB+ISW+WL combination provides the strongest constraints on the MG parameters followed by CMB+WL or CMB+MPK+ISW. Using the second parametrization or the binning methods, we find that the combination CMB+MPK+ISW consistently provides some of the strongest constraints. This shows that the constraints are parametrization dependent. We find that adding up current data sets does not improve consistently the uncertainties on MG parameters due to tensions between the best-fit MG parameters preferred by different data sets. Furthermore, some functional forms imposed by the parametrizations can lead to an exacerbation of these tensions. Next, unlike some studies that used the CFHTLS lensing data, we do not find any deviation from general relativity using the refined HST-COSMOS data, confirming previous claims in those studies that their result may have been due to some

  15. Blood pressure control status and relationship between salt intake and lifestyle including diet in hypertensive outpatients treated at a general hospital.

    Science.gov (United States)

    Ohta, Yuko; Kimura, Yorio; Kitaoka, Chie; Sakata, Tomoko; Abe, Isao; Kawano, Yuhei

    2017-01-01

    The purpose of the present study was to investigate blood pressure (BP) control and salt intake in hypertensive outpatients treated at a general hospital and to examine the relationship between their lifestyles and amount of salt intake. Subjects comprised 429 hypertensive patients (206 males, 223 females, and average age of 71 ± 11 years). We estimated 24-hour salt excretion using spot urine samples and assessed lifestyle using a self-description questionnaire. Average clinic BP and the number of antihypertensive drugs were 132 ± 11/73 ± 8 mmHg and 1.8 ± 0.9, respectively. In all subjects, average estimated salt intake was 9.2 ± 2.8 g/day and the rate of achievement of the estimated salt intake of hospital. It may be important to provide data on actual salt intake and guide salt restriction in the individual management of hypertension.

  16. Study Modules for Calculus-Based General Physics. [Includes Modules 18-20: Sound; Temperature, Heat, and Thermodynamics: First Law; and Kinetic Theory of Gases].

    Science.gov (United States)

    Fuller, Robert G., Ed.; And Others

    This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

  17. Study Modules for Calculus-Based General Physics. [Includes Modules 15-17: Gravitation; Simple Harmonic Motion; and Traveling Waves; plus a Partial Derivatives Review].

    Science.gov (United States)

    Fuller, Robert G., Ed.; And Others

    This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

  18. Study Modules for Calculus-Based General Physics. [Includes Modules 35-37: Reflection and Refraction; Electric Fields and Potentials from Continuous Charge Distributions; and Maxwell's Predictions].

    Science.gov (United States)

    Fuller, Robert G., Ed.; And Others

    This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

  19. Study Modules for Calculus-Based General Physics. [Includes Modules 31-34: Inductance; Wave Properties of Light; Interference; and Introduction to Quantum Physics].

    Science.gov (United States)

    Fuller, Robert G., Ed.; And Others

    This is Part of a series of 41 Calculus Based Physics (CBP) modules totaling about 1,000 Pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized courses in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

  20. Study Modules for Calculus-Based General Physics. [Includes Modules 8-10: Conservation of Energy; Impulse and Momentum; and Rotational Motion].

    Science.gov (United States)

    Fuller, Robert G., Ed.; And Others

    This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

  1. Study Modules for Calculus-Based General Physics. [Includes Modules 21-23: Second Law and Entropy; Coulomb's Law and the Electric Field; and Flux and Gauss' Law].

    Science.gov (United States)

    Fuller, Robert G., Ed.; And Others

    This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

  2. Study Modules for Calculus-Based General Physics. [Includes Modules 11-14: Collisions; Equilibrium of Rigid Bodies; Rotational Dynamics; and Fluid Mechanics].

    Science.gov (United States)

    Fuller, Robert G., Ed.; And Others

    This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

  3. Study Modules for Calculus-Based General Physics. [Includes Modules 1 and 2: Dimensions and Vector Addition; Rectilinear Motion; plus a Trigonometry and Calculus Review].

    Science.gov (United States)

    Fuller, Robert G., Ed.; And Others

    This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

  4. 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)

  5. 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…

  6. Blockage and flow studies of a generalized test apparatus including various wing configurations in the Langley 7-inch Mach 7 Pilot Tunnel

    Science.gov (United States)

    Albertson, C. W.

    1982-03-01

    A 1/12th scale model of the Curved Surface Test Apparatus (CSTA), which will be used to study aerothermal loads and evaluate Thermal Protection Systems (TPS) on a fuselage-type configuration in the Langley 8-Foot High Temperature Structures Tunnel (8 ft HTST), was tested in the Langley 7-Inch Mach 7 Pilot Tunnel. The purpose of the tests was to study the overall flow characteristics and define an envelope for testing the CSTA in the 8 ft HTST. Wings were tested on the scaled CSTA model to select a wing configuration with the most favorable characteristics for conducting TPS evaluations for curved and intersecting surfaces. The results indicate that the CSTA and selected wing configuration can be tested at angles of attack up to 15.5 and 10.5 degrees, respectively. The base pressure for both models was at the expected low level for most test conditions. Results generally indicate that the CSTA and wing configuration will provide a useful test bed for aerothermal pads and thermal structural concept evaluation over a broad range of flow conditions in the 8 ft HTST.

  7. Using Historical Films to Promote Gender Equity in the History Curriculum

    Science.gov (United States)

    Scheiner-Fisher, Cicely; Russell, William B., III

    2012-01-01

    Teaching with film is viewed as a pedagogical best practice, especially when teaching historical or social studies content. Many of the most popular films used to teach history topics leave women's voices out of the narrative. Women's history is generally left out of traditionally male-dominated history curriculum; when it is included, it is…

  8. Experiencing Wireless Sensor Network Concepts in an Undergraduate Computer Science Curriculum

    NARCIS (Netherlands)

    Zwartjes, G.J.; van de Voort, M.; Dil, B.J.; Havinga, Paul J.M.

    2009-01-01

    Incorporating Embedded Systems courses in a general and broad Computer Science undergraduate curriculum can be a challenging task. The lack of experience with relevant tools and programming languages tends to limit the amount material that can be included in courses on this area. This, combined with

  9. Sustainability Infused Curriculum

    Science.gov (United States)

    Ibarra, D. L.

    2015-12-01

    The Independent Schools Foundation Academy (ISF) in Hong Kong established a sustainability policy in 2015, which explicitly states, "an experimentally integrated, environmentally and ethically sustainable system of science education and conservation practices based on the 2012 Jeju Declaration of the World Conservation Congress will be implemented through the school". ISF Academy is a private Chinese bilingual school in Hong Kong serving over 1500 students K-12, following the framework and curriculum of the International Baccalaureate Organization (IBO). The strategy behind the implementation of this policy includes: development of a scientific sustainable curriculum that is age appropriate; establish a culture of sustainability within the ISF community and beyond to the wider HK community; install sustainable infrastructure that allows students to learn; and learn first hand sustainable living practices. It is well understood that solutions to the environmental challenges facing Hong Kong and our planet will require multiple disciplines. The current sustainability programs at ISF include: a) a whole school aerobic food waste composting system and organic farming, b) energy consumption monitoring of existing buildings, c) upcoming installation of an air pollution monitoring equipment that will correlate with the AQHI data collected by the Hong Kong government, d) a Renewable Energy Education Center (REEC) that will teach students about RE and also produce solar energy for classroom consumption, and e) student lead environmental group that manages the paper and used cooking oil recycling on campus. The Shuyuan Science and Sustainability faculty work closely with classroom teachers to ensure that the above mentioned projects are incorporated into the curriculum throughout the school. Interdisciplinary units (IDU) of study are being developed that encourage faculty and students to work across subject areas. Projects include Personal Projects, Extended Essays

  10. 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,…

  11. 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…

  12. Yielding Unexpected Results: Precipitation of Ba[subscript3](PO[subscript4])[subscript2] and Implications for Teaching Solubility Principles in the General Chemistry Curriculum

    Science.gov (United States)

    Hazen, Jeffery L.; Cleary, David A.

    2014-01-01

    Precipitation of barium phosphate from aqueous solutions of a barium salt and a phosphate salt forms the basis for a number of conclusions drawn in general chemistry. For example, the formation of a solid white precipitate is offered as evidence that barium phosphate is insoluble. Furthermore, analysis of the supernatant is used to illustrate the…

  13. Fitting and Phenomenology in Type IA Supernova Cosmology: Generalized Likelihood Analyses for Multiple Evolving Populations and Observations of Near-Infrared Lightcurves Including Host Galaxy Properties

    Science.gov (United States)

    Ponder, Kara A.

    In the late 1990s, Type Ia supernovae (SNeIa) led to the discovery that the Universe is expanding at an accelerating rate due to dark energy. Since then, many different tracers of acceleration have been used to characterize dark energy, but the source of cosmic acceleration has remained a mystery. To better understand dark energy, future surveys such as the ground-based Large Synoptic Survey Telescope and the space-based Wide-Field Infrared Survey Telescope will collect thousands of SNeIa to use as a primary dark energy probe. These large surveys will be systematics limited, which makes it imperative for our insight regarding systematics to dramatically increase over the next decade for SNeIa to continue to contribute to precision cosmology. I approach this problem by improving statistical methods in the likelihood analysis and collecting near infrared (NIR) SNeIa with their host galaxies to improve the nearby data set and search for additional systematics. Using more statistically robust methods to account for systematics within the likelihood function can increase accuracy in cosmological parameters with a minimal precision loss. Though a sample of at least 10,000 SNeIa is necessary to confirm multiple populations of SNeIa, the bias in cosmology is ˜ 2 sigma with only 2,500 SNeIa. This work focused on an example systematic (host galaxy correlations), but it can be generalized for any systematic that can be represented by a distribution of multiple Gaussians. The SweetSpot survey gathered 114 low-redshift, NIR SNeIa that will act as a crucial anchor sample for the future high redshift surveys. NIR observations are not as affected by dust contamination, which may lead to increased understanding of systematics seen in optical wavelengths. We obtained spatially resolved spectra for 32 SweetSpot host galaxies to test for local host galaxy correlations. For the first time, we probe global host galaxy correlations with NIR brightnesses from the current literature

  14. Improvement of Vocational Education Curriculum Implementation through Instructional Materials Production and Utilization in Upper Basic Education in Nigeria

    Science.gov (United States)

    Owoh, Titus M.

    2016-01-01

    This article describes the development of curriculum as it relates to vocational education in Nigeria Upper Basic Education Curriculum. The definition of Curriculum development was highlighted to reflect contemporary concepts of curriculum integration. Curriculum development was stressed to include the rudiments necessary in its stages of…

  15. [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…

  16. 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)

  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. Predoctoral Curriculum Guidelines for Biomaterials.

    Science.gov (United States)

    Journal of Dental Education, 1986

    1986-01-01

    The American Association of Dental Schools' predoctoral guidelines for biomaterials curricula includes notes on interrelationships between this and other fields, a curriculum overview, primary educational goals, prerequisites, a core content outline, specific behavioral objectives for each content area, and information on sequencing, faculty and…

  19. Cement Mason's Curriculum. Instructional Units.

    Science.gov (United States)

    Hendirx, Laborn J.; Patton, Bob

    To assist cement mason instructors in providing comprehensive instruction to their students, this curriculum guide treats both the skills and information necessary for cement masons in commercial and industrial construction. Ten sections are included, as follow: related information, covering orientation, safety, the history of cement, and applying…

  20. Science Curriculum Guide, Level 4.

    Science.gov (United States)

    Newark School District, DE.

    The fourth of four levels in a K-12 science curriculum is outlined. In Level 4 (grades 9-12), science areas include earth science, biology, chemistry, and physics. Six major themes provide the basis for study in all levels (K-12). These are: Change, Continuity, Diversity, Interaction, Limitation, and Organization. In Level 4, all six themes are…

  1. Pre-Eminent Curriculum in Islamic Basic School Integrated Comparative Studies in Islamic Basic School Integrated Al-Izzah Serang and Al-Hanif Cilegon, Banten, Indonesia

    Science.gov (United States)

    Fauz, Anis; Hasbullah

    2016-01-01

    Compare to General SD (Primary school), the superiority of SD Islam Terpadu (Integrated Islamic Primary School) lies on the development of the curriculum and learning that is more emphasize on integrated curriculum and integrated learning. Curriculum model applied in Sekolah Dasar Islam Terpadu (SDIT) is integrated curriculum. This curriculum is…

  2. Nucleonics across the curriculum

    International Nuclear Information System (INIS)

    Marrano, Rich

    2005-01-01

    Many within the ''nuclear'' community are interested in attracting young people to careers in nuclear related fields while they are at the age when they are considering career choices. High school is a good to introduce students to ideas that may lead them to investigate careers in nuclear science. However, they may not even be exposed to those ideas for various reasons. For example, many teachers may not see the connection between nuclear issues and other areas of instruction. In addition, most teachers already have a full curriculum, and adding another topic is unlikely. As a result many students will not see some of the practical applications of nuclear science in other fields of study unless they take a class where nuclear science is a specified topic of study. A good alternative is to incorporate nuclear examples across the curriculum to illustrate concepts already included in other classes. This would be a simple step that teachers may find interesting and would expose a variety of students to nuclear issues. (author)

  3. Curriculum Guidelines for Clinical Dental Hygiene.

    Science.gov (United States)

    Journal of Dental Education, 1985

    1985-01-01

    The American Association of Dental Schools curriculum guidelines for clinical dental hygiene include definitions, notes on the interrelationship of courses, an overview of course objectives, and suggested primary educational goals, prerequisites, core content, specific objectives, sequencing, faculty, and facilities. (MSE)

  4. Integrating Sustainability into the Curriculum: Crossing Disciplinary Boundaries

    Science.gov (United States)

    Pushnik, J.

    2012-12-01

    The next generation will confront an increased number of global issues that interface the complexities of socioeconomic perspectives, environmental stability, poverty and development. Recently California State University Chico undertook a general education reform, providing a unique opportunity to craft a general education pathway to prepare students for these challenges by focusing a curriculum on sustainability. The Sustainability Pathway emphasizes a system thinking approach to help students understand and be able to address a set of problems involving the biosphere processes, human institutions and the economic vitality. The curriculum intentionally integrates courses from across the disciplines of natural sciences, social sciences, agriculture, engineering, economics, arts and humanities into a central focused theme of sustainability. The diverse backgrounds and academic focus of the participating faculty has necessitate the development of a common language and a cohesion within the curriculum. To address these needs a faculty learning community (FLC) was established to build on a common set of case studies. Three regional environmental water related issues were selected that had demonstrable socioeconomic, equity/ethical dimensions and environmental consequences. These case studies are Klamath River basin in northern California, the Bay-Delta project in the central part of the state and the Sultan Sea in southern California. Members of the FLC has contributed a perspective from their academic discipline which includes proposed reading lists, web based resources and PowerPoint presentations which are housed in common web- based resource repository. The pedagogical rational is to create linkages and cohesion among the courses in the curriculum by iteratively examining these case studies as basis for development of a multidisciplinary perspective as students progress through their general education.

  5. 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.

  6. 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.

  7. 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.

  8. Investigating stakeholders' perceptions of the link between high STD rates and the current Baltimore City Public Schools' sex education curriculum

    Science.gov (United States)

    Bolden, Shenell L. T.

    The purpose of this exploratory study was to examine key stakeholders' perceptions of the current Baltimore City Public Schools' (BCPS) sex education curriculum and to gain insight into how they believe the curriculum could be modified to be more effective. A mixed methods approach using qualitative and quantitative data collection consisting of a survey, focus group interview, and individual interviews was conducted to gather information on stakeholders' perceptions. The stakeholders included: (1) former students who received their sex education courses in the Baltimore City Public School system (BCPS); (2) teachers in BCPS who were affiliated with the sex education curriculum; (3) health care professionals who screened and/or treated East Baltimore City residents for a sexually transmitted disease (STD) and; (4) one policy maker who was responsible for creating sex education curriculum at the national level. Analysis of the quantitative data from former Baltimore City Public School students revealed a general satisfaction with the current sex education curriculum. However, qualitative data from the same group of stakeholders revealed several changes they thought should be implemented into the program in an effort to improve the current curriculum. Findings from the other groups after qualitative analysis of the interviews suggest three major themes in support of curriculum change: (1) a blended curriculum that integrates both the cognitive and affective learning domains; (2) knowledge of prevention of STD's and pregnancy; and (3) authentic teaching and learning. Results from this study strongly suggest that the Baltimore City Public School system is apathetic to the sexual health needs of students and, therefore, is inadvertently contributing to the high rate of sexually transmitted diseases among young people. Keywords: Abstinence, Affective domain, Indoctrination, Behavior Modification, Cognitive domain, Sex education curriculum, Sexually Transmitted Diseases.

  9. Curriculum reform and evolution: Innovative content and processes at one US medical school.

    Science.gov (United States)

    Fischel, Janet E; Olvet, Doreen M; Iuli, Richard J; Lu, Wei-Hsin; Chandran, Latha

    2018-03-11

    Curriculum reform in medical schools continues to be an ever-present and challenging activity in medical education. This paper describes one school's experiences with specific curricular innovations that were developed or adapted and targeted to meet a clear set of curricular goals during the curriculum reform process. Those goals included: (a) promoting active learning and learner engagement; (b) establishing early professional identity; and (c) developing physician competencies in an integrated and contextual manner while allowing for individualized learning experiences for the millennial student. Six specific innovations championed by the school are described in detail. These included Themes in Medical Education, Translational Pillars, Stony Brook Teaching Families, Transition Courses, Educational Continuous Quality Improvement Processes, and our Career Advising Program. Development of the ideas and design of the innovations were done by faculty and student teams. We discuss successes and ongoing challenges with these innovations which are currently in the fourth year of implementation. Our curriculum reform has emphasized the iterative process of curriculum building. Based on our experience, we discuss general and practical guidelines for curriculum innovation in its three phases: setting the stage, implementation, and monitoring for the achievement of intended goals.

  10. Developing human technology curriculum

    Directory of Open Access Journals (Sweden)

    Teija Vainio

    2012-10-01

    Full Text Available During the past ten years expertise in human-computer interaction has shifted from humans interacting with desktop computers to individual human beings or groups of human beings interacting with embedded or mobile technology. Thus, humans are not only interacting with computers but with technology. Obviously, this shift should be reflected in how we educate human-technology interaction (HTI experts today and in the future. We tackle this educational challenge first by analysing current Master’s-level education in collaboration with two universities and second, discussing postgraduate education in the international context. As a result, we identified core studies that should be included in the HTI curriculum. Furthermore, we discuss some practical challenges and new directions for international HTI education.

  11. A structured self-directed basic skills curriculum results in improved technical performance in the absence of expert faculty teaching.

    Science.gov (United States)

    Wright, Andrew S; McKenzie, Jill; Tsigonis, Abraham; Jensen, Aaron R; Figueredo, Edgar J; Kim, Sara; Horvath, Karen

    2012-06-01

    We developed a novel curriculum teaching 20 open surgical skills in 5 general domains (instrument handling, knot tying, simple wound closure, advanced wound closure, and hemostasis). The curriculum includes online didactics, skills practice, and defined performance metrics, but is entirely self-guided with no expert oversight or teaching. Subjects included first- and second-year medical students (n = 9). Subjects first viewed a demonstration video depicting proper technique. The pretest was video-recorded performance of each skill. Subjects then completed the self-guided skills curriculum at their own pace, returning for posttesting once they met defined self-assessment criteria. Performance was evaluated through both self-assessment and blinded video review by 2 expert reviewers using previously validated scales. After completion of the curriculum, performance improved significantly by both self-assessment (3,754 ± 1,742 to 6,496 ± 1,337; P performance was significantly better for all domains by self-assessment (P instrument handling). Completion of a self-guided basic surgical skills curriculum allows novice learners to significantly improve performance in basic open surgical skills, without traditional expert teaching. This curriculum is useful for medical students and incoming junior residents. Copyright © 2012 Mosby, Inc. All rights reserved.

  12. Crop and Soil Science. A Curriculum Guide for Idaho Vocational Agriculture Instructors. Volume 1 and Volume 2.

    Science.gov (United States)

    Ledington, Richard L.

    The 24 units that comprise this crop and soil science curriculum guide are not geared to a particular age level and must be adapted to the students for whom they are used. Units 1 through 6 are general units covering topics common to soil science. Units 7 through 24 are units covering topics common to crop production. Each unit includes objectives…

  13. An Evaluation of the Agriculture Science Project in Mauritius. African Studies in Curriculum Development & Evaluation No. 102.

    Science.gov (United States)

    Jeeroburkhan, M. Fazal

    This study evaluated the Agricultural Curriculum Project which is being implemented in 16 secondary schools in Mauritius. Specific areas examined included: (1) the relevance, appropriateness, and practicability of the project's general objectives; (2) the relevance, balance, and organization of the course content; (3) the effectiveness and…

  14. What Should Instructional Designers Know about General Systems Theory?

    Science.gov (United States)

    Salisbury, David F.

    1989-01-01

    Describes basic concepts in the field of general systems theory (GST) and explains the relationship between instructional systems design (ISD) and GST. Benefits of integrating GST into the curriculum of ISD graduate programs are discussed, and a short bibliography on GST is included. (LRW)

  15. Politics, Culture, and School Curriculum: The Struggles in Hong Kong

    Science.gov (United States)

    Ho, Wai-Chung

    2007-01-01

    The purpose of this paper is to describe the Hong Kong (HK) school curriculum, especially the general curriculum for civic education and other social subjects, in relation to the political events of the 1984 Sino-British Joint Declaration, the 1989 Tiananmen Square Incident, and the return of HK's sovereignty from the United Kingdom (UK) to the…

  16. Finance and Credit. Curriculum Guide. Marketing and Distributive Education.

    Science.gov (United States)

    Northern Illinois Univ., DeKalb. Dept. of Business Education and Administration Services.

    Designed to be used with the General Marketing Curriculum Guide (ED 156 860), this guide is intended to provide the curriculum coordinator with a basis for planning a comprehensive program in the field of marketing and to allow marketing and distributive education teacher-coordinators maximum flexibility. It contains job competency sheets in ten…

  17. 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…

  18. 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…

  19. 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…

  20. 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)

  1. 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…

  2. 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.

  3. 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.

  4. Content Analysis of Curriculum-Related Studies in Turkey between 2000 and 2014

    Science.gov (United States)

    Aksan, Elif; Baki, Adnan

    2017-01-01

    This study aims to carry out a content analysis determining the general framework of studies related to curriculum. For this purpose, 154 curriculum-related studies carried out in Turkey between 2000 and 2014 were examined in terms of year, sample, method, data collection technique, purpose, and result. The most studies related to curriculum were…

  5. Dating methods enter high-school physics curriculum

    International Nuclear Information System (INIS)

    Beck, L.

    2002-01-01

    The new curriculum of physics of the upper forms in French grammar schools includes a part dedicated to ''nuclear transformations''. One of the applications most often considered in manuals is isotopic dating and generally several methods are explained to pupils: carbon 14 dating, potassium-argon dating (used for dating ancient lava layers) and uranium-thorium dating (used for dating corals). The author reviews with a critical eye the content of manuals and laments through concrete examples the lack of exactness and accuracy of some presentations. (A.C.)

  6. A Curriculum For Dispensing Optician A Case Study In Vietnam

    Directory of Open Access Journals (Sweden)

    Duong Dieu MD

    2015-08-01

    Full Text Available Until 2011 there had been no full-time training course for dispensing optician diploma in Vietnam. Most of the practicing opticians with no qualification and formal training have learnt their skills through apprentice. In response to the demand of the industry Nguyen Tat Thanh University Vietnam has teamed up with Bradford College United Kingdom to develop a curriculum for a of formal 2-year full-time training for dispensing optician. The curriculum is applied for 4 semesters and graduate gets called Intermediate Professional Diploma level included 4 semesters. In VN after high school students can obtain different many levels of study such as Intermediate Professional Diploma College Bachelor Master and PhD. The 1st semester is basis of Intermediate Professional Diploma level. The 2nd semester is the study of refractive error and primary care each for 4 weeks 100 hours in theory and primary eye care 4 weeks for theory 100 hours. Also in this semester the learners have practiced clinical rotation at the Ophthalmic Hospital Ophthalmic Service in General Hospital for 10 weeks. The 3rd semester is specialized of dispensing Optician included Lenses frame contact lenses and laboratory for optician. In the 4th semester the training concentrates in the management of the eyeglasses shop and practicing in making spectacles for customers are in the 4th semester. The 1st intake of the course was opened started in 2011 and had 30 students graduated in 2013. This paper describes the experience of developing the curriculum in the context of a developing country where the industry is still under regulated and less developed. The first program optician that privileged on primary eye care will be satisfied for community WHO 2020 1 optometrist for 50.000 people and 10 ophthalmologists for 1.000.000 people. Some characteristics of first course students have been noted. The result of this curriculum will be evaluated in the coming time.

  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. An exploration of the internationalisation of the nursing and midwifery curriculum in Brunei Darussalam

    OpenAIRE

    Haji Abdul Mumin, Khadizah

    2013-01-01

    This study explored curriculum developers’ experiences of developing and internationalising the nursing and midwifery curriculum in Brunei Darussalam (henceforth: ‘Brunei’), and students’ and graduates’ views of learning from the curriculum. The internationalisation of the curriculum, in education generally and health care and nursing in particular, has featured as a phenomenon in much global literature, describing attempts to ensure that curricula are fit for purpose, both to meet globally a...

  9. 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…

  10. Didactic Communication and the Curriculum

    Directory of Open Access Journals (Sweden)

    Mirela Arsith

    2012-12-01

    Full Text Available The hypothesiswhichwe assume is thatthemanagementof thecurriculum is a coherentand unifiedwhole ofprinciples,functions, strategies, criteria designed, integrated andcontextualizedin such way that it would determine the achievement of the aims of quality standards of variousdegrees of generality. Inourapproach,we proposeas basis theconstructivism, a theory of scientificknowledge,which isapplied to learning problems, characterized by the following key ideas: our mindis real;the essenceofthe studyrepresents themental events;knowledge is dynamic activity; learningrepresentsa natural consequence of performance;teaching is a processof negotiated construction ofmeaning;theknowledge processcorerepresent soling problems.What we want to prove is that acompetency-based curriculum isappropriate forachievingthe aims of education.

  11. 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…

  12. A Core Curriculum for Tomorrow's Citizens

    Science.gov (United States)

    Lewis, Harry R.

    2007-01-01

    Should the 21st-century university have a core curriculum? The report of the Secretary of Education's Commission on the Future of Higher Education said nothing about general education, the learning that educated Americans should share. Instead the Spellings commission report highlighted broad access and measurable "value added" as the major…

  13. Business Principles and Management. Curriculum Guidelines.

    Science.gov (United States)

    Clemson Univ., SC. Vocational Education Media Center.

    This senior high school curriculum guide offers a general overview of the American business system and a study of various forms of business ownership, internal organization and management functions of business, and the financing of business. Ten areas are explored in the course: (1) capitalism; (2) money, credit, and banking; (3) government and…

  14. 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

  15. 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…

  16. Curriculum Guidelines for Periodontics.

    Science.gov (United States)

    Journal of Dental Education, 1985

    1985-01-01

    Guidelines describe the interrelationships of this and other dental fields, give an overview of the curriculum and its primary educational objectives, and outline the suggested prerequisites, core content, specific behavioral objectives, sequencing, and faculty requirements. (MSE)

  17. 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)

  18. 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.

  19. Evaluation of an Interactive Undergraduate Cosmology Curriculum

    Science.gov (United States)

    White, Aaron; Coble, Kimberly A.; Martin, Dominique; Hayes, Patrycia; Targett, Tom; Cominsky, Lynn R.

    2018-06-01

    The Big Ideas in Cosmology is an immersive set of web-based learning modules that integrates text, figures, and visualizations with short and long interactive tasks as well as labs that allow students to manipulate and analyze real cosmological data. This enables the transformation of general education astronomy and cosmology classes from primarily lecture and book-based courses to a format that builds important STEM skills, while engaging those outside the field with modern discoveries and a more realistic sense of practices and tools used by professional astronomers. Over two semesters, we field-tested the curriculum in general education cosmology classes at a state university in California [N ~ 80]. We administered pre- and post-instruction multiple-choice and open-ended content surveys as well as the CLASS, to gauge the effectiveness of the course and modules. Questions addressed included the structure, composition, and evolution of the universe, including students’ reasoning and “how we know.”Module development and evaluation was supported by NASA ROSES E/PO Grant #NNXl0AC89G, the Illinois Space Grant Consortium, the Fermi E/PO program, Sonoma State University’s Space Science Education and Public Outreach Group, and San Francisco State University. The modules are published by Great River Learning/Kendall-Hunt.

  20. Abstracts of the Canadian Society for Civil Engineering annual conference including the general conference, the 1. international structural specialty conference, the 1. international construction specialty conference, and the 1. specialty conference on disaster mitigation : towards a sustainable future

    International Nuclear Information System (INIS)

    El-Badry, M.; Loov, R.E.; Ruwanpura, J.; El-Hacha, R.; Kroman, J.; Rankin, J.

    2006-01-01

    This conference provided a forum for national and international practicing engineers, researchers and technical experts to discuss sustainable solutions to infrastructure development. Discussions focused on recent developments in new technologies for building more economic and sustainable infrastructure, while improving the safety of buildings, bridges, roads, water supply and sewage treatment systems. The conference was held in conjunction with associated specialty conferences, including a first international structures specialty conference, a first international construction specialty conference, and a first specialty conference on disaster mitigation. This book of abstracts highlights all the specialty conferences and accompanies a CD-ROM that has the full text of all the papers. Manuscripts of the full papers submitted to the specialty conferences were peer-reviewed by international scientific committees. The general conference provided a forum to learn about new technologies and future directions in various areas of civil engineering. It included a special theme session on sustainable development and a special session on innovation and information technology. Other technical sessions focused on topics such as civil engineering history and education; infrastructure management and renewal; asset management; risk assessment and management; engineering materials and mechanics; environmental engineering and science; hydrotechnical engineering; cold region engineering; and, transportation engineering. The general conference featured 88 presentations, of which 15 have been catalogued separately for inclusion in this database

  1. Can social semantic web techniques foster collaborative curriculum mapping in medicine?

    Science.gov (United States)

    Spreckelsen, Cord; Finsterer, Sonja; Cremer, Jan; Schenkat, Hennig

    2013-08-15

    Curriculum mapping, which is aimed at the systematic realignment of the planned, taught, and learned curriculum, is considered a challenging and ongoing effort in medical education. Second-generation curriculum managing systems foster knowledge management processes including curriculum mapping in order to give comprehensive support to learners, teachers, and administrators. The large quantity of custom-built software in this field indicates a shortcoming of available IT tools and standards. The project reported here aims at the systematic adoption of techniques and standards of the Social Semantic Web to implement collaborative curriculum mapping for a complete medical model curriculum. A semantic MediaWiki (SMW)-based Web application has been introduced as a platform for the elicitation and revision process of the Aachen Catalogue of Learning Objectives (ACLO). The semantic wiki uses a domain model of the curricular context and offers structured (form-based) data entry, multiple views, structured querying, semantic indexing, and commenting for learning objectives ("LOs"). Semantic indexing of learning objectives relies on both a controlled vocabulary of international medical classifications (ICD, MeSH) and a folksonomy maintained by the users. An additional module supporting the global checking of consistency complements the semantic wiki. Statements of the Object Constraint Language define the consistency criteria. We evaluated the application by a scenario-based formative usability study, where the participants solved tasks in the (fictional) context of 7 typical situations and answered a questionnaire containing Likert-scaled items and free-text questions. At present, ACLO contains roughly 5350 operational (ie, specific and measurable) objectives acquired during the last 25 months. The wiki-based user interface uses 13 online forms for data entry and 4 online forms for flexible searches of LOs, and all the forms are accessible by standard Web browsers. The

  2. A Resource Curriculum in Public Address.

    Science.gov (United States)

    Bergman, Richard F.

    Developed as part of a series of teacher resource curriculum units in communication arts, this resource unit on public speaking includes several components organized for direct teacher use. The seven units that are offered include introduction to public communication, delivery, language, organization, speaking to share information, speaking to…

  3. Integrating Ethics into the Social Studies Curriculum.

    Science.gov (United States)

    Howe, Kenneth R.

    1991-01-01

    Urges incorporation of ethics into social studies curriculum. Provides an overview of ethical theory including principle-based theories of utilitarianism and deontology and virtue-based theories. Discusses philosophies of social science including positivism, interpretivism, and critical social science. Suggests teaching methods and curriculum…

  4. Enriching the Curriculum with Pennsylvania German

    Science.gov (United States)

    Meindl, Joerg

    2016-01-01

    The German classroom should prepare students for the linguistic diversity of the target culture, including regional varieties and German spoken outside of the D-A-CH region. Because textbooks do not often include materials on regional varieties, this article presents a model to incorporate Pennsylvania German (PG) into the curriculum. The model…

  5. The evolving integrated vascular surgery residency curriculum.

    Science.gov (United States)

    Smith, Brigitte K; Greenberg, Jacob A; Mitchell, Erica L

    2014-10-01

    Since their introduction several years ago, integrated (0 + 5) vascular surgery residency programs are being increasingly developed across the country. To date, however, there is no defined "universal" curriculum for these programs and each program is responsible for creating its own curriculum. The aim of this study was to review the experiences of current 0 + 5 program directors (PDs) to determine what factors contributed to the curricular development within their institution. Semistructured interviews were conducted with 0 + 5 PDs to explore their experiences with program development, factors influencing the latter, and rationale for current curricula. The interview script was loosely structured to explore several factors including time of incoming residents' first exposure to the vascular surgical service, timing and rationale behind the timing of core surgical rotations throughout the 5 year program, educational value of nonsurgical rotations, opportunities for leadership and scholarly activity, and influence the general surgery program and institutional climate had on curricular structure. All interviews were conducted by a single interviewer. All interviews were qualitatively analyzed using emergent theme analysis. Twenty-six 0 + 5 PDs participated in the study. A total of 69% believed establishing professional identity early reduces resident attrition and recommend starting incoming trainees on vascular surgical services. Sixty-two percent spread core surgical rotations over the first 3 years to optimize general surgical exposure and most of the programs have eliminated specific rotations, as they were not considered valuable to the goals of training. Factors considered most important by PDs in curricular development include building on existing institutional opportunities (96%), avoiding rotations considered unsuccessful by "experienced" programs (92%), and maintaining a good working relationship with general surgery (77%). Fifty-eight percent of

  6. 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.

  7. Development of a British Road Safety Education Support Materials Curriculum.

    Science.gov (United States)

    Bouck, Linda H.

    Road safety education needs to be a vital component in the school curriculum. This paper describes a planned road safety education support materials curriculum developed to aid educators in the Wiltshire County (England) primary schools. Teaching strategies include topic webs, lecture, class discussion, group activities, and investigative learning…

  8. Development of the competency-based medical curriculum for the new Augsburg University Medical School

    Directory of Open Access Journals (Sweden)

    Härtl, Anja

    2017-05-01

    Full Text Available Aim: With the resolution from April 28, 2014, the Bavarian state government in Germany decided to found a new medical school at Augsburg University, thereby requiring the development of a competency-based medical curriculum.Methods: Two interdisciplinary groups developed a spiral curriculum (following Harden employing the model of Thumser-Dauth & Öchsner. The curriculum focuses on specifically defined competencies: medical expertise, independent scientific reasoning, argumentation and scholarship, as well as communication skills.Results: The spiral curriculum was developed as a hybrid curriculum. Its modular structure incorporates the mandatory subjects required by the German regulations for medical licensure (Approbationsordnung into organ- and system-centered blocks which are integrated both horizontally and vertically. Basic preclinical sciences are covered in the blocks “Movement,” “Balance” and “Contact.” The clinical sciences are organized according to six pillars (conservative medicine, surgical medicine, men’s-women’s-children’s medicine, the senses, the nervous system and the mind, and general medicine which students revisit three times each over the course of the program. A longitudinal clinical course incorporates interdisciplinary education. A particular focus is on scientific education encompassing a longitudinal course in the sciences (including interdisciplinary classes with other university departments, block practicums, and two scientific projects.Conclusion: It is not only the degree of integration und intensity of the Augsburg University undergraduate medical degree program, but also its targeted advancement of academic, social and communication skills that have not yet been realized to such an extent elsewhere in Germany. On July 8, 2016, the German Council of Science and Humanities unanimously gave this concept a positive evaluation. Future research will examine and evaluate the Augsburg medical curriculum

  9. Inclusion of Students with an Intellectual Disability in the General Education Classroom with the Use of Response Cards

    Science.gov (United States)

    Clarke, Laura S.; Haydon, Todd; Bauer, Anne; Epperly, Anna C.

    2016-01-01

    The passage of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act has highlighted the importance of all students having access to the general education curriculum. Because students with disabilities are being included in the general education classroom in greater numbers, teachers need to implement…

  10. A Commentary on "Integrated Reporting: A Review of Developments and Their Implications for the Accounting Curriculum"

    Science.gov (United States)

    Correa Ruiz, Carmen

    2013-01-01

    In this commentary, Correa Ruiz notes that from his analysis, Owen (2013) identified the essential elements to be included in a modern professional accounting curriculum, described how Association of Chartered Certified Accountants (ACCA) has embedded "Integrated Reporting" in its curriculum, and discussed future curriculum development,…

  11. Training Psychiatry Residents in Quality Improvement: An Integrated, Year-Long Curriculum

    Science.gov (United States)

    Arbuckle, Melissa R.; Weinberg, Michael; Cabaniss, Deborah L.; Kistler; Susan C.; Isaacs, Abby J.; Sederer, Lloyd I.; Essock, Susan M.

    2013-01-01

    Objective: The authors describe a curriculum for psychiatry residents in Quality Improvement (QI) methodology. Methods: All PGY3 residents (N=12) participated in a QI curriculum that included a year-long group project. Knowledge and attitudes were assessed before and after the curriculum, using a modified Quality Improvement Knowledge Assessment…

  12. World Views, a Story about How the World Works: Their Significance in the Australian Curriculum: Geography

    Science.gov (United States)

    Hutchinson, Nick

    2013-01-01

    The Australian Curriculum Cross-curriculum priorities and the Australian Curriculum: Geography both include the term "world views." The meaning of world views, the development of world views as part of the history of geographic thought, and the adoption world of views by teachers and students, affect the ways in which geography is taught…

  13. Debates on the Basic Education Curriculum Reform and Teachers' Challenges in China: The Case of Mathematics

    Science.gov (United States)

    Li, Qiong; Ni, Yu-jing

    2012-01-01

    Focusing on the case of mathematics, this paper reviews debates on China's new Basic Education Curriculum Reform program, including the status of knowledge within the reformed curriculum, the arrangement of the curriculum system, and the push toward real-life applicability and hands-on participation. It discusses the related challenges that…

  14. A Talent for Tinkering: Developing Talents in Children from Low-Income Households through Engineering Curriculum

    Science.gov (United States)

    Robinson, Ann; Adelson, Jill L.; Kidd, Kristy A.; Cunningham, Christine M.

    2018-01-01

    Guided by the theoretical framework of curriculum as a platform for talent development, this quasi-experimental field study investigated an intervention focused on engineering curriculum and curriculum based on a biography of a scientist through a comparative design implemented in low-income schools. Student outcome measures included science…

  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. 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.

  17. 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...

  18. ORCODE.77: a computer routine to control a nuclear physics experiment by a PDP-15 + CAMAC system, written in assembler language and including many new routines of general interest

    International Nuclear Information System (INIS)

    Dickens, J.K.; McConnell, J.W.

    1977-01-01

    ORCODE.77 is a versatile data-handling computer routine written in MACRO (assembler) language for a PDP-15 computer with EAE (extended arithmetic capability) connected to a CAMAC interface. The Interrupt feature of the computer is utilized. Although the code is oriented for a specific experimental problem, there are many routines of general interest, including a CAMAC Scaler handler, an executive routine to interpret and act upon three-character teletype commands, concise routines to type out double-precision integers (both octal and decimal) and floating-point numbers and to read in integers and floating-point numbers, a routine to convert to and from PDP-15 FORTRAN-IV floating-point format, a routine to handle clock interrupts, and our own DECTAPE handling routine. Routines having specific applications which are applicable to other very similar applications include a display routine using CAMAC instructions, control of external mechanical equipment using CAMAC instructions, storage of data from an Analog-to-digital Converter, analysis of stored data into time-dependent pulse-height spectra, and a routine to read the contents of a Nuclear Data 5050 Analyzer and to prepare DECTAPE output of these data for subsequent analysis by a code written in PDP-15-compiled FORTRAN-IV

  19. 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...

  20. 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.

  1. 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...

  2. Information technology tools for curriculum development

    NARCIS (Netherlands)

    McKenney, Susan; Nieveen, N.M.; Strijker, A.; Voogt, Joke; Knezek, Gerald

    2008-01-01

    The widespread introduction and use of computers in the workplace began in the early 1990s. Since then, computer-based tools have been developed to support a myriad of task types, including the complex process of curriculum development. This chapter begins by briefly introducing two concepts that

  3. Solar Energy Installers Curriculum Guides. Final Report.

    Science.gov (United States)

    Walker, Gene C.

    A project was conducted to develop solar energy installers curriculum guides for use in high school vocational centers and community colleges. Project activities included researching job competencies for the heating, ventilation, and air conditioning industry and determining through interviews and manufacturers' literature what additional…

  4. Project BASIC: Building Art Systems into Curriculum.

    Science.gov (United States)

    Benson, Cal; Doane, Mitzi

    1982-01-01

    Describes Duluth, Minnesota's interdisciplinary program, Project BASIC, which incorporates five major art forms into the elementary curriculum. Schools employ artists-in-residence and in-service training to expand teacher use of arts in the classroom. Results of a research study to measure gains in self-concept and creativity are included. (AM)

  5. Food Processing Curriculum Material and Resource Guide.

    Science.gov (United States)

    Louisiana State Dept. of Education, Baton Rouge.

    Intended for secondary vocational agriculture teachers, this curriculum guide contains a course outline and a resource manual for a seven-unit food processing course on meats. Within the course outline, units are divided into separate lessons. Materials provided for each lesson include preparation for instruction (student objectives, review of…

  6. Food Production, Management, and Services: Curriculum Guide.

    Science.gov (United States)

    Mumme, Debbie; Koukel, Sonja

    This curriculum guide provides occupationally specific training designed to develop knowledge and skills for employment in the area of food production, management, and services. Contents include the Texas Essential Knowledge and Skills (TEAKS); sample course outlines; instructional strategies organized topically by chapters, each containing a…

  7. Social Science Disciplines. Fundamental for Curriculum Development.

    Science.gov (United States)

    McLendon, Johathan C., Ed.

    This guide is written for the social studies curriculum developer interested in developing a structured multidisciplinary program based on the concepts, methodology, and structure of social science disciplines and history. Seven 15-29 page chapters are included on each discipline: Anthropology and Psychology, by Charles R. Berryman; Economics, by…

  8. Factors at Play in Tertiary Curriculum Gamification

    Science.gov (United States)

    de Byl, Penny

    2013-01-01

    The compulsion to include games and game related mechanism in education is great among educators who want to engage and motivate today's students and the latest buzzword in this domain is gamification. However, without a thorough understanding of what a gamified curriculum looks like, how it can best be applied and why it might engross students,…

  9. Curriculum Guide for Fashion Merchandising (Fashion Salesperson).

    Science.gov (United States)

    Gregory, Margaret R.

    This curriculum guide is designed to help teachers teach a course in fashion merchandising to high school students. The guide contains eight performance-based learning modules, each consisting of one to seven units. Each unit teaches a job-relevant task, and includes performance objectives, performance guides, resources, learning activities,…

  10. Horticulture Therapy Curriculum Development. Final Report.

    Science.gov (United States)

    Taylor, Sally; And Others

    This final report includes two major components: a narrative describing a project at Edmonds Community College, Washington, to develop a horticultural therapy curriculum and descriptions of six courses developed or revised during the project. The narrative reports the development of a supplementary interdisciplinary certification program to train…

  11. Communication Arts Curriculum: A Model Program. Revised.

    Science.gov (United States)

    Tamaqua Area School District, PA.

    This publication describes, in three sections, a high school Communication Arts Curriculum (CAC) program designed to further students' communication skills as they participate in student-centered learning activities in the fine arts, the practical arts, and the performing arts. "Program Operation" includes a course outline and inventories for…

  12. 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.

  13. BIBLIOGRAPHY ON CURRICULUM DEVELOPMENT.

    Science.gov (United States)

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

    THIS BIBLIOGRAPHY LISTS MATERIALS ON VARIOUS ASPECTS OF CURRICULUM DEVELOPMENT. FORTY UNANNOTATED REFERENCES ARE PROVIDED FOR DOCUMENTS DATING FROM 1960 TO 1966. BOOKS, JOURNALS, REPORT MATERIALS, AND SOME UNPUBLISHED MANUSCRIPTS ARE LISTED IN SUCH AREAS AS COGNITIVE STUDIES, VOCATIONAL REHABILITATION, INSTRUCTIONAL MATERIALS, SCIENCE STUDIES, AND…

  14. 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.)

  15. The Corporate Law Curriculum

    Science.gov (United States)

    Mofsky, James S.

    1976-01-01

    On the premise that corporate counsel must be an able diagnostician before he can focus on highly specialized and interrelated issues of business law, the author suggests an approach to corporate law curriculum in which the basic course balances the quality and quantity of material designed to create the needed sensitivity. (JT)

  16. School Curriculum in Japan

    Science.gov (United States)

    Nakayasu, Chie

    2016-01-01

    This article examines Japanese education system especially relevant to the school curriculum, which might support Japanese high performance in the OECD's Programme for International Student Assessment (PISA), mainly through Japanese policy documents. The Japanese education systems have been constructed by the local context of society and politics,…

  17. Latin Curriculum Guide.

    Science.gov (United States)

    North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services.

    North Carolina's Latin curriculum guide describes the overarching concepts for Latin study, particularly at the secondary level, and outlines what students should know and be able to do at the beginning, intermediate, and advanced levels. It is designed to provide directions to school districts as they plan and/or continue to improve their Latin…

  18. Box City Curriculum.

    Science.gov (United States)

    Center for Understanding the Built Environment, Prairie Village, KS.

    This curriculum packet contains two lesson plans about cities and architecture intended for use with students in upper elementary grades and middle schools. The first lesson plan, "City People, City Stories" (Jan Ham), states that understanding architecture and cities must begin with an understanding of the people of the city. The children create…

  19. Fashion Merchandising Curriculum Guide.

    Science.gov (United States)

    Winthrop Coll., Rock Hill, SC. School of Home Economics.

    The curriculum guide (developed by the South Carolina Office of Vocational Education, the School of Home Economics of Winthrop College, business leaders, and distributive educators) is designed for the teaching of a one-year distributive education specialty program for 12th grade students interested in pursuing a career in fashion merchandising.…

  20. Graphic Communications. Curriculum Guide.

    Science.gov (United States)

    North Dakota State Board for Vocational Education, Bismarck.

    This guide provides the basic foundation to develop a one-semester course based on the cluster concept, graphic communications. One of a set of six guides for an industrial arts curriculum at the junior high school level, it suggests exploratory experiences designed to (1) develop an awareness and understanding of the drafting and graphic arts…

  1. Curriculum Development Through Delphi

    Science.gov (United States)

    Reeves, Gary; Jauch, Lawrence R.

    1978-01-01

    The basic Delphi methodology is outlined along with possible goals and objectives in a Delphi study. The results of an actual case study in the use of the Delphi method for higher education curriculum development are reported, and attention is given to the problem of selecting participants for a Delphi exercise. (Author/LBH)

  2. 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…

  3. Hospitality Occupations. Curriculum Guide.

    Science.gov (United States)

    California State Dept. of Education, Sacramento. Bureau of Homemaking Education.

    This curriculum guide on the hospitality occupations was developed to help secondary and postsecondary home economics teachers prepare individuals for entry-level jobs in the hospitality industry. The content is in seven sections. The first section presents organizational charts of a medium-size hotel, food and beverage division, housekeeping and…

  4. Across the Curriculum.

    Science.gov (United States)

    Burns, Marilyn; And Others

    1994-01-01

    Across-the-curriculum articles focus on four areas. A math activity describes optical illusions and the properties of shapes. A hands-on science activity presents the chemistry of secret messages. A writing lesson helps students capture the essence of character. An art lesson presents a project on medieval castles. (SM)

  5. 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…

  6. 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…

  7. Addressing Professionalism, Social, and Communication Competencies in Surgical Residency Via Integrated Humanities Workshops: A Pilot Curriculum.

    Science.gov (United States)

    Colvin, Jennifer; French, Judith; Siperstein, Allan; Capizzani, Tony R; Krishnamurthy, Vikram D

    We aimed to conduct professionalism and social competencies (PSC) training by integrating humanities into structured workshops, and to assess reception of this curriculum by first-year surgical residents. An IRB-approved, pilot curriculum consisting of 4 interactive workshops for surgical interns was developed. The workshops were scheduled quarterly, often in small group format, and supplemental readings were assigned. Humanities media utilized to illustrate PSC included survival scenarios, reflective writing, television portrayals, and social media. Emphasis was placed on recognizing personal values and experiences that influence judgment and decision-making, using social media responsibly, identifying and overcoming communication barriers related to generational changes in training (especially technology and work-life balance), and tackling stereotypes of surgeons. Anonymous and voluntary pre- and postcurriculum surveys were administered. Univariate analysis of responses was performed with JMP Pro v12 using Fisher's exact, χ 2 , and Students' t-tests for categorical and continuous variables. The study took place at the Cleveland Clinic in Cleveland, OH, within the general surgery program. Surgical interns at the Cleveland Clinic were included in the study. A total of 16 surgical interns completed the curriculum. Sixteen surgical interns participated in the curriculum: 69% were domestic medical school graduates (DG) and 31% were international medical school graduates (IMG). Overall, the majority (81%) of residents had received PSC courses during medical school: 100% of DG compared to 40% of IMG (p = 0.02). Before beginning the curriculum, 86% responded that additional PSC training would be useful during residency, which increased to 94% upon completion (p = 0.58). Mean number of responses supporting the usefulness of PSC training increased from 1.5 ± 0.2 before the curriculum to 1.75 ± 0.2 upon completion (p = 0.4). When describing public and medical student

  8. Development of an ESL curriculum to educate Chinese immigrants about physical activity.

    Science.gov (United States)

    Taylor, Victoria M; Cripe, Swee May; Acorda, Elizabeth; Teh, Chong; Coronado, Gloria; Do, Hoai; Woodall, Erica; Hislop, T Gregory

    2008-08-01

    Regular physical activity reduces the risk of many chronic conditions. Multiple studies have shown that Asians in North America engage in less physical activity than the general population. One area for strategic development in the area of health education is the design and evaluation of English as a second language (ESL) curricula. The PRECEDE model and findings from focus groups were used to develop a physical activity ESL curriculum for Chinese immigrants. In general, focus group participants recognized that physical activity contributes to physical and mental wellbeing. However, the benefits of physical activity were most commonly described in terms of improved blood circulation, immune responses, digestion, and reflexes. The importance of peer pressure and the encouragement of friends in adhering to regular physical activity regimens were mentioned frequently. Reported barriers to regular physical activity included lack of time, weather conditions, and financial costs. The ESL curriculum aims to both promote physical activity and improve knowledge, and includes seven different ESL exercises. Our curriculum development methods could be replicated for other health education topics and in other limited English-speaking populations.

  9. Subspecialisation in Emergency Radiology: Proposal for a harmonised European curriculum

    Directory of Open Access Journals (Sweden)

    Wagner, M. G.

    2017-11-01

    Full Text Available Introduction: Radiology plays a crucial role in the emergency care setting by delivering early and precise diagnoses under pressure of time, right at the beginning of patient treatment. Although there is a need for postgraduate education in emergency radiology, most of the national bodies responsible do not offer it in a uniform fashion and a general proof of qualification is missing in Europe. Therefore, the European Society of Radiology (ESR has founded the (Sub-Society of Emergency Radiology (ESER, prompting them to develop a European curriculum. This trend, which is currently also encouraged in many other non-radiological specialties which demand the highest professional qualifications, often lacks expertise in medical education.Goals: The goal of this article is the general description of the curricular planning process for a European postgraduate subspecialisation programme, using the example of Emergency Radiology (European Diploma in Emergency Radiology, EDER, including the utilisation of TOOLS and recommendations derived from comparable projects.Project description: The project was divided into partial steps: the timeline displayed in a GANTT chart, and tasks and responsibilities assigned in a RASCI matrix. The curriculum was iteratively developed using the KERN approach and steps were prioritised using the PARETO principle. Furthermore, the following TOOLS were used: limitations and needs assessment, SWOT analysis, formulating learning objectives and categorising them after MILLER and SCLO, and using BLOOM’s taxonomy for cognitive learning objectives and operationalising them according to MAGER. Psychomotoric and affective learning objectives were assigned to CANMEDS roles, grouped by topic using CLUSTERING, and then mapped by MATRIX analysis to appropriate learning and evaluation methods. Striving for continuous improvement, the curriculum was finally embedded in curricular quality management.Results: The standardisation of the EDER

  10. Subspecialisation in Emergency Radiology: Proposal for a harmonised European curriculum

    Science.gov (United States)

    Wagner, M. G.; Fischer, M. R.; Scaglione, M.; Linsenmaier, U.; Schueller, G.; Berger, F. H.; Dick, E.; Basilico, R.; Stajgis, M.; Calli, C.; Vaidya, S.; Wirth, Stefan

    2017-01-01

    Introduction: Radiology plays a crucial role in the emergency care setting by delivering early and precise diagnoses under pressure of time, right at the beginning of patient treatment. Although there is a need for postgraduate education in emergency radiology, most of the national bodies responsible do not offer it in a uniform fashion and a general proof of qualification is missing in Europe. Therefore, the European Society of Radiology (ESR) has founded the (Sub-)Society of Emergency Radiology (ESER), prompting them to develop a European curriculum. This trend, which is currently also encouraged in many other non-radiological specialties which demand the highest professional qualifications, often lacks expertise in medical education. Goals: The goal of this article is the general description of the curricular planning process for a European postgraduate subspecialisation programme, using the example of Emergency Radiology (European Diploma in Emergency Radiology, EDER), including the utilisation of TOOLS and recommendations derived from comparable projects. Project description: The project was divided into partial steps: the timeline displayed in a GANTT chart, and tasks and responsibilities assigned in a RASCI matrix. The curriculum was iteratively developed using the KERN approach and steps were prioritised using the PARETO principle. Furthermore, the following TOOLS were used: limitations and needs assessment, SWOT analysis, formulating learning objectives and categorising them after MILLER and SCLO, and using BLOOM’s taxonomy for cognitive learning objectives and operationalising them according to MAGER. Psychomotoric and affective learning objectives were assigned to CANMEDS roles, grouped by topic using CLUSTERING, and then mapped by MATRIX analysis to appropriate learning and evaluation methods. Striving for continuous improvement, the curriculum was finally embedded in curricular quality management. Results: The standardisation of the EDER access

  11. Evaluation and Comparison of High-Resolution (HR) and High-Light (HL) Phosphors in the Micro-Angiographic Fluoroscope (MAF) using Generalized Linear Systems Analyses (GMTF, GDQE) that include the Effect of Scatter, Magnification and Detector Characteristics.

    Science.gov (United States)

    Gupta, Sandesh K; Jain, Amit; Bednarek, Daniel R; Rudin, Stephen

    2011-01-01

    In this study, we evaluated the imaging characteristics of the high-resolution, high-sensitivity micro-angiographic fluoroscope (MAF) with 35-micron pixel-pitch when used with different commercially-available 300 micron thick phosphors: the high resolution (HR) and high light (HL) from Hamamatsu. The purpose of this evaluation was to see if the HL phosphor with its higher screen efficiency could be replaced with the HR phosphor to achieve improved resolution without an increase in noise resulting from the HR's decreased light-photon yield. We designated the detectors MAF-HR and MAF-HL and compared them with a standard flat panel detector (FPD) (194 micron pixel pitch and 600 micron thick CsI(Tl)). For this comparison, we used the generalized linear-system metrics of GMTF, GNNPS and GDQE which are more realistic measures of total system performance since they include the effect of scattered radiation, focal spot distribution, and geometric un-sharpness. Magnifications (1.05-1.15) and scatter fractions (0.28 and 0.33) characteristic of a standard head phantom were used. The MAF-HR performed significantly better than the MAF-HL at high spatial frequencies. The ratio of GMTF and GDQE of the MAF-HR compared to the MAF-HL at 3(6) cycles/mm was 1.45(2.42) and 1.23(2.89), respectively. Despite significant degradation by inclusion of scatter and object magnification, both MAF-HR and MAF-HL provide superior performance over the FPD at higher spatial frequencies with similar performance up to the FPD's Nyquist frequency of 2.5 cycles/mm. Both substantially higher resolution and improved GDQE can be achieved with the MAF using the HR phosphor instead of the HL phosphor.

  12. 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

  13. Veterinary Preventive Medicine Curriculum Development at Louisiana State University

    Science.gov (United States)

    Hubbert, William T.

    1976-01-01

    The program aims at training veterinarians, with interdepartmental faculty participation the rule rather than the exception. Included in the curriculum are: avian medicine, herd health management, veterinary public health, veterinary food hygiene, and regulatory veterinary medicine. (LBH)

  14. A Proposal to Revise the Secondary School Curriculum in Economics

    Science.gov (United States)

    Marcus, Stuart Paul; Richman, Paul Jeffrey

    1978-01-01

    Two high school students recommend revision of the economics component of the social studies curriculum to include study of income tax preparation, consumer fraud, investment practices, labor economics, and urban problems. (Author/DB)

  15. Noise Pollution--An Overlooked Issue in the Science Curriculum.

    Science.gov (United States)

    Treagust, David F.; Kam, Goh Ah

    1985-01-01

    Discusses the need for including noise pollution in the science curriculum and describes 10 activities for improving students' awareness and understanding of and concern for noise and its effects. (Author/JN)

  16. Curriculum Guidelines on Predoctoral Oral and Maxillofacial Surgery.

    Science.gov (United States)

    Journal of Dental Education, 1985

    1985-01-01

    The American Association of Dental Schools' Curriculum Guidelines include an introduction to the discipline and its interrelationships with other disciplines, prerequisites, a core content outline, specific behavioral objectives, and notes on sequencing and faculty. (MSE)

  17. INTRODUCTION TO SCIENCE: A CURRICULUM APPROACH

    Directory of Open Access Journals (Sweden)

    André A. G. Bianco

    2007-05-01

    Full Text Available International and national institutions concerned with higher education recommendthe inclusion in curriculum of strategies to promote development of aditional skills thentraditionals memorazing habilities and contents reproduction. Between this, specialattention is given to stimulating the critical capacitie. To develop this skills, was given aproject, included into the Biochemistry discipline, with freshmen students in the Nutritioncourse of the Saúde Pública College of USP. The project consisted into the scientificarticles analysis and in the elaboration of research projects at the Scientific Initiation level.The first part presented the way how Science is divulged and the second, the mold that thescientific knowledge is generated. All activities was always conducted by activecommunication strategy. The general goal was bring near the students of scientificproceedings, contribute to developed scientific attitude, that is to say, critical sense. Theproceeding was evaluated by quantitative methods (questionnaire and qualitative(interview with differents participant and the results point for a significative increase ofknowledge of scientific job and a developed of yerned skills.

  18. Implementation of "social and communicative competencies" in medical education. The importance of curriculum, organisational and human resource development.

    Science.gov (United States)

    Pruskil, Susanne; Deis, Nicole; Druener, Susanne; Kiessling, Claudia; Philipp, Swetlana; Rockenbauch, Katrin

    2015-01-01

    With this article we want to support teachers and curriculum planners to be aware of and apply knowledge and recommendations of organisational (OD), curriculums (CD) and human resource development (HRD) ideas already in the planning phase of a project. Taking these into account can influence the process of change successfully and controlled during the introduction and establishment of curricula in the field of communication and social skills in medical education. In the context of a multi-stage developmental process, a recommendation on CD for "Communicative and social competencies" was developed. The basis for it was made during two workshops of the GMA-committee "Communicative and social competencies" and supplemented by the available literature and the experience of communication experts. The "Undeloher Recommendation" (see attachment ) includes a compilation of recommendations and guiding questions, which is geared to the various phases of CD. Additionally, general approaches and recommendations of organisational and human resource development were integrated, which turned out to be particularly relevant in the process of CD. Thus, the "Undeloher recommendation" includes an orientation for each phase of the curriculum development process, the organisation and the staff in order to successfully implement a longitudinal curriculum. In addition to theoretical models the long-term discussion process and the personal experiences of a variety of curriculum planners and teachers have been integrated. The "Undeloher recommendation" can support the implementation processes of curricula in communication and social skills during development and realisation. Its application was reviewed in the context of workshops based on concrete examples. The participating teachers and curriculum planners assessed it to be very helpful. The recommendation goes beyond of what has been described in terms of content models in the CD so fare. In particular, the organisational and human

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

    Science.gov (United States)

    1996-06-01

    to both the content and learning methods of the molecular science curriculum. Course and Curriculum Development Program Awards. Studio General Chemistry with Full Merging of the Laboratory and Classroom Experiences. Thomas M. Apple Rensselaer Polytechnic Institute DUE 9555069 114,000 A workshop general chemistry class is being developed that includes experimental work during every meeting. Lab work is merged with classroom discussion. Students working in groups are challenged to link their macroscopic observations to chemical principles. The merger of thirty-minute, concept-based discovery labs with discussion and lateral development material provides a unique perspective of chemistry. In modernizing the general chemistry curriculum, fewer topics are treated and the more esoteric aspects of physical chemistry that are inappropriate for freshmen are eliminated. More time is allocated to materials chemistry, organic and biological chemistry, and environmental science. The course material is organized into modules or case-studies that contain material that is developed with the specific aim of showing the relevance of the material to problems to which the students already have been exposed. Societal relevance is built into every module of the syllabus by incorporating laboratories, discussion and "lateral development" problems for each topic. Dynamic Visualization in Chemistry. James P. Birk Arizona State University DUE 9555098 175,000 This project will produce real images of chemical and physical changes occurring at the microscopic and atomic levels. These images, from different instruments (optical, electron, and scanning probe microscopes), will be captured electronically (video tapes and CD ROMs) and used in conjunction with molecular modeling as instructional aids in introductory chemistry courses. The objective is to introduce students to the relationships between macroscopic changes in materials and the corresponding changes in the arrangements of their atoms

  20. Radiology curriculum for undergraduate medical studies—A consensus survey

    International Nuclear Information System (INIS)

    Mirsadraee, S.; Mankad, K.; McCoubrie, P.; Roberts, T.; Kessel, D.

    2012-01-01

    Aim: To establish an expert consensus of what, when, and how the teaching of radiology should be incorporated into the core undergraduate medical curriculum. Methods and materials: This Delphi survey consisted of four iterative rounds, with feedback given at the start of each successive round in the form of the results of the previous round. The participants consisted of both radiologists and non-radiologists with significant interest and involvement in radiology and undergraduate/Foundation training. The study addressed the questions of how, where, when, and by whom radiology should be taught. Results: The number of responses in rounds 1–4 was 20, 23, 41, and 25 (25, 22, 31, and 61% response rate, respectively). There was good consensus amongst the responders on the following: radiology teaching must be delivered in conjunction with anatomy and clinical case-based teaching, if possible in the department of radiology on picture archiving and communication system (PACS) workstations, and the teaching should be delivered by a competent and credentialled individual. Case-based assessment was the most agreed method of assessment. The majority of the responders concurred that the curriculum should include general indications for commonly requested radiological investigations, consent and safety issues around radiological tests, and their basic interpretation. Conclusion: The consensus points reached by the present study not only serve as directive principles for developing a more comprehensive radiology curriculum, but also places emphasis on a broader range of knowledge required to promote the best use of a department of radiology by junior doctors in an attempt to improve patient experiences and care.

  1. Racism as a Unique Social Determinant of Mental Health: Development of a Didactic Curriculum for Psychiatry Residents.

    Science.gov (United States)

    Medlock, Morgan; Weissman, Anna; Wong, Shane Shucheng; Carlo, Andrew; Zeng, Mary; Borba, Christina; Curry, Michael; Shtasel, Derri

    2017-01-01

    Mental health disparities based on minority racial status are well characterized, including inequities in access, symptom severity, diagnosis, and treatment. For African Americans, racism may affect mental health through factors such as poverty and segregation, which have operated since slavery. While the need to address racism in medical training has been recognized, there are few examples of formal didactic curricula in the psychiatric literature. Antiracism didactics during psychiatry residency provide a unique opportunity to equip physicians to address bias and racism in mental health care. With advocacy by residents in the Massachusetts General Hospital/McLean Psychiatry residency program, the Division of Public and Community Psychiatry developed a curriculum addressing racial inequities in mental health, particularly those experienced by African Americans. Four 50-minute interactive didactic lectures were integrated into the required didactic curriculum (one lecture per postgraduate training class) during the 2015-2016 academic year. Of residents who attended lectures and provided anonymous feedback, 97% agreed that discussing racism in formal didactics was at least "somewhat" positive, and 92% agreed that it should "probably" or "definitely" remain in the curriculum. Qualitative feedback centered on a need for more time to discuss racism as well as a desire to learn more about minority mental health advocacy in general. Teaching about racism as part of required training conveys the explicit message that this is core curricular material and critical knowledge for all physicians. These lectures can serve as a springboard for dissemination and provide scaffolding for similar curriculum development in medical residency programs.

  2. The 2016 ACCP Pharmacotherapy Didactic Curriculum Toolkit.

    Science.gov (United States)

    Schwinghammer, Terry L; Crannage, Andrew J; Boyce, Eric G; Bradley, Bridget; Christensen, Alyssa; Dunnenberger, Henry M; Fravel, Michelle; Gurgle, Holly; Hammond, Drayton A; Kwon, Jennifer; Slain, Douglas; Wargo, Kurt A

    2016-11-01

    The 2016 American College of Clinical Pharmacy (ACCP) Educational Affairs Committee was charged with updating and contemporizing ACCP's 2009 Pharmacotherapy Didactic Curriculum Toolkit. The toolkit has been designed to guide schools and colleges of pharmacy in developing, maintaining, and modifying their curricula. The 2016 committee reviewed the recent medical literature and other documents to identify disease states that are responsive to drug therapy. Diseases and content topics were organized by organ system, when feasible, and grouped into tiers as defined by practice competency. Tier 1 topics should be taught in a manner that prepares all students to provide collaborative, patient-centered care upon graduation and licensure. Tier 2 topics are generally taught in the professional curriculum, but students may require additional knowledge or skills after graduation (e.g., residency training) to achieve competency in providing direct patient care. Tier 3 topics may not be taught in the professional curriculum; thus, graduates will be required to obtain the necessary knowledge and skills on their own to provide direct patient care, if required in their practice. The 2016 toolkit contains 276 diseases and content topics, of which 87 (32%) are categorized as tier 1, 133 (48%) as tier 2, and 56 (20%) as tier 3. The large number of tier 1 topics will require schools and colleges to use creative pedagogical strategies to achieve the necessary practice competencies. Almost half of the topics (48%) are tier 2, highlighting the importance of postgraduate residency training or equivalent practice experience to competently care for patients with these disorders. The Pharmacotherapy Didactic Curriculum Toolkit will continue to be updated to provide guidance to faculty at schools and colleges of pharmacy as these academic pharmacy institutions regularly evaluate and modify their curricula to keep abreast of scientific advances and associated practice changes. Access the

  3. Spaceship Earth: A partnership in curriculum writing

    Science.gov (United States)

    Lindstrom, Marilyn M.

    1993-01-01

    As the Apollo astronauts left Earth to venture onto the surface of another planetary body, they saw their home planet in a new global perspective. Unmanned NASA missions have given us a closer look at all the other planets in our solar system and emphasized the uniqueness of Earth as the only place in our solar system that can sustain life as we know it. Spaceship Earth is a new science curriculum which was developed to help students and teachers to explore the Earth, to see it in the global perspective, and to understand the relationships among life, the planet, and the sun. Astronaut photographs, especially shuttle pictures, are used as groundbased studies to help students to understand global Earth Science and integrate various aspects of physical, life, and social science. The Spaceship Earth curriculum was developed at by a team of JSC scientists working in collaboration with teachers from local school districts. This project was done under the auspices of Partner-In-Space, a local non-profit organization dedicated to improving science education and our general knowledge of space. The team met once a month for a year then assembled the curriculum during the summer. The project is now in the testing stage as the teachers try it out in their classrooms. It was supported by the Texas Education Agency and will be offered by the State of Texas as a supplemental curriculum for statewide use. Because the curriculum was developed by teachers, it is self contained and the lessons are easy to implement and give students concrete experiences. The three sub-units follow in a logical order, but may be used independently. If they are used separately, they may be tied together by the teacher returning to the basic theme of the global Earth as each unit is completed.

  4. 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

  5. On-site comprehensive curriculum to teach reproductive health to female adolescents in Kenya.

    Science.gov (United States)

    Gaughran, Margaret; Asgary, Ramin

    2014-04-01

    Rates of sexually transmitted infections (STIs) and unplanned pregnancy are high in Kenya, and limited reproductive health education exists in schools. We designed and implemented a 6-week reproductive health curriculum in Laikipia District, Kenya, in 2011, which included didactic sessions, educational games, and open discussions. We applied a mixed quantitative and qualitative methods to evaluate this curriculum including a comprehensive 35-item survey to assess pre- and post-training knowledge, attitudes, and practices of female teenagers regarding STIs/HIV and family planning using paired t-test as well as complementary focus groups (n=42) and individual interviews (n=20). Average age for 42 female teenagers was 16.5 (± 1.31) years. Pre-test questionnaires revealed lack of knowledge about different types of STIs, specifically chlamydia, but adequate knowledge of basic contraception including abstinence and condom use. By the conclusion of the study, we observed improvement in following educational domains: general knowledge of HIV/AIDS (85% ± 7.5% to 94% ± 5.6%) (pmasturbation and its perceived consequences, and issues surrounding female circumcision. Important misconceptions and gaps in reproductive practices were identified and addressed using a mixed methods approach. Despite prior basic knowledge and positive attitudes on STI prevention and family planning, complementary teaching approaches were instrumental in improving overall knowledge of STIs other than HIV as well as family planning. The curriculum was feasible, well received, and achieved its educational goals.

  6. Diversifying the secondary school curriculum: The African experience

    Science.gov (United States)

    Sifuna, Daniel N.

    1992-01-01

    The paper discusses some African experiences in the diversification of secondary education, which is taken to mean curriculum change in a practical or vocational direction. This approach is intended to provide a wider set of future career options than is offered in the more uniform academic curriculum. The diversification policy has generally been seen as a solution to a number of economic and social problems facing the independent African countries, notably the increasing youth unemployment and the escalating costs of formal education. Studies which have so far been carried out have, however, revealed that diversification programmes have not met the intended objectives, although there is sustained interest in vocationalising formal education. Problems which commonly face these programmes include high unit costs, an absence of clarity in aims and objectives, a shortage of qualified teachers and the low status of vocational subjects as viewed by the students and the community. For future development, it is suggested that diversification programmes be reorganised to relate to more realistic goals through wider community participation and through the work-orientation of post-school training programmes.

  7. Teaching Art a Greener Path: Integrating Sustainability Concepts of Interior Design Curriculum into the Art Education Curriculum

    Science.gov (United States)

    Hasio, Cindy; Crane, Tommy J.

    2014-01-01

    Interior design is seldom integrated within the general art education curriculum because the subject matter is generally segregated as a commercial art. However, the importance of interior design concepts of sustainability in art education can really help a student understand the scale and proportion of space and mass, and how sustainability is…

  8. 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.

  9. Improvement of medical content in the curriculum of biomedical engineering based on assessment of students outcomes.

    Science.gov (United States)

    Abdulhay, Enas; Khnouf, Ruba; Haddad, Shireen; Al-Bashir, Areen

    2017-08-04

    Improvement of medical content in Biomedical Engineering curricula based on a qualitative assessment process or on a comparison with another high-standard program has been approached by a number of studies. However, the quantitative assessment tools have not been emphasized. The quantitative assessment tools can be more accurate and robust in cases of challenging multidisciplinary fields like that of Biomedical Engineering which includes biomedicine elements mixed with technology aspects. The major limitations of the previous research are the high dependence on surveys or pure qualitative approaches as well as the absence of strong focus on medical outcomes without implicit confusion with the technical ones. The proposed work presents the development and evaluation of an accurate/robust quantitative approach to the improvement of the medical content in the challenging multidisciplinary BME curriculum. The work presents quantitative assessment tools and subsequent improvement of curriculum medical content applied, as example for explanation, to the ABET (Accreditation Board for Engineering and Technology, USA) accredited biomedical engineering BME department at Jordan University of Science and Technology. The quantitative results of assessment of curriculum/course, capstone, exit exam, course assessment by student (CAS) as well as of surveys filled by alumni, seniors, employers and training supervisors were, first, mapped to the expected students' outcomes related to the medical field (SOsM). The collected data were then analyzed and discussed to find curriculum weakness points by tracking shortcomings in every outcome degree of achievement. Finally, actions were taken to fill in the gaps of the curriculum. Actions were also mapped to the students' medical outcomes (SOsM). Weighted averages of obtained quantitative values, mapped to SOsM, indicated accurately the achievement levels of all outcomes as well as the necessary improvements to be performed in curriculum

  10. Botany in Edinburgh's Medical Curriculum.

    Science.gov (United States)

    Wilson, Hazel

    2012-01-01

    In the early 18th century, at the founding of Edinburgh University Medical School, the study of botany was regarded as an essential component of medical training. Botanical teaching began as basic instruction in the recognition of medical plants, considered a vital aspect of a physician's Materia Medica studies. Over the next hundred years growing importance was given to the study of botany as a science, its popularity peaking under John Hutton Balfour's tenure as Professor (1845-1879). The relevance of botanical study later declined in the undergraduate medical curriculum until its cessation in 1961 .This paper considers the history of botanical studies in Edinburgh, including the reasons for its introduction and its changing importance over time.

  11. EPTS Curriculum Model in the Education of Gifted Students

    Directory of Open Access Journals (Sweden)

    Ugur Sak

    Full Text Available In this article, the author reviews the EPTS Model (Education Programs for Talented Students and discuss how it was developed through multiple stages, the ways it is used to develop programs for gifted students, and then presents research carried out on the effectiveness of this model in the education of gifted students. The EPTS Model has two dimensions: ability and content. The ability dimension has a hierarchical structure composed of three levels of cognitive skills. The content dimension is the extension of the regular curriculum but organized at four levels: data, concept, generalization and theory. Included in the article also is a brief critics of the current state of curricular programs in gifted education.

  12. 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.

  13. Blog網路學習社群對大學生藝術通識課程知識建構影響之研究 A Study on the Influence of Blog Learning Communities on Undergraduates’ Knowledge Constructions in Arts General Curriculum

    Directory of Open Access Journals (Sweden)

    盧姵綺 Pei-Chi Lu

    2011-06-01

    Full Text Available 本研究旨在探討blog 網路學習社群在大學藝術通識課程之應用及對學生知識建構之影響,研究對象為86位「藝術鑑賞」通識課程選修學生。本研究blog 網路社群為以建構主義教學相關理論為核心概念,結合Web 2.0知識分享與共構,以及應用blog平臺之課程網路社群,目的在輔助學生進行藝術通識課程學習。本研究依據不同的blog 網路社群互動型態,將學生分為教學助理參與組及對照組,以進行教學實驗,在「教學助理參與」實驗組中,本研究參考Salmon(2003)提出之五階段線上教學模式,由教學助理進行線上教學並參與blog 社群之互動討論,並應用Gunawardena、Lowe和Anderson(1997)的Interaction Analysis Model 知識建構編碼表作為資料分析研究工具,以進行教學助理與學生blog 互動內容之編碼分析,探討blog 網路學習社群融入教學對大學生知識建構之影響。研究結果blog 網路學習社群與教學助理線上教學對學生知識建構程度有正向影響,且教學助理提問技巧與適時運用教學策略為學生產出高階層知識建構之主要影響因素。惟學生主動參與線上社群活動、發表回饋意見之積極度與反思深度仍待加強。最後提出未來Web 2.0與網路社群教學建議。 The purposes of this study were to investigate how blog learning communities have been applied in an arts general education for undergraduates, as well as their impact on students’ “knowledge construction.” The research subjects included 86 students participating in a university general curriculum of art appreciation. The blog learning community herein, a web-based learning community that applies constructionist-based theories as its core concept, integrates a model of Web 2.0 knowledge-sharing and co-construction, in addition to applying a blog platform with the aim of assisting students with their

  14. 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…

  15. 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…

  16. 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…

  17. Biology Reflective Assessment Curriculum

    Science.gov (United States)

    Bayley, Cheryl Ann

    Often students and educators view assessments as an obligation and finality for a unit. In the current climate of high-stakes testing and accountability, the balance of time, resources and emphasis on students' scores related to assessment have been slanted considerably toward the summative side. This tension between assessment for accountability and assessment to inform teaching strains instruction and educators' ability to use that information to design learning opportunities that help students develop deeper conceptual understanding. A substantive body of research indicates that formative and reflective assessment can significantly improve student learning. Biology Reflective Assessment Curriculum (BRAC) examines support provided for high school science students through assessment practices. This investigation incorporates the usage of reflective assessments as a guiding practice for differentiated instruction and student choice. Reflective assessment is a metacognitive strategy that promotes self-monitoring and evaluation. The goals of the curriculum are to promote self-efficacy and conceptual understanding in students learning biology through developing their metacognitive awareness. BRAC was implemented in a high school biology classroom. Data from assessments, metacognitive surveys, self-efficacy surveys, reflective journals, student work, a culminating task and field notes were used to evaluate the effectiveness of the curriculum. The results suggest that students who develop their metacognitive skills developed a deeper conceptual understanding and improved feelings of self-efficacy when they were engaged in a reflective assessment unit embedded with student choice. BRAC is a tool for teachers to use assessments to assist students in becoming metacognitive and to guide student choice in learning opportunities.

  18. 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...

  19. 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

  20. Assessing knowledge and attitudes towards addictions in medical residents of a general hospital

    OpenAIRE

    Barral, Carmen; Eiroa-Orosa, Francisco Jose; Navarro-Marfisis, Maria Cecilia; Roncero, Carlos; Casas, Miguel

    2014-01-01

    Addiction treatment training has been recognized to be an essential part of the curriculum in psychiatry and general medicine. Our objective in this study was to measure the knowledge and attitudes towards addictions among medical residents of a general hospital in Catalonia, Spain.\\ud \\ud Method\\ud Within a sample of medical residents, we administered a questionnaire based on previous literature including attitudes towards patients with drug use problems, evaluation of knowledge and beliefs ...

  1. The American College of Surgeons/Association of Program Directors in Surgery National Skills Curriculum: adoption rate, challenges and strategies for effective implementation into surgical residency programs.

    Science.gov (United States)

    Korndorffer, James R; Arora, Sonal; Sevdalis, Nick; Paige, John; McClusky, David A; Stefanidis, Dimitris

    2013-07-01

    The American College of Surgeons/Association of Program Directors in Surgery (ACS/APDS) National Skills Curriculum is a 3-phase program targeting technical and nontechnical skills development. Few data exist regarding the adoption of this curriculum by surgical residencies. This study attempted to determine the rate of uptake and identify implementation enablers/barriers. A web-based survey was developed by an international expert panel of surgical educators (5 surgeons and 1 psychologist). After piloting, the survey was sent to all general surgery program directors via email link. Descriptive statistics were used to determine the residency program characteristics and perceptions of the curriculum. Implementation rates for each phase and module were calculated. Adoption barriers were identified quantitatively and qualitatively using free text responses. Standardized qualitative methodology of emergent theme analysis was used to identify strategies for success and details of support required for implementation. Of the 238 program directors approached, 117 (49%) responded to the survey. Twenty-one percent (25/117) were unaware of the ACS/APDS curriculum. Implementation rates for were 36% for phase I, 19% for phase II, and 16% for phase III. The most common modules adopted were the suturing, knot-tying, and chest tube modules of phase I. Over 50% of respondents identified lack of faculty protected time, limited personnel, significant costs, and resident work-hour restrictions as major obstacles to implementation. Strategies for effective uptake included faculty incentives, adequate funding, administrative support, and dedicated time and resources. Despite the availability of a comprehensive curriculum, its diffusion into general surgery residency programs remains low. Obstacles related to successful implementation include personnel, learner, and administrative issues. Addressing these issues may improve the adoption rate of the curriculum. Copyright © 2013 Mosby, Inc

  2. 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)

  3. Rationale and Guidelines for a Pre-Crisis Curriculum to Prepare Healthy Preschool Children for Hospitalization.

    Science.gov (United States)

    Poster, Elizabeth C.

    Questions associated with an alternative approach to preparing nursery and elementary school children for hospitalization are addressed, and the basic components of a pre-crisis curriculum are outlined in this paper. Questions broached focus on (1) the effectiveness of a general curriculum approach as opposed to a crisis approach to preparing…

  4. 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…

  5. 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…

  6. 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…

  7. 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,…

  8. 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…

  9. 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…

  10. 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)

  11. 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…

  12. 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…

  13. INTRODUCTION TO SCIENCE: A CURRICULUM APPROACH

    OpenAIRE

    Bianco, André A. G.; Biochemistry Departament, Chemistry Institute, Sao Paulo University, Sao Paulo.; Torres, Bayardo B.; Biochemistry Departament, Chemistry Institute, Sao Paulo University, Sao Paulo.

    2007-01-01

    International and national institutions concerned with higher education recommendthe inclusion in curriculum of strategies to promote development of aditional skills thentraditionals memorazing habilities and contents reproduction. Between this, specialattention is given to stimulating the critical capacitie. To develop this skills, was given aproject, included into the Biochemistry discipline, with freshmen students in the Nutritioncourse of the Saúde Pública College of USP. The project cons...

  14. 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...

  15. Eating the curriculum.

    Science.gov (United States)

    Hunter, K M

    1997-03-01

    The alimentary metaphor--learning as ingestion--is well established in medical education: students are spoonfed, forcefed; they cram, digest, and metabolize information; and they regurgitate it on tests. In the author's experience, these metaphors are inextricably bound with the attitudes and information they describe, organize, and sometimes generate in medical education. Alimentary imagery shapes discussions of the curriculum, and its perversities characterize and help perpetuate much that needs changing in North American medical education. Medical school teachers speak of their life's work as feeding students, not as chiefs but as the anxious caretakers of problem eaters, and the images used most often to describe the teacher-learner relationship suggest an underlying infantilization of medical students. Alimentary metaphors are not in themselves evil. A closer look at medicine's uses of the metaphor of learning as eating suggests a healthier educational philosophy. Despite the "full plate" that students are served, they are metaphorically starving. Fundamental curriculum reform should help them learn to be healthy eaters-using lessons from parents, pediatricians, and child psychologists about how to do this, which are discussed in detail. The difficult-to-achieve but imperative goal of medical education should be to put students in charge of their own "eating" and thereby produce intellectually curious, self-motivated, active, and "well-nourished" physicians who know how to feed themselves in the right amounts and at reasonable levels, maintain a healthy skepticism about the information they consume, and periodically check that information for freshness.

  16. Obesity prevention in pediatrics: A pilot pediatric resident curriculum intervention on nutrition and obesity education and counseling.

    Science.gov (United States)

    Gonzalez, Jose L; Gilmer, Loise

    2006-09-01

    Obesity is a highly burdensome public health issue associated with premature death, multiple comorbid disabilities and staggering healthcare costs. Between 1980-2000, the prevalence of obesity among children and adolescents nearly tripled. Obesity subjects youth to social stigmatization and discrimination. These economic and personal burdens mandate targeted prevention and detection educational programs for all individuals at risk. The most cost-effective method of approaching this obesity epidemic is through education of health professionals. As part of an "Obesity Prevention in Pediatrics" curriculum, postgraduate-year (PGY)-2 residents first observed and then participated in the dietary evaluation and counseling of pediatric patients and their families. Attitudinal questionnaires, multiple-choice knowledge examinations and a pre-established checklist of desired skills and behaviors provided evaluation of the curriculum's effect on the participants' ability and willingness to manage actually obese or at-risk pediatric patients and their families. Attitudinal survey and knowledge test scores from control PGY-3 residents generally confirmed that their knowledge and counseling skills on obesity prevention and management were well below expectation. Following participation in the curriculum, study residents' knowledge tended to improve, as did their level of comfort in counseling obese and at-risk children, adolescents and their parents. Implementation of an "Obesity Prevention in Pediatrics" curriculum appears to improve participants' knowledge base as well as their skills and level of personal comfort in the recognition, evaluation and management, including counseling, of both obese and at-risk pediatric patients and their families.

  17. 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.

  18. An analysis of curriculum implementation on high schools in Yogyakarta

    Science.gov (United States)

    Febriana, Beta Wulan; Arlianty, Widinda Normalia; Diniaty, Artina; Fauzi'ah, Lina

    2017-12-01

    This study aims to find out how the implementation of the curriculum at three schools in Yogyakarta. The selection of these three schools is based on the use of different curriculum in each school. The analysis was done by distributing questionnaire analysis of eight national education standards (NES). The purpose of this questionnaire is to find out how the curriculum implemented in the schools. In addition, to find out whether or not the implementation was done in accordance with the expectations of the curriculum. The questionnaire distributed in the form of indicators on each NES. These indicators include, Content Standards, Process Standards, Graduates Competency Standards, Teacher and Education Staff Standards, Facility and Infrastructure Standards, Management Standards, Financing Standards and Assessment Standards. Results of the observation indicate that there is a discrepancy between the expectations and the reality of the three schools observed.

  19. Nutrition educator adoption and implementation of an experiential foods curriculum.

    Science.gov (United States)

    Diker, Ann; Cunningham-Sabo, Leslie; Bachman, Kari; Stacey, Jane E; Walters, Lynn M; Wells, Linda

    2013-01-01

    Describe changes in Nutrition Educator (NE) and Extension Agent (EA) motivation, self-efficacy, and behavioral capability over time after experiential food tasting curriculum training. Identify promoters of curriculum adoption, implementation, and future use. Mixed methods design including surveys, lesson implementation reports, and interviews. New Mexico limited-resource schools. Convenience sample of New Mexico Extension NE (n = 42) and their EA supervisors (n = 21). Three-hour curriculum training employing Social Cognitive Theory and Diffusion of Innovations. Perceived change in motivation, self-efficacy, and behavioral capability from post-training through 8-month post-training; promoters and challenges to curriculum adoption, implementation, and future use. Repeated-measures ANOVA analyzed perceived behavior change over time. Significance was set at P ≤ .05. Qualitative responses were categorized by theme. Gains in NE motivation, self-efficacy, and behavioral capability were sustained at 8 months post-training. High adoption/implementation rates (79%) were attributed to strong implementation expectations, observational learning, experiential training elements, and perceived curriculum compatibility. Environmental factors including time constraints, personnel turnover, and scheduling conflicts proved challenging. Maximizing curriculum simplicity and compatibility and incorporating behavioral capability, observational learning, and expectations into training support adoption and use. Adaptations and techniques to problem-solve challenges should be provided to new curricula implementers. Published by Elsevier Inc.

  20. Islamic values in the Kuwaiti curriculum

    Science.gov (United States)

    Alshahen, Ghanim A.

    This study investigated the influence of Islamic values on the curriculum, in particular the Islamic studies and science curricula. Three questionnaires were developed, validated, and used to investigate teachers' and pupils' attitudes toward Islamic values in the curriculum. Four main sections deal with Islamic values in the Islamic studies and science curricula, namely: Islamic values in the textbook, teaching Islamic values, the relationship between Islamic values and the science curriculum, and the Islamic values model. Two instruments were used in this study: questionnaires and interviews. Both qualitative and quantitative data were generated from the sample, which consisted of Islamic studies and science teachers and supervisors in intermediate schools, and pupils studying in the eighth grade in intermediate schools. In the last case, the data were gathered by questionnaire only. The interviews and questionnaires provided explanatory data. The research was carried out in three phases, considering respectively 55 Islamic studies teachers, 55 science teachers who teach the eighth grade in intermediate schools, and 786 pupils who study in the eighth grade in 20 schools. In each school, the researcher selected two classes. This thesis consists of eight chapters. Chapter One provides a general introduction and highlights the general framework of this study. Chapter Two is concerned with the development of the education system in Kuwait and the objectives of the Islamic studies and science curricula in the intermediate stage. Chapter Three presents the conceptions of values, the Islamic values model, and Islamic values in the curriculum. Chapter Four describes the objectives of the study, and its research design methods and procedures used to develop the instruments. The sampling procedure, the data collection procedures, and the statistical methods used to analyse the data are also described. Chapter Five presents and interprets the findings of this study. Data

  1. 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,…

  2. Integration of Ethics across the Curriculum: From First Year through Senior Seminar†

    Science.gov (United States)

    Gasparich, Gail E.; Wimmers, Larry

    2014-01-01

    The Fisher College of Science and Mathematics (FCSM) at Towson University (TU) has integrated authentic research experiences throughout the curriculum from first year STEM courses through advanced upper-level classes and independent research. Our observation is that training in both responsible conduct of research (RCR) and bioethics throughout the curriculum was an effective strategy to advance the cognitive and psychosocial development of the students. As students enter TU they generally lack the experience and tools to assess their own competence, to apply ethical debates, to investigate scientific topics from an ethical perspective, or to integrate ethics into final conclusions. Student behavior and development follow cognitive models such as described in the theories put forth by Piaget, Kohlberg, and Erikson, both for initial learning and for how concepts are understood and adopted. Three examples of this ethics training integration are described, including a cohort-based course for first year students in the STEM Residential Learning Community, a cohort-based course for community college students that are involved in an NIH-funded Bridges to the Baccalaureate program, and a senior seminar in Bioethics in the Molecular Biology, Biochemistry and Bioinformatics Program. All three focus on different aspects of RCR and bioethics training, providing opportunities for students to learn about the principles of effective decision-making, critical and analytical thinking, problem solving, and communication with increasing degrees of complexity as they move through the curriculum. PMID:25574282

  3. Integration of Ethics across the Curriculum: From First Year through Senior Seminar.

    Science.gov (United States)

    Gasparich, Gail E; Wimmers, Larry

    2014-12-01

    The Fisher College of Science and Mathematics (FCSM) at Towson University (TU) has integrated authentic research experiences throughout the curriculum from first year STEM courses through advanced upper-level classes and independent research. Our observation is that training in both responsible conduct of research (RCR) and bioethics throughout the curriculum was an effective strategy to advance the cognitive and psychosocial development of the students. As students enter TU they generally lack the experience and tools to assess their own competence, to apply ethical debates, to investigate scientific topics from an ethical perspective, or to integrate ethics into final conclusions. Student behavior and development follow cognitive models such as described in the theories put forth by Piaget, Kohlberg, and Erikson, both for initial learning and for how concepts are understood and adopted. Three examples of this ethics training integration are described, including a cohort-based course for first year students in the STEM Residential Learning Community, a cohort-based course for community college students that are involved in an NIH-funded Bridges to the Baccalaureate program, and a senior seminar in Bioethics in the Molecular Biology, Biochemistry and Bioinformatics Program. All three focus on different aspects of RCR and bioethics training, providing opportunities for students to learn about the principles of effective decision-making, critical and analytical thinking, problem solving, and communication with increasing degrees of complexity as they move through the curriculum.

  4. Integration of Ethics across the Curriculum: From First Year through Senior Seminar

    Directory of Open Access Journals (Sweden)

    Gail E. Gasparich

    2014-10-01

    Full Text Available The Fisher College of Science and Mathematics (FCSM at Towson University (TU has integrated authentic research experiences throughout the curriculum from first year STEM courses through advanced upper-level classes and independent research. Our observation is that training in both responsible conduct in research (RCR and bioethics throughout the curriculum was an effective strategy to advance the cognitive and psychosocial development of the students. As students enter TU they generally lack the experience and tools to assess their own competence, to apply ethical debates, to investigate scientific topics from an ethical perspective, or to integrate ethics into final conclusions. Student behavior and development follow cognitive models such as described in the theories put forth by Piaget, Kohlberg, and Erikson, both for initial learning and for how concepts are understood and adopted. Three examples of this ethics training integration are described, including a cohort-based course for first year students in the STEM Residential Learning Community, a cohort-based course for community college students that are involved in an NIH-funded Bridges to the Baccalaureate program, and a senior seminar in Bioethics in the Molecular Biology, Biochemistry and Bioinformatics Program. All three focus on different aspects of RCR and bioethics training, providing opportunities for students to learn about the principles of effective decision-making, critical and analytical thinking, problem solving, and communication with increasing degrees of complexity as they move through the curriculum.

  5. Results of Third-Grade Students in a Reform Curriculum on the Illinois State Mathematics Test.

    Science.gov (United States)

    Carroll, William M.

    1997-01-01

    Reports on the results of the reform curriculum of the University of Chicago School Mathematics Project's elementary curriculum, Everyday Mathematics, for third-grade students. Results included the fact that only 2% of UCSMP students failed to meet state goals. UCSMP students also scored well in all mathematical areas including number skills and…

  6. 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…

  7. 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.…

  8. Student Material for Competency-Based Education Curriculum for Welding.

    Science.gov (United States)

    Associated Educational Consultants, Inc., Pittsburgh, PA.

    This student welding competency-based education curriculum consists of six units dealing with general areas related to trade occupations and nine units covering specific aspects of working with welding equipment and performing welding operations. Topics covered in the first six units are welding opportunities, human relations, safety, basic…

  9. Integrating Occupational Health and Safety into TAFE Courses: Curriculum Topics.

    Science.gov (United States)

    Hall, Bob; Mageean, Pauline

    This guide is designed to help technical and further education (TAFE) curriculum writers in Australia integrate safety education into vocational education courses. It provides a general overview of occupational health and safety from the perspective of TAFE trade training and a brief summary of the major health and safety issues that might be…

  10. Hegemony and Accommodation in the History Curriculum in Colonial Botswana

    Science.gov (United States)

    Mafela, Lily

    2014-01-01

    A reanalysis of colonial education is necessary in order to highlight its multifaceted and hybrid nature in specific colonial contexts. Although in general, colonial education served the socio-political needs of the colonial machinery, the colonial government's hegemonic authority over the school curriculum did not operate as a totalising project.…

  11. A Curriculum Guide for Power Technology, Grades 9-12.

    Science.gov (United States)

    Callahan, J. Thomas

    Designed to help the high school industrial arts instructor in teaching power technology, this curriculum guide concentrates on seven subject areas: exploratory power technology, electricity, electronics, small gas engines, automotive repair, transportation, and alternate energy sources. The general course objectives are identified as enabling the…

  12. Anthropology and Openmindedness: A Restructuring of the Social Studies Curriculum.

    Science.gov (United States)

    Dynneson, Thomas L.

    The potential use of anthropology for restructuring both the general curriculum and social studies is discussed. Anthropology could work as an organizer because it is a broad based discipline and relates to the natural sciences, fine arts, language arts, and humanities, as well as to the social sciences. By the beginning of the 21st century, major…

  13. The NARCONON™ drug education curriculum for high school students: A non-randomized, controlled prevention trial

    Directory of Open Access Journals (Sweden)

    Cecchini Marie A

    2008-03-01

    Full Text Available Abstract Background An estimated 13 million youths aged 12 to 17 become involved with alcohol, tobacco and other drugs annually. The number of 12- to 17-year olds abusing controlled prescription drugs increased an alarming 212 percent between 1992 and 2003. For many youths, substance abuse precedes academic and health problems including lower grades, higher truancy, drop out decisions, delayed or damaged physical, cognitive, and emotional development, or a variety of other costly consequences. For thirty years the Narconon program has worked with schools and community groups providing single educational modules aimed at supplementing existing classroom-based prevention activities. In 2004, Narconon International developed a multi-module, universal prevention curriculum for high school ages based on drug abuse etiology, program quality management data, prevention theory and best practices. We review the curriculum and its rationale and test its ability to change drug use behavior, perceptions of risk/benefits, and general knowledge. Methods After informed parental consent, approximately 1000 Oklahoma and Hawai'i high school students completed a modified Center for Substance Abuse Prevention (CSAP Participant Outcome Measures for Discretionary Programs survey at three testing points: baseline, one month later, and six month follow-up. Schools assigned to experimental conditions scheduled the Narconon curriculum between the baseline and one-month follow-up test; schools in control conditions received drug education after the six-month follow-up. Student responses were analyzed controlling for baseline differences using analysis of covariance. Results At six month follow-up, youths who received the Narconon drug education curriculum showed reduced drug use compared with controls across all drug categories tested. The strongest effects were seen in all tobacco products and cigarette frequency followed by marijuana. There were also significant

  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. Sociocultural Dimension of Hidden Content in a Professional Language Curriculum

    Directory of Open Access Journals (Sweden)

    Ekaterina E. Shishlova

    2017-12-01

    Full Text Available Introduction: studying curriculum as a pedagogical problem has traditionally been reduced to the analysis of its explicit content, set in official educational documents. However, a much less studied hidden content plays a significant role in education. So, what is the role of the hidden curriculum during professional language training? The purpose of the article is to determine the potential impact of hidden curriculum on students’ conceptual worldview. Comparing the worldview presented in textbooks with students’ one has allowed us to estimate the rate of influence of hidden curr iculum. Materials and Methods: the methodological basis of the work is the cultural concept of personalityoriented education. The methodology for studying the role of hidden curriculum includes four stages: at the first stage, the authors set the criteria for selecting textbooks for analysis and do the selection; at the second stage, the authors select sociocultural concepts for analysis; at the third stage, the scheme of analysis is designed and the analysis of textbooks is done; at the fourth stage, the authors identify the potential influence of hidden curriculum on students’ conceptual worldview. Results: the structure of hidden curriculum has been determined and the scheme for analysing its subject component has been developed. The authors have identified a significant influence of hidden curriculum on students’ worldview, which represents the scientific novelty of the article. Discussion and Conclusions: the article gives the definition of a hidden curriculum which is new for Russian pedagogy and presents a methodology for its analysis in EFL textbooks. That analysis is recommended to be conducted when selecting teaching materials both i n languages and other humanities.

  16. What Should General Practice Trainees Learn about Atopic Eczema?

    Directory of Open Access Journals (Sweden)

    Deepani Munidasa

    2015-02-01

    Full Text Available Effective atopic eczema (AE control not only improves quality of life but may also prevent the atopic march. The Royal College of General Practitioners’ (RCGP curriculum does not currently provide specific learning outcomes on AE management. We aimed to gain consensus on learning outcomes to inform curriculum development. A modified Delphi method was used with questionnaires distributed to gather the views of a range of health care professionals (HCPs including general practitioners (GPs, dermatologists, dermatology nurses and parents of children with AE attending a dedicated paediatric dermatology clinic. Ninety-one questionnaires were distributed to 61 HCPs and 30 parents; 81 were returned. All agreed that learning should focus on the common clinical features, complications and management of AE and the need to appreciate its psychosocial impact. Areas of divergence included knowledge of alternative therapies. Parents felt GPs should better understand how to identify, manage and refer severe AD and recognized the value of the specialist eczema nurse. Dermatologists and parents highlighted inconsistencies in advice regarding topical steroids. This study identifies important areas for inclusion as learning outcomes on AE management in the RCGP curriculum and highlights the importance of patients and parents as a valuable resource in the development of medical education.

  17. Grade 6 Science Curriculum Specifications.

    Science.gov (United States)

    Alberta Dept. of Education, Edmonton. Curriculum Branch.

    This material describes curriculum specifications for grade 6 science in Alberta. Emphases recommended are: (1) process skills (50%); (2) psychomotor skills (10%); (3) attitudes (10%); and (4) subject matter (30%). Priorities within each category are identified. (YP)

  18. Culture, Identity and the Curriculum.

    Science.gov (United States)

    Burtonwood, Neil

    1996-01-01

    Critiques recent versions of pluralism by examining the concepts of culture and identity underlying them. Proposes a model of education that rejects cultural transmission in favor of a transformational curriculum that goes beyond culture. (SK)

  19. Curriculum Theory and the Welfare State

    Directory of Open Access Journals (Sweden)

    Benjamin Justice

    2017-07-01

    Full Text Available How do states make citizens? The question is as old as states themselves. Surprisingly, however, the approaches to answering it have emerged as a form of parallel play, uncoordinated (and poorly understood across fields. This essay attempts to reconcile disparate realms of social research that address the question. The first, curriculum theory, grows out of educational research that for a century has focused almost exclusively on schools, schooling, and intentional settings for academic knowledge transmission. The second realm draws primarily on research from psychology, sociology, and political science to look empirically for effects of exposure to particular kinds of social phenomena. These include, but are not exclusive to, public institutions and policies. This essay begins by developing a mainstream conception of curriculum theory. It then compares and contrasts social science traditions that engage questions related to the state’s role in civic identity formation. Finally, it offers a case study on New York City’s controversial policing strategy known as Stop, Question, and Frisk, exploring how curriculum theory (developed in the context of mass schooling can be a useful framework for understanding the educational features of a distinct social policy.

  20. 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...

  1. 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 .

  2. 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.

  3. 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.

  4. 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.

  5. 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...

  6. 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.

  7. Developing A Food Allergy Curriculum for Parents

    Science.gov (United States)

    Vargas, Perla A.; Sicherer, Scott H.; Christie, Lynn; Keaveny, Maureen; Noone, Sally; Watkins, Debra; Carlisle, Suzanna K; Jones, Stacie M

    2014-01-01

    Food allergy (FA) is potentially severe and requires intensive education to master allergen avoidance and emergency care. There is evidence suggesting the need for a comprehensive curriculum for food allergic families. This paper describes the results of focus groups conducted to guide the development of a curriculum for parents of food allergic children. The focus groups were conducted using standard methodology with experienced parents of food allergic children. Participants were parents (n=36) with experience managing FA recruited from allergy clinics at two academic centers. Topics identified by parents as key for successful management included as expected: 1) early signs/symptoms, 2) “cross-contamination”, 3) label-reading, 4) self-injectable epinephrine; and 5) becoming a teacher and advocate. Participants also recommended developing a “one pageroad map” to the information, and to provide the information early and be timed according to developmental stages/needs. Suggested first points for curriculum dissemination were emergency rooms, obstetrician and pediatrician offices. Participants also recommended targeting pediatricians, emergency physicians, school personnel, and the community-at-large in educational efforts. Parents often sought FA information from non-medical sources such as the Internet and support groups. These resources were also accessed to find ways to cope with stress. Paradoxically, difficulties gaining access to resources and uncertainty regarding reliability of the information added to the stress experience. Based on reports from experienced parents of food allergic children, newly diagnosed parents could benefit from a comprehensive FA management curriculum. Improving access to clear and concise educational materials would likely reduce stress/anxiety and improve quality of life. PMID:21332804

  8. Innovating Science Teaching by Participatory Action Research – Reflections from an Interdisciplinary Project of Curriculum Innovation on Teaching about Climate Change

    Directory of Open Access Journals (Sweden)

    Timo Feierabend

    2011-01-01

    Full Text Available This paper describes a three-year curriculum innovation project on teaching about climate change. The innovation for this study focused on a socio-critical approach towards teaching climate change in four different teaching domains (biology, chemistry, physics and politics. The teaching itself explicitly aimed at general educational objectives, i.e., fostering students’ communication and evaluation abilities as essential components for preparing young people for active participation in society. Participatory Action Research has been used as a collaborative strategy of cyclical curriculum innovation and research. Using past experiences and selected results from accompanying research, this project and its methodology will be reflected upon from the viewpoint of the chemistry group taking part in the project. Core issues reflected upon include how the project contributed to the creation of feasible curriculum materials, how it led to innovative structures in practice, and whether it supported experienced teachers’ ongoing professional development. General considerations for the process of curriculum innovation will also be derived.

  9. Evaluation of an Integrated Curriculum in Physics, Mathematics, Engineering, and Chemistry

    Science.gov (United States)

    Beichner, Robert

    1997-04-01

    An experimental, student centered, introductory curriculum called IMPEC (for Integrated Mathematics, Physics, Engineering, and Chemistry curriculum) is in its third year of pilot-testing at NCSU. The curriculum is taught by a multidisciplinary team of professors using a combination of traditional lecturing and alternative instructional methods including cooperative learning, activity-based class sessions, and extensive use of computer modeling, simulations, and the world wide web. This talk will discuss the research basis for our design and implementation of the curriculum, the qualitative and quantitative methods we have been using to assess its effectiveness, and the educational outcomes we have noted so far.

  10. Ethics curriculum for emergency medicine graduate medical education.

    Science.gov (United States)

    Marco, Catherine A; Lu, Dave W; Stettner, Edward; Sokolove, Peter E; Ufberg, Jacob W; Noeller, Thomas P

    2011-05-01

    Ethics education is an essential component of graduate medical education in emergency medicine. A sound understanding of principles of bioethics and a rational approach to ethical decision-making are imperative. This article addresses ethics curriculum content, educational approaches, educational resources, and resident feedback and evaluation. Ethics curriculum content should include elements suggested by the Liaison Committee on Medical Education, Accreditation Council for Graduate Medical Education, and the Model of the Clinical Practice of Emergency Medicine. Essential ethics content includes ethical principles, the physician-patient relationship, patient autonomy, clinical issues, end-of-life decisions, justice, education in emergency medicine, research ethics, and professionalism. The appropriate curriculum in ethics education in emergency medicine should include some of the content and educational approaches outlined in this article, although the optimal methods for meeting these educational goals may vary by institution. Copyright © 2011 Elsevier Inc. All rights reserved.

  11. The critical thinking curriculum model

    Science.gov (United States)

    Robertson, William Haviland

    The Critical Thinking Curriculum Model (CTCM) utilizes a multidisciplinary approach that integrates effective learning and teaching practices with computer technology. The model is designed to be flexible within a curriculum, an example for teachers to follow, where they can plug in their own critical issue. This process engages students in collaborative research that can be shared in the classroom, across the country or around the globe. The CTCM features open-ended and collaborative activities that deal with current, real world issues which leaders are attempting to solve. As implemented in the Critical Issues Forum (CIF), an educational program administered by Los Alamos National Laboratory (LANL), the CTCM encompasses the political, social/cultural, economic, and scientific realms in the context of a current global issue. In this way, students realize the importance of their schooling by applying their efforts to an endeavor that ultimately will affect their future. This study measures student attitudes toward science and technology and the changes that result from immersion in the CTCM. It also assesses the differences in student learning in science content and problem solving for students involved in the CTCM. A sample of 24 students participated in classrooms at two separate high schools in New Mexico. The evaluation results were analyzed using SPSS in a MANOVA format in order to determine the significance of the between and within-subjects effects. A comparison ANOVA was done for each two-way MANOVA to see if the comparison groups were equal. Significant findings were validated using the Scheffe test in a Post Hoc analysis. Demographic information for the sample population was recorded and tracked, including self-assessments of computer use and availability. Overall, the results indicated that the CTCM did help to increase science content understanding and problem-solving skills for students, thereby positively effecting critical thinking. No matter if the

  12. Systemic Changes in the Undergraduate Chemistry Curriculum Program Awards

    Science.gov (United States)

    1995-07-01

    participation and mentorship by recent completers of the course. Small group, student-led workshops are integral to the course structure. Every week two workshops, each an hour long, complement the lecture and laboratory components. The workshop model provides a collaborative learning experience that increases student involvement and provides a new role for students as mentors. In Workshop Chemistry, students learn the problem solving, communication, and teamwork skills crucial for success in the workplace while learning chemistry more effectively. Working together with the faculty, students become an active part of the community of the department. A prototype workshop model has been developed at City College in a general chemistry course for science and engineering majors and is being expanded and refined for a broad range of courses including preparatory chemistry, chemistry for allied health sciences, organic chemistry, instrumental, and analytical chemistry. The experience of students as workshop leaders provides a natural introduction to teaching that is being formalized through a Teacher Preparation component of the project. The workshop method is also being exploited and applied in curricula for technician education, an initiative relevant to Advanced Technology Education. The project evaluates Workshop Chemistry and disseminates it beyond the bounds of the consortium. Student Workshop Manuals that include the problem solving, model building, and simulation activities of the workshops are being produced for each course. New project partners will be invited to view workshops, to participate in faculty developments, and to implement pilot workshop courses at their own institutions. Sweeping Change in Manageable Units: A Modular Approach for Chemistry Curriculum Reform C. Bradley Moore University of California-Berkeley, Berkeley, CA 94720 DUE 9455924: FY1995, 755,000; FY1996, 705,000; FY1997, 705,000; FY1998, 350,000; FY1999, 350,000 The purpose of this program is to

  13. Horizontal integration of the basic sciences in the chiropractic curriculum.

    Science.gov (United States)

    Ward, Kevin P

    2010-01-01

    Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration.

  14. History Curriculum, Geschichtsdidaktik, and the Problem of the Nation

    Directory of Open Access Journals (Sweden)

    Robert J. Parkes

    2012-03-01

    Full Text Available The field of curriculum studies has become increasingly sensitive to the “effects of global flows, transnational connections, and transcultural interactions” ([1], p. 43, and an international dialogue has begun to take shape between the European bildung-influenced tradition of Didaktiks and the Anglo-American psychologised Curriculum Studies tradition. As it stands, the dialogue has concentrated on a comparative analysis of the traditions at the level of general curriculum theory or Allgemeine Didaktik (see for example, [2], and has rarely, if ever, drilled down into an area of subject-specific pedagogy or fachdidaktiks. This special issue seeks to address this directly, by encouraging a dialogue between various regional and national traditions of history education or Geschichtsdidaktik. [...

  15. Horizontal Integration of the Basic Sciences in the Chiropractic Curriculum

    Science.gov (United States)

    Ward, Kevin P.

    2010-01-01

    Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration. PMID:21048882

  16. Including Critical Thinking and Problem Solving in Physical Education

    Science.gov (United States)

    Pill, Shane; SueSee, Brendan

    2017-01-01

    Many physical education curriculum frameworks include statements about the inclusion of critical inquiry processes and the development of creativity and problem-solving skills. The learning environment created by physical education can encourage or limit the application and development of the learners' cognitive resources for critical and creative…

  17. Fiber Optics Technician. Curriculum Research Project. Final Report.

    Science.gov (United States)

    Whittington, Herschel K.

    A study examined the role of technicians in the fiber optics industry and determined those elements that should be included in a comprehensive curriculum to prepare fiber optics technicians for employment in the Texas labor market. First the current literature, including the ERIC database and equipment manufacturers' journals were reviewed. After…

  18. Transforming Ethnomathematical Ideas in Western Mathematics Curriculum Texts

    Science.gov (United States)

    Dickenson-Jones, Amelia

    2008-01-01

    When ethnomathematical ideas, that is, the mathematical ideas of different cultural groups, are included in mathematics curriculum texts they can become part of the learning experience in various ways. Once included in western classroom mathematics texts, the ethnomathematical ideas become transformed. The transformations involve changes in form…

  19. A Multidisciplinary Process Curriculum in Environmental Education, Grade 2.

    Science.gov (United States)

    Edmonds School District 15, Lynnwood, WA.

    This second grade curriculum guide is based on a multidisciplinary approach to environmental education. The guide includes activities, guidelines for field trip planning, and a resource section. The guide deals with the subjects of plants, soil, and litter. Each subject section includes activities based on the physical characteristics, man's use,…

  20. Science-based occupations and the science curriculum: Concepts of evidence

    Science.gov (United States)

    Aikenhead, Glen S.

    2005-03-01

    What science-related knowledge is actually used by nurses in their day-to-day clinical reasoning when attending patients? The study investigated the knowledge-in-use of six acute-care nurses in a hospital surgical unit. It was found that the nurses mainly drew upon their professional knowledge of nursing and upon their procedural understanding that included a common core of concepts of evidence (concepts implicitly applied to the evaluation of data and the evaluation of evidence - the focus of this research). This core included validity triangulation, normalcy range, accuracy, and a general predilection for direct sensual access to a phenomenon over indirect machine-managed access. A cluster of emotion-related concepts of evidence (e.g. cultural sensitivity) was also discovered. These results add to a compendium of concepts of evidence published in the literature. Only a small proportion of nurses (one of the six nurses in the study) used canonical science content in their clinical reasoning, a result consistent with other research. This study also confirms earlier research on employees in science-rich workplaces in general, and on professional development programs for nurses specifically: canonical science content found in a typical science curriculum (e.g. high school physics) does not appear relevant to many nurses' knowledge-in-use. These findings support a curriculum policy that gives emphasis to students learning how to learn science content as required by an authentic everyday or workplace context, and to students learning concepts of evidence.

  1. New seismograph includes filters

    Energy Technology Data Exchange (ETDEWEB)

    1979-11-02

    The new Nimbus ES-1210 multichannel signal enhancement seismograph from EG and G geometrics has recently been redesigned to include multimode signal fillers on each amplifier. The ES-1210F is a shallow exploration seismograph for near subsurface exploration such as in depth-to-bedrock, geological hazard location, mineral exploration, and landslide investigations.

  2. [Current status and problems of regional maternal and child health education in the curriculum of midwifery education].

    Science.gov (United States)

    Murayama, I

    1989-01-01

    According to the evaluations made by medical Technical Junior Colleges in Japan, general objectives in midwifery education are met, but their curriculum does not cater to each region's health care needs sufficiently. Japanese midwifery students can either attend a 6 month training program offered at 80 different locations, or enroll in a 1 year special-major program at one of the 10 Medical Technical Junior Colleges affiliated with National Universities. According to the curriculum revised in 1971, midwifery students are required to take the following courses and hours in 6 months. Intro. to Maternal and Child Health (15 hours), Maternal and Child Health Medicine (60 hours), Lecture on Midwifery (105 hrs), Practice in Midwifery (135 hrs), Midwifery Business Administration (60 hrs), Maternal and Child Health Administration including internship (225 hrs), Regional Maternal and Child Health including internship (105 hrs) and Family Sociology (15 hours). Regional Maternal and Child Health course (RMCH) is effectively taught only if all the maternal and child health courses and lecture on midwifery are taken beforehand. Objectives for RMCH course are becoming able to assess the state of maternal and child health care in the region and give constructive criticism and suggestions for improvement including legal aspects, acquiring positive attitudes and necessary skills for advancing and having understanding of regional health care and that of midwives' role of it. While the curriculum prepares the students for meeting the patients' physical needs, the students are not ready to cope with their psychological and socio-physiological problems surrounding individuals, families and communities. Changes and diversification of regional communities should be taken into consideration also in the curriculum. Increase in nuclear families, increase in working wives, isolation and/or over-crowding of high rise apartment living are some of the examples. Midwifery activity is also

  3. Dimensional Analysis and General Relativity

    Science.gov (United States)

    Lovatt, Ian

    2009-01-01

    Newton's law of gravitation is a central topic in the first-year physics curriculum. A lecturer can go beyond the physical details and use the history of gravitation to discuss the development of scientific ideas; unfortunately, the most recent chapter in this history, general relativity, is not covered in first-year courses. This paper discusses…

  4. 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

  5. Future of Chemical Engineering: Integrating Biology into the Undergraduate ChE Curriculum

    Science.gov (United States)

    Mosto, Patricia; Savelski, Mariano; Farrell, Stephanie H.; Hecht, Gregory B.

    2007-01-01

    Integrating biology in the chemical engineering curriculum seems to be the future for chemical engineering programs nation and worldwide. Rowan University's efforts to address this need include a unique chemical engineering curriculum with an intensive biology component integrated throughout from freshman to senior years. Freshman and Sophomore…

  6. Children Hungering for Justice: Curriculum on Hunger and Children's Rights, Grades 9-12.

    Science.gov (United States)

    van Berkum, Carla

    This curriculum is designed to introduce students to the issues of world hunger and children's rights. The curriculum includes more than enough material for two hour-long lessons. Each lesson can stand on its own; however, the interrelated nature of the topics lends itself to presenting both parts of the packet. If time is limited, suggestions are…

  7. Children Hungering for Justice: Curriculum on Hunger and Children's Rights, Grades 5-8.

    Science.gov (United States)

    van Berkum, Carla

    This curriculum is designed to introduce students to the issues of world hunger and children's rights. The curriculum includes more than enough material for two hour-long lessons. Each lesson can stand on its own; however, the interrelated nature of the topics lends itself to presenting both parts of the packet. If time is limited, suggestions are…

  8. Towards a Multi-Stakeholder-Driven Model for Excellence in Higher Education Curriculum Development

    Science.gov (United States)

    Meyer, M. H.; Bushney, M. J.

    2008-01-01

    A multi-stakeholder-driven model for excellence in higher education curriculum development has been developed. It is based on the assumption that current efforts to curriculum development take place within a framework of limited stakeholder consultation. A total of 18 multiple stakeholders are identified, including learners, alumni, government,…

  9. Children Hungering for Justice: Curriculum on Hunger and Children's Rights, Grades K-4.

    Science.gov (United States)

    Gray, Kaaren St. Armour

    This curriculum is designed to introduce students to the issues of world hunger and children's rights. The curriculum includes more than enough material for two hour-long lessons. Each lesson can stand on its own; however, the interrelated nature of the topics lends itself to presenting both parts of the packet. If time is limited, suggestions are…

  10. A Future-Oriented, Globally Based Curriculum Model for Industrial Technology.

    Science.gov (United States)

    Hacker, Michael

    1982-01-01

    Presents a future-oriented curriculum approach for industrial technology programs. Major global issues provide the basic structure for curriculum development. These issues include energy management, resource management, technological advancement, and international relations. Rationales for industrial technology are discussed and a curriculum…

  11. Theorizing Educational Leadership Studies, Curriculum, and "Didaktik": Nonaffirmative Education Theory in Bridging Disparate Fields

    Science.gov (United States)

    Ylimaki, Rose M.; Uljens, Michael

    2017-01-01

    Recent neoliberal policies and societal trends point toward new and perennial tensions for nation-state education, including curriculum/Didaktik and leadership thereof. These challenges affect governance/leadership and curriculum with changes in aims and values together in ways that demand coherence, yet the traditionally disparate fields of…

  12. Perception and Needs in Health Education Curriculum among School Nurses as Health Teachers in Korea

    Science.gov (United States)

    Lee, Gyu Young; Ham, Ok Kyung

    2013-01-01

    The study investigated perceived effectiveness and perceived barriers to health education curriculum targeting school nurses as health teachers in Korea. A total of 741 health teachers participated. The questionnaire included perceived effectiveness and perceived barriers to health education curriculum, future roles of health teachers, and needs…

  13. Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design

    Science.gov (United States)

    Davis, Elizabeth A.; Palincsar, Annemarie Sullivan; Smith, P. Sean; Arias, Anna Maria; Kademian, Sylvie M.

    2017-01-01

    The authors synthesize the findings of a research project to extend what is known about educative curriculum materials, or curriculum materials designed with the intent of supporting teacher learning as well as student learning. Drawing on a three-year program of research, including several close observational case studies and a large-scale…

  14. Principles of Marketing. A One-Semester Cluster Course for Marketing Education. Curriculum Guide.

    Science.gov (United States)

    Cockrum, Jim

    This curriculum guide was developed to help teachers use the new textbook adopted by Texas in 1991-92 for teaching the 1-semester Principles of Marketing course. The guide is organized in four sections. The first section contains information on using the curriculum guide, including an overview, sample lesson plans and other worksheets, suggestions…

  15. 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

  16. 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.

  17. Analytic device including nanostructures

    KAUST Repository

    Di Fabrizio, Enzo M.; Fratalocchi, Andrea; Totero Gongora, Juan Sebastian; Coluccio, Maria Laura; Candeloro, Patrizio; Cuda, Gianni

    2015-01-01

    A device for detecting an analyte in a sample comprising: an array including a plurality of pixels, each pixel including a nanochain comprising: a first nanostructure, a second nanostructure, and a third nanostructure, wherein size of the first nanostructure is larger than that of the second nanostructure, and size of the second nanostructure is larger than that of the third nanostructure, and wherein the first nanostructure, the second nanostructure, and the third nanostructure are positioned on a substrate such that when the nanochain is excited by an energy, an optical field between the second nanostructure and the third nanostructure is stronger than an optical field between the first nanostructure and the second nanostructure, wherein the array is configured to receive a sample; and a detector arranged to collect spectral data from a plurality of pixels of the array.

  18. The American Society for Radiation Oncology's 2010 core physics curriculum for radiation oncology residents.

    Science.gov (United States)

    Xiao, Ying; Bernstein, Karen De Amorim; Chetty, Indrin J; Eifel, Patricia; Hughes, Lesley; Klein, Eric E; McDermott, Patrick; Prisciandaro, Joann; Paliwal, Bhudatt; Price, Robert A; Werner-Wasik, Maria; Palta, Jatinder R

    2011-11-15

    In 2004, the American Society for Radiation Oncology (ASTRO) published its first physics education curriculum for residents, which was updated in 2007. A committee composed of physicists and physicians from various residency program teaching institutions was reconvened again to update the curriculum in 2009. Members of this committee have associations with ASTRO, the American Association of Physicists in Medicine, the Association of Residents in Radiation Oncology, the American Board of Radiology (ABR), and the American College of Radiology. Members reviewed and updated assigned subjects from the last curriculum. The updated curriculum was carefully reviewed by a representative from the ABR and other physics and clinical experts. The new curriculum resulted in a recommended 56-h course, excluding initial orientation. Learning objectives are provided for each subject area, and a detailed outline of material to be covered is given for each lecture hour. Some recent changes in the curriculum include the addition of Radiation Incidents and Bioterrorism Response Training as a subject and updates that reflect new treatment techniques and modalities in a number of core subjects. The new curriculum was approved by the ASTRO board in April 2010. We anticipate that physicists will use this curriculum for structuring their teaching programs, and subsequently the ABR will adopt this educational program for its written examination. Currently, the American College of Radiology uses the ASTRO curriculum for their training examination topics. In addition to the curriculum, the committee updated suggested references and the glossary. The ASTRO physics education curriculum for radiation oncology residents has been updated. To ensure continued commitment to a current and relevant curriculum, the subject matter will be updated again in 2 years. Copyright © 2011 Elsevier Inc. All rights reserved.

  19. The American Society for Radiation Oncology’s 2010 Core Physics Curriculum for Radiation Oncology Residents

    International Nuclear Information System (INIS)

    Xiao Ying; De Amorim Bernstein, Karen; Chetty, Indrin J.; Eifel, Patricia; Hughes, Lesley; Klein, Eric E.; McDermott, Patrick; Prisciandaro, Joann; Paliwal, Bhudatt; Price, Robert A.; Werner-Wasik, Maria; Palta, Jatinder R.

    2011-01-01

    Purpose: In 2004, the American Society for Radiation Oncology (ASTRO) published its first physics education curriculum for residents, which was updated in 2007. A committee composed of physicists and physicians from various residency program teaching institutions was reconvened again to update the curriculum in 2009. Methods and Materials: Members of this committee have associations with ASTRO, the American Association of Physicists in Medicine, the Association of Residents in Radiation Oncology, the American Board of Radiology (ABR), and the American College of Radiology. Members reviewed and updated assigned subjects from the last curriculum. The updated curriculum was carefully reviewed by a representative from the ABR and other physics and clinical experts. Results: The new curriculum resulted in a recommended 56-h course, excluding initial orientation. Learning objectives are provided for each subject area, and a detailed outline of material to be covered is given for each lecture hour. Some recent changes in the curriculum include the addition of Radiation Incidents and Bioterrorism Response Training as a subject and updates that reflect new treatment techniques and modalities in a number of core subjects. The new curriculum was approved by the ASTRO board in April 2010. We anticipate that physicists will use this curriculum for structuring their teaching programs, and subsequently the ABR will adopt this educational program for its written examination. Currently, the American College of Radiology uses the ASTRO curriculum for their training examination topics. In addition to the curriculum, the committee updated suggested references and the glossary. Conclusions: The ASTRO physics education curriculum for radiation oncology residents has been updated. To ensure continued commitment to a current and relevant curriculum, the subject matter will be updated again in 2 years.

  20. Saskatchewan resources. [including uranium

    Energy Technology Data Exchange (ETDEWEB)

    1979-09-01

    The production of chemicals and minerals for the chemical industry in Saskatchewan are featured, with some discussion of resource taxation. The commodities mentioned include potash, fatty amines, uranium, heavy oil, sodium sulfate, chlorine, sodium hydroxide, sodium chlorate and bentonite. Following the successful outcome of the Cluff Lake inquiry, the uranium industry is booming. Some developments and production figures for Gulf Minerals, Amok, Cenex and Eldorado are mentioned.

  1. Why Astronomy Should BE Part of the School Curriculum

    Science.gov (United States)

    Percy, John

    Why is astronomy useful? Why should it be supported by taxpayers? Why should it be part of the school curriculum? In this paper I will list 20 reasons. They include: cultural historical and philosophical reasons; practical technological and scientific reasons; environmental aesthetic and emotional reasons; and pedagogical reasons. Astronomy can attract young people to science and technology. It can promote public awareness understanding and appreciation of science. It can be done as an inexpensive hobby; ""the stars belong to everyone"". Finally: I will connect the 20 reasons to the expectations of the modern school curriculum: knowledge skills applications and attitudes. In the context of the science curriculum this includes science technology society and environment.

  2. Mastery-Based Virtual Reality Robotic Simulation Curriculum: The First Step Toward Operative Robotic Proficiency.

    Science.gov (United States)

    Hogg, Melissa E; Tam, Vernissia; Zenati, Mazen; Novak, Stephanie; Miller, Jennifer; Zureikat, Amer H; Zeh, Herbert J

    Hepatobiliary surgery is a highly complex, low-volume specialty with long learning curves necessary to achieve optimal outcomes. This creates significant challenges in both training and measuring surgical proficiency. We hypothesize that a virtual reality curriculum with mastery-based simulation is a valid tool to train fellows toward operative proficiency. This study evaluates the content and predictive validity of robotic simulation curriculum as a first step toward developing a comprehensive, proficiency-based pathway. A mastery-based simulation curriculum was performed in a virtual reality environment. A pretest/posttest experimental design used both virtual reality and inanimate environments to evaluate improvement. Participants self-reported previous robotic experience and assessed the curriculum by rating modules based on difficulty and utility. This study was conducted at the University of Pittsburgh Medical Center (Pittsburgh, PA), a tertiary care academic teaching hospital. A total of 17 surgical oncology fellows enrolled in the curriculum, 16 (94%) completed. Of 16 fellows who completed the curriculum, 4 fellows (25%) achieved mastery on all 24 modules; on average, fellows mastered 86% of the modules. Following curriculum completion, individual test scores improved (p < 0.0001). An average of 2.4 attempts was necessary to master each module (range: 1-17). Median time spent completing the curriculum was 4.2 hours (range: 1.1-6.6). Total 8 (50%) fellows continued practicing modules beyond mastery. Survey results show that "needle driving" and "endowrist 2" modules were perceived as most difficult although "needle driving" modules were most useful. Overall, 15 (94%) fellows perceived improvement in robotic skills after completing the curriculum. In a cohort of board-certified general surgeons who are novices in robotic surgery, a mastery-based simulation curriculum demonstrated internal validity with overall score improvement. Time to complete the

  3. [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.

  4. The essential research curriculum for doctor of pharmacy degree programs.

    Science.gov (United States)

    Lee, Mary W; Clay, Patrick G; Kennedy, W Klugh; Kennedy, Mary Jayne; Sifontis, Nicole M; Simonson, Dana; Sowinski, Kevin M; Taylor, William J; Teply, Robyn M; Vardeny, Orly; Welty, Timothy E

    2010-09-01

    In 2008, the American College of Clinical Pharmacy appointed the Task Force on Research in the Professional Curriculum to review and make recommendations on the essential research curriculum that should be part of doctor of pharmacy (Pharm.D.) degree programs. The essential research curriculum provides all students with critical and analytical thinking and lifelong learning skills, which will apply to current and future practice and stimulate some students to pursue a career in this field. Eight key curricular competencies are as follows: identifying relevant problems and gaps in pharmacotherapeutic knowledge; generating a research hypothesis; designing a study to test the hypothesis; analyzing data results using appropriate statistical tests; interpreting and applying the results of a research study to practice; effectively communicating research and clinical findings to pharmacy, medical, and basic science audiences; interpreting and effectively communicating research and clinical findings to patients and caregivers; and applying regulatory and ethical principles when conducting research or using research results. Faculty are encouraged to use research-related examples across the curriculum in nonresearch courses and to employ interactive teaching methods to promote student engagement. Examples of successful strategies used by Pharm.D. degree programs to integrate research content into the curriculum are provided. Current pharmacy school curricula allow variable amounts of time for instructional content in research, which may or may not include hands-on experiences for students to develop research-related skills. Therefore, an important opportunity exists for schools to incorporate the essential research curriculum. Despite the challenges of implementing these recommendations, the essential research curriculum will position pharmacy school graduates to understand the importance of research and its applications to practice. This perspective is provided as an aid

  5. Sexual Orientation at the National Curriculum Parameters

    Directory of Open Access Journals (Sweden)

    Helena Altmann

    2001-01-01

    Full Text Available Today, sexuality is considered a matter of public health, and the school is a privileged place for the implementation of public policies that promote children’s and adolescents’ health. Thus, it has been established, in agreement with the National Curriculum Parameters (PCNs, as a transversal theme in order to disseminate itself throughout the whole pedagogical field and to broaden its effects in a wide range of different areas, including Physical Education. This research analyzes the requirements of sexuality in the PCNs with the aim of identifying the use of the sexuality concept, the historical uniqueness of this proposal and its possible effects at schools, more specifically through Physical Education.

  6. Teaching the clarinet in Kuwait: creating a curriculum for the Public Authority for Applied Education and Training

    OpenAIRE

    Alderaiwaish, Ahmad

    2014-01-01

    Kuwait, post-oil (1932), invested heavily in educational development at all levels. A curriculum was developed which included music, both Eastern and Western. Initially the piano was adopted, but the curriculum was broadened to include other Western instruments, more recently the clarinet. A need for a programme of training to produce versatile clarinet teachers in Kuwait was therefore identified.In order to ensure that the curriculum to be designed met the specific needs of Kuwaiti clarinet ...

  7. Student attitudes to UNDP Social Science curriculum in Fiji — Personal and environmental influences

    Science.gov (United States)

    Baba, Tupeni L.; Fraser, Barry J.

    1983-12-01

    A sample of 834 seventh grade students in Fiji participated in an evaluation of the UNDP Social Science curriculum by responding to questionnaires measuring attitudes to or perceptions of three important curriculum process criteria (Interest, Ease and Adequacy of Time). The three major purposes of the evaluation were to provide formative information to guide curriculum revision, to provide summative information about the overall efficacy of the curriculum, and to explore the differential suitability of the curriculum for students varying in personal and environmental characteristics. Examination of means on individual questionnaire items led to the identification of certain curriculum activities requiring modification to improve their level of Interest, Ease, or Adequacy of Time. The finding that the mean score was relatively high for most questionnaire items suggested that the majority of activities in the curriculum were perceived by students as interesting and easy and having sufficient time for completion. Multiple regression analyses revealed that a block of personal variables and a block of environmental variables, but not a block of person-environment interactions, accounted for a significant amount of variance in the three process criteria. In particular, it was found that student attitudes to the curriculum varied systematically with certain personal variables (e.g., student general interest in social science, student ethnicity) and environmental variables (e.g., school location, teacher training).

  8. Being Included and Excluded

    DEFF Research Database (Denmark)

    Korzenevica, Marina

    2016-01-01

    Following the civil war of 1996–2006, there was a dramatic increase in the labor mobility of young men and the inclusion of young women in formal education, which led to the transformation of the political landscape of rural Nepal. Mobility and schooling represent a level of prestige that rural...... politics. It analyzes how formal education and mobility either challenge or reinforce traditional gendered norms which dictate a lowly position for young married women in the household and their absence from community politics. The article concludes that women are simultaneously excluded and included from...... community politics. On the one hand, their mobility and decision-making powers decrease with the increase in the labor mobility of men and their newly gained education is politically devalued when compared to the informal education that men gain through mobility, but on the other hand, schooling strengthens...

  9. 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.

  10. 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.

  11. 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)

  12. 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…

  13. 34 CFR 412.1 - What is the National Network for Curriculum Coordination in Vocational and Technical Education?

    Science.gov (United States)

    2010-07-01

    ... Coordination in Vocational and Technical Education? 412.1 Section 412.1 Education Regulations of the Offices of... EDUCATION NATIONAL NETWORK FOR CURRICULUM COORDINATION IN VOCATIONAL AND TECHNICAL EDUCATION General § 412.1 What is the National Network for Curriculum Coordination in Vocational and Technical Education? The...

  14. Designing an educative curriculum unit for teaching molecular geometry in high school chemistry

    Science.gov (United States)

    Makarious, Nader N.

    Chemistry is a highly abstract discipline that is taught and learned with the aid of various models. Among the most challenging, yet a fundamental topic in general chemistry at the high school level, is molecular geometry. This study focused on developing exemplary educative curriculum materials pertaining to the topic of molecular geometry. The methodology used in this study consisted of several steps. First, a diverse set of models were analyzed to determine to what extent each model serves its purpose in teaching molecular geometry. Second, a number of high school teachers and college chemistry professors were asked to share their experiences on using models in teaching molecular geometry through an online questionnaire. Third, findings from the comparative analysis of models, teachers’ experiences, literature review on models and students’ misconceptions, the curriculum expectations of the Next Generation Science Standards and their emphasis on three-dimensional learning and nature of science (NOS) contributed to the development of the molecular geometry unit. Fourth, the developed unit was reviewed by fellow teachers and doctoral-level science education experts and was revised to further improve its coherence and clarity in support of teaching and learning of the molecular geometry concepts. The produced educative curriculum materials focus on the scientific practice of developing and using models as promoted in the Next Generations Science Standards (NGSS) while also addressing nature of science (NOS) goals. The educative features of the newly developed unit support teachers’ pedagogical knowledge (PK) and pedagogical content knowledge (PCK). The unit includes an overview, teacher’s guide, and eight detailed lesson plans with inquiry oriented modeling activities replete with models and suggestions for teachers, as well as formative and summative assessment tasks. The unit design process serves as a model for redesigning other instructional units in

  15. A 4-Year Curriculum on Substance Use Disorders for Psychiatry Residents

    Science.gov (United States)

    Iannucci, Rocco; Sanders, Kathy; Greenfield, Shelly F.

    2009-01-01

    Objective: The authors describe an addiction psychiatry curriculum integrated in a general psychiatry training program to demonstrate comprehensive and practical approaches to educating general psychiatric residents on the recognition and treatment of substance use disorders. Methods: The Massachusetts General Hospital/McLean Hospital adult…

  16. General relativity

    International Nuclear Information System (INIS)

    Kenyon, I.R.

    1990-01-01

    General relativity is discussed in this book at a level appropriate to undergraduate students of physics and astronomy. It describes concepts and experimental results, and provides a succinct account of the formalism. A brief review of special relativity is followed by a discussion of the equivalence principle and its implications. Other topics covered include the concepts of curvature and the Schwarzschild metric, test of the general theory, black holes and their properties, gravitational radiation and methods for its detection, the impact of general relativity on cosmology, and the continuing search for a quantum theory of gravity. (author)

  17. 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...

  18. 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.

  19. 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.

  20. Comprehensive Health Care Economics Curriculum and Training in Radiology Residency.

    Science.gov (United States)

    Keiper, Mark; Donovan, Timothy; DeVries, Matthew

    2018-06-01

    To investigate the ability to successfully develop and institute a comprehensive health care economics skills curriculum in radiology residency training utilizing didactic lectures, case scenario exercises, and residency miniretreats. A comprehensive health care economics skills curriculum was developed to significantly expand upon the basic ACGME radiology residency milestone System-Based Practice, SBP2: Health Care Economics requirements and include additional education in business and contract negotiation, radiology sales and marketing, and governmental and private payers' influence in the practice of radiology. A health care economics curriculum for radiology residents incorporating three phases of education was developed and implemented. Phase 1 of the curriculum constituted basic education through didactic lectures covering System-Based Practice, SBP2: Health Care Economics requirements. Phase 2 constituted further, more advanced didactic lectures on radiology sales and marketing techniques as well as government and private insurers' role in the business of radiology. Phase 3 applied knowledge attained from the initial two phases to real-life case scenario exercises and radiology department business miniretreats with the remainder of the radiology department. A health care economics skills curriculum in radiology residency is attainable and essential in the education of future radiology residents in the ever-changing climate of health care economics. Institution of more comprehensive programs will likely maximize the long-term success of radiology as a specialty by identifying and educating future leaders in the field of radiology. Copyright © 2018 American College of Radiology. Published by Elsevier Inc. All rights reserved.

  1. 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…

  2. 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…

  3. 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,…

  4. 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…

  5. 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…

  6. Generalized Superconductivity. Generalized Levitation

    International Nuclear Information System (INIS)

    Ciobanu, B.; Agop, M.

    2004-01-01

    In the recent papers, the gravitational superconductivity is described. We introduce the concept of generalized superconductivity observing that any nongeodesic motion and, in particular, the motion in an electromagnetic field, can be transformed in a geodesic motion by a suitable choice of the connection. In the present paper, the gravitoelectromagnetic London equations have been obtained from the generalized Helmholtz vortex theorem using the generalized local equivalence principle. In this context, the gravitoelectromagnetic Meissner effect and, implicitly, the gravitoelectromagnetic levitation are given. (authors)

  7. Planificar un currículum o un programa formativo Planning a curriculum

    Directory of Open Access Journals (Sweden)

    Jorge L. Palés

    2006-06-01

    Full Text Available Un currículum o un programa de formación, sea cual sea la etapa del continuum de la educación médica en la que se inscriba, no es simplemente el contenido del mismo o el listado de las materias y asignaturas que lo componen, o sus cargas lectivas y su ordenación por períodos lectivos ni la simple norma que pueda aparecer en un documento oficial. Actualmente, el concepto de currículum incluye otros muchos aspectos que han de tenerse en cuenta en su planificación. Así, habrá de considerarse las estrategias educativas a utilizar, los contenidos, los objetivos del programa y los resultados del aprendizaje, las experiencias educativas, el entorno educativo, la evaluación, los estilos y ritmos de aprendizaje y la programación de tareas. Este artículo es una introducción a los principios básicos de la planificación curricular, ofreciendo una visión general de las principales etapas a seguir en dicho proceso, en el bien entendido de que cada una de ellas requiere un mayor desarrollo y profundidad.A curriculum or a learning program, in the different steps of the medical education continuum can not be considered only as the contents or the subjects, or the amount of hours devoted to them and its schedule. Actually, the concept of curriculum includes different aspects that it is necessary to take in account in its planning. We can consider among these, the educational strategies, the curriculum content the educational objectives and the learning outcomes, the educational experiences and environment, assessment, the learning style and rhythms and the tasks planning. The purpose of this article is to serve as an introduction to the general principles of curriculum planning, providing a general vision of the different steps to follow in such process. Of course, each of these aspects can be developed more deeply.

  8. New curriculum at Nuclear Science Department, National University of Malaysia

    International Nuclear Information System (INIS)

    Shahidan bin Radiman; Ismail bin Bahari

    1995-01-01

    A new undergraduate curriculum at the Department of Nuclear Science, Universiti Kebangsaan Malaysia is discussed. It includes the rational and objective of the new curriculum, course content and expectations due to a rapidly changing job market. The major change was a move to implement only on one Nuclear Science module rather than the present three modules of Radiobiology, Radiochemistry and Nuclear Physics. This will optimise not only laboratory use of facilities but also effectiveness of co-supervision. Other related aspects like industrial training and research exposures for the undergraduates are also discussed

  9. General Industrial Electronics. Oklahoma Trade and Industrial Education.

    Science.gov (United States)

    Harwick, Jim; Siebert, Leo

    This curriculum guide, part of a series of curriculum guides dealing with industrial electricity and electronics, is designed for use in teaching a course in general industrial electronics. Covered in the first half of the guide are units on the following electronic components: semiconductors, solid-state diodes, bipolar transistors, and special…

  10. Focus groups: a useful tool for curriculum evaluation.

    Science.gov (United States)

    Frasier, P Y; Slatt, L; Kowlowitz, V; Kollisch, D O; Mintzer, M

    1997-01-01

    Focus group interviews have been used extensively in health services program planning, health education, and curriculum planning. However, with the exception of a few reports describing the use of focus groups for a basic science course evaluation and a clerkship's impact on medical students, the potential of focus groups as a tool for curriculum evaluation has not been explored. Focus groups are a valid stand-alone evaluation process, but they are most often used in combination with other quantitative and qualitative methods. Focus groups rely heavily on group interaction, combining elements of individual interviews and participant observation. This article compares the focus group interview with both quantitative and qualitative methods; discusses when to use focus group interviews; outlines a protocol for conducting focus groups, including a comparison of various styles of qualitative data analysis; and offers a case study, in which focus groups evaluated the effectiveness of a pilot preclinical curriculum.

  11. Curriculum Integration = Course Disintegration: What Does This Mean for Anatomy?

    Science.gov (United States)

    Bolender, David L.; Ettarh, Rajunor; Jerrett, David P.; Laherty, Richard F.

    2013-01-01

    Many basic scientists including anatomists are currently involved in decisions related to revisions of the undergraduate medical curriculum. Integration is a common theme in many of these decisions. As described by Harden, integration can occur along a multistep continuum from independent, discipline-based courses to a completely interdisciplinary…

  12. A Business Educator's Guide to Transitioning to a Digital Curriculum

    Science.gov (United States)

    Roberts, Scott D.; Rains, Russell E.; Perry, Gregory E.

    2012-01-01

    The authors, representing three key digital media business disciplines, present a case for how business curriculum could be updated to include a strong digital element without recreating the entire business school enterprise or spending millions on new faculty and technology. The three key disciplines are technology, law, and marketing.

  13. Ethics in the Accounting Curriculum: What Is Really Being Covered?

    Science.gov (United States)

    Miller, William F.; Becker, D'Arcy A.

    2011-01-01

    This paper examines the current level of ethics integration across the accounting curriculum, analyzing the quantity, methods and topics included in coverage. Results of a survey of U.S. accounting faculty from 44 states and 97 different institutions on these issues are presented. The study is broken into two sections: the actual level of ethics…

  14. Expanding the Oral Hygiene Curriculum in a Nursing Program.

    Science.gov (United States)

    Briggs, Susan; Griego, Elizabeth

    A program was implemented to expand the curriculum materials within the Licensed Practical Nursing (LPN) Program at Clark County Community College (CCCC) which relate to oral hygiene care for the hospital patient. The instructional materials included a video tape and a written instructional packet which were researched, prepared, and presented by…

  15. Law and Marketing: Implications for the Secondary Curriculum.

    Science.gov (United States)

    Beck-Dudley, Caryn L.; Stull, William A.

    1990-01-01

    Provides a basic understanding of some of the legal issues that should be included in a secondary education marketing curriculum. Teaching legal concepts in the areas of contract, antitrust, agency, employment law, and finance is an excellent way to introduce students to legal problems they may encounter in business. (Author)

  16. [Poetry: Literature Curriculum, Grades Five and Six; Teacher's Guide.

    Science.gov (United States)

    Oregon Univ., Eugene. Oregon Elementary English Project.

    This curriculum guide is intended to introduce fifth and sixth grade children to the study of poetry. Separate units include discussion of, suggested activities for, and questions about (1) metrics and scansion; (2) rhyme scheme and stanza; (3) diction, denotation and connotation, and onomatopoeia; (4) rhyme (end rhyme, masculine and feminine…

  17. Competency-Based Materials for the Florida Automotive Mechanics Curriculum

    Science.gov (United States)

    Goodson, Ludy; And Others

    1978-01-01

    Describes Florida's new automotive mechanics curriculum, an individualized, self-paced learning sequence that combines text material, review exercises and actual work activities. Development of the materials, including incorporation of Florida's V-TECS catalog of performance objectives in auto mechanics, is described. A field-test experience of a…

  18. Universal Design in the Technology Education Curriculum: Experiences from Norway

    OpenAIRE

    Sandnes, Frode Eika; Eika, Evelyn

    2017-01-01

    In recent decades the engineering and technology education curriculum has changed from being purely technical oriented towards being more socially aware. In addition, to adequately master technologies and subsequent technical problem solving, engineers need to be alert to potential social impacts of their work and reflect upon their decisions accordingly . Most engineering studies have included elements...

  19. How Do You Incorporate History into the English Curriculum?

    Science.gov (United States)

    Elkassabany, Amani; Johnston, Christine B.; Lucas, Tina; Conway, Jane; Lyle, Robin; Budd, Jonathan S.; Rice, Anne M.; Smith, Maria Cassano; Tensen, Tracy Anderson

    2000-01-01

    Presents brief descriptions from 8 middle and high school teachers of various ways they have successfully incorporated history into the English curriculum, including using historical fiction; doing prior research; using interdisciplinary projects coordinated with the history teacher; a women's suffrage unit; linking world literature with classes…

  20. Special Delivery Systems. Self-Esteem Exercises. Learning Disabilities Curriculum.

    Science.gov (United States)

    Molek, Carol

    This publication contains self-esteem exercises and a learning disabilities (LD) curriculum for students with LD in adult basic education programs. The 37 student exercises are designed to build the self-esteem of students with LD. They include self-evaluations, profiles, and checklists. Topics covered are success, decision making, problem…

  1. 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 ...

  2. Customization of Curriculum Materials in Science: Motives, Challenges, and Opportunities

    Science.gov (United States)

    Romine, William L.; Banerjee, Tanvi

    2012-01-01

    Exemplary science instructors use inquiry to tailor content to student's learning needs; traditional textbooks treat science as a set of facts and a rigid curriculum. Publishers now allow instructors to compile pieces of published and/or self-authored text to make custom textbooks. This brings numerous advantages, including the ability to produce…

  3. Curriculum Guide in Sex Education for the TMR.

    Science.gov (United States)

    Steward, Kathy L.

    Presented is a sex education curriculum guide for teachers of trainable retarded students ages 12 to 21 years. The guide is divided into six units: body parts, gender identification, and restroom signs; living things; reproduction; growth; adolescence, menstruation, and street language; and maturity (including sexual feelings and birth control).…

  4. Grant Writing Skill Building: A Business Administration Curriculum Proposal

    Science.gov (United States)

    Blankenship, Dianna; Jones, Irma; Lovett, Marvin

    2010-01-01

    This paper reviews the need for grant writing skills within various types of organizations and the resulting proposal for including grant writing within business administration curriculum at the undergraduate and/or graduate levels. An introduction precedes the results of a survey regarding current grant writing courses within AACSB schools of…

  5. HAMLET. LITERATURE CURRICULUM VI, TEACHER AND STUDENT VERSIONS.

    Science.gov (United States)

    KITZHABER, ALBERT R.

    THIS CULMINATING UNIT OF THE 12TH-GRADE OREGON LITERATURE CURRICULUM IS BASED UPON ONE WORK, "HAMLET." THE TEACHER VERSION INCLUDES DISCUSSIONS OF (1) THE RELEVANCE OF HAMLET'S CHARACTER TO MODERN TIMES, (2) THE PROBLEMS IN THE CHARACTERIZATIONS OF THE GHOST, CLAUDIUS, AND HAMLET, (3) THE PLAY'S THREE-PHASE STRUCTURE, (4) THE PLAY'S…

  6. Anatomy Education in Namibia: Balancing Facility Design and Curriculum Development

    Science.gov (United States)

    Wessels, Quenton; Vorster, Willie; Jacobson, Christian

    2012-01-01

    The anatomy curriculum at Namibia's first, and currently only, medical school is clinically oriented, outcome-based, and includes all of the components of modern anatomical sciences i.e., histology, embryology, neuroanatomy, gross, and clinical anatomy. The design of the facilities and the equipment incorporated into these facilities were directed…

  7. Curriculum Guide for Marketing and Distributive Education (Second Year).

    Science.gov (United States)

    South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

    This curriculum guide consists of materials for use in teaching the second year of a two-year course in marketing and distributive education. Included in the guide are field review information, an introduction, a course outline, a series of unit outlines, a bibliography, and a list of audiovisual materials. The following topics are addressed in…

  8. Curriculum Integration Using Enterprise Resource Planning: An Integrative Case Approach

    Science.gov (United States)

    Cannon, David M.; Klein, Helen A; Koste, Lori L.; Magal, Simha R.

    2004-01-01

    Efforts to achieve greater curriculum integration in schools of business have included team teaching, student group projects, multidisciplinary cases, and, more recently, the use of enterprise resource planning (ERP) systems. Although these approaches are beneficial, they tend to be implemented on an ad hoc basis rather than through curriculum…

  9. Women and the University Curriculum: Towards Equality, Democracy, and Peace.

    Science.gov (United States)

    Kearney, Mary-Louise, Ed.; Ronning, Anne Holden, Ed.

    This collection of 15 essays focuses on the role of women in higher education around the world, analyzing the gender dimension of the university curriculum in light of the United Nations' World Conference on Women held in Beijing, China, in 1995. The essays include: (1) "Women, Higher Education, and Development" (Mary-Louise Kearney); (2) "The…

  10. A Two-Year Water Quality Monitoring Curriculum.

    Science.gov (United States)

    Glazer, Richard B.; And Others

    The Environmental Protection Agency developed this curriculum to train technicians to monitor water quality. Graduates of the program should be able to monitor municipal, industrial, and commercial discharges; test drinking water for purity; and determine quality of aquatic environments. The program includes algebra, communication skills, biology,…

  11. Radiation Oncology Medical Student Clerkship: Implementation and Evaluation of a Bi-institutional Pilot Curriculum

    Energy Technology Data Exchange (ETDEWEB)

    Golden, Daniel W., E-mail: dgolden@radonc.uchicago.edu [Department of Radiation and Cellular Oncology, University of Chicago Pritzker School of Medicine, Chicago, Illinois (United States); Spektor, Alexander [Department of Radiation Oncology, Brigham and Women' s Hospital and Dana-Farber Cancer Institute, Harvard Medical School, Boston, Massachusetts (United States); Rudra, Sonali; Ranck, Mark C. [Department of Radiation and Cellular Oncology, University of Chicago Pritzker School of Medicine, Chicago, Illinois (United States); Krishnan, Monica S.; Jimenez, Rachel B.; Viswanathan, Akila N. [Department of Radiation Oncology, Brigham and Women' s Hospital and Dana-Farber Cancer Institute, Harvard Medical School, Boston, Massachusetts (United States); Koshy, Matthew; Howard, Andrew R.; Chmura, Steven J. [Department of Radiation and Cellular Oncology, University of Chicago Pritzker School of Medicine, Chicago, Illinois (United States)

    2014-01-01

    Purpose: To develop and evaluate a structured didactic curriculum to complement clinical experiences during radiation oncology clerkships at 2 academic medical centers. Methods and Materials: A structured didactic curriculum was developed to teach fundamentals of radiation oncology and improve confidence in clinical competence. Curriculum lectures included: (1) an overview of radiation oncology (history, types of treatments, and basic clinic flow); (2) fundamentals of radiation biology and physics; and (3) practical aspects of radiation treatment simulation and planning. In addition, a hands-on dosimetry session taught students fundamentals of treatment planning. The curriculum was implemented at 2 academic departments in 2012. Students completed anonymous evaluations using a Likert scale to rate the usefulness of curriculum components (1 = not at all, 5 = extremely). Likert scores are reported as (median [interquartile range]). Results: Eighteen students completed the curriculum during their 4-week rotation (University of Chicago n=13, Harvard Longwood Campus n=5). All curriculum components were rated as extremely useful: introduction to radiation oncology (5 [4-5]); radiation biology and physics (5 [5-5]); practical aspects of radiation oncology (5 [4-5]); and the treatment planning session (5 [5-5]). Students rated the curriculum as “quite useful” to “extremely useful” (1) to help students understand radiation oncology as a specialty; (2) to increase student comfort with their specialty decision; and (3) to help students with their future transition to a radiation oncology residency. Conclusions: A standardized curriculum for medical students completing a 4-week radiation oncology clerkship was successfully implemented at 2 institutions. The curriculum was favorably reviewed. As a result of completing the curriculum, medical students felt more comfortable with their specialty decision and better prepared to begin radiation oncology residency.

  12. Foundational Elements of Applied Simulation Theory: Development and Implementation of a Longitudinal Simulation Educator Curriculum.

    Science.gov (United States)

    Chiu, Michelle; Posner, Glenn; Humphrey-Murto, Susan

    2017-01-27

    Simulation-based education has gained popularity, yet many faculty members feel inadequately prepared to teach using this technique. Fellowship training in medical education exists, but there is little information regarding simulation or formal educational programs therein. In our institution, simulation fellowships were offered by individual clinical departments. We recognized the need for a formal curriculum in educational theory. Kern's approach to curriculum development was used to develop, implement, and evaluate the Foundational Elements of Applied Simulation Theory (FEAST) curriculum. Needs assessments resulted in a 26-topic curriculum; each biweekly session built upon the previous. Components essential to success included setting goals and objectives for each interactive session and having dedicated faculty, collaborative leadership and administrative support for the curriculum. Evaluation data was collated and analyzed annually via anonymous feedback surveys, focus groups, and retrospective pre-post self-assessment questionnaires. Data collected from 32 fellows over five years of implementation showed that the curriculum improved knowledge, challenged thinking, and was excellent preparation for a career in simulation-based medical education. Themes arising from focus groups demonstrated that participants valued faculty expertise and the structure, practicality, and content of the curriculum. We present a longitudinal simulation educator curriculum that adheres to a well-described framework of curriculum development. Program evaluation shows that FEAST has increased participant knowledge in key areas relevant to simulation-based education and that the curriculum has been successful in meeting the needs of novice simulation educators. Insights and practice points are offered for educators wishing to implement a similar curriculum in their institution.

  13. Radiation Oncology Medical Student Clerkship: Implementation and Evaluation of a Bi-institutional Pilot Curriculum

    International Nuclear Information System (INIS)

    Golden, Daniel W.; Spektor, Alexander; Rudra, Sonali; Ranck, Mark C.; Krishnan, Monica S.; Jimenez, Rachel B.; Viswanathan, Akila N.; Koshy, Matthew; Howard, Andrew R.; Chmura, Steven J.

    2014-01-01

    Purpose: To develop and evaluate a structured didactic curriculum to complement clinical experiences during radiation oncology clerkships at 2 academic medical centers. Methods and Materials: A structured didactic curriculum was developed to teach fundamentals of radiation oncology and improve confidence in clinical competence. Curriculum lectures included: (1) an overview of radiation oncology (history, types of treatments, and basic clinic flow); (2) fundamentals of radiation biology and physics; and (3) practical aspects of radiation treatment simulation and planning. In addition, a hands-on dosimetry session taught students fundamentals of treatment planning. The curriculum was implemented at 2 academic departments in 2012. Students completed anonymous evaluations using a Likert scale to rate the usefulness of curriculum components (1 = not at all, 5 = extremely). Likert scores are reported as (median [interquartile range]). Results: Eighteen students completed the curriculum during their 4-week rotation (University of Chicago n=13, Harvard Longwood Campus n=5). All curriculum components were rated as extremely useful: introduction to radiation oncology (5 [4-5]); radiation biology and physics (5 [5-5]); practical aspects of radiation oncology (5 [4-5]); and the treatment planning session (5 [5-5]). Students rated the curriculum as “quite useful” to “extremely useful” (1) to help students understand radiation oncology as a specialty; (2) to increase student comfort with their specialty decision; and (3) to help students with their future transition to a radiation oncology residency. Conclusions: A standardized curriculum for medical students completing a 4-week radiation oncology clerkship was successfully implemented at 2 institutions. The curriculum was favorably reviewed. As a result of completing the curriculum, medical students felt more comfortable with their specialty decision and better prepared to begin radiation oncology residency

  14. Oral Communication across the Curriculum

    Science.gov (United States)

    Ediger, Marlow

    2011-01-01

    Proficiency in oral communication is necessary in school and in society. To do well in the different curriculum areas, pupils must speak with clarity and understanding. For example, in a discussion group in the social studies involving the topic "the pros and cons of raising taxes," pupils need to express knowledgeable ideas with appropriate voice…

  15. Curriculum Innovation for Marketing Analytics

    Science.gov (United States)

    Wilson, Elizabeth J.; McCabe, Catherine; Smith, Robert S.

    2018-01-01

    College graduates need better preparation for and experience in data analytics for higher-quality problem solving. Using the curriculum innovation framework of Borin, Metcalf, and Tietje (2007) and case study research methods, we offer rich insights about one higher education institution's work to address the marketing analytics skills gap.…

  16. Broadening the spectrum through curriculum

    International Nuclear Information System (INIS)

    Engel-Hills P

    2006-01-01

    Radiography has experienced changes and challenges from a number of sources. The rapid technological changes in imaging an radiation treatment, changes in the professional context and social transformation have had an impact on the shape and structure of the radiography curriculum. It too must change to prepare graduates for the broadening radiography spectrum

  17. Complex Variables throughout the Curriculum

    Science.gov (United States)

    D'Angelo, John P.

    2017-01-01

    We offer many specific detailed examples, several of which are new, that instructors can use (in lecture or as student projects) to revitalize the role of complex variables throughout the curriculum. We conclude with three primary recommendations: revise the syllabus of Calculus II to allow early introductions of complex numbers and linear…

  18. Food Production & Service Curriculum Guide.

    Science.gov (United States)

    Michigan State Univ., East Lansing. Coll. of Agriculture and Natural Resources Education Inst.

    This curriculum guide deals with planning and implementing a course in food production and service. Addressed in the course are the following topics: using basic food service processes; performing the tasks of a kitchen helper, stock clerk, baker's helper, pastry helper, cook's helper, pantry goods maker, short order cook, cook, dining room…

  19. Sustainability in Chemical Engineering Curriculum

    Science.gov (United States)

    Glassey, Jarka; Haile, Sue

    2012-01-01

    Purpose: The purpose of this paper is to describe a concentrated strategy to embed sustainability teaching into a (chemical) engineering undergraduate curriculum throughout the whole programme. Innovative teaching approaches in subject-specific context are described and their efficiency investigated. Design/methodology/approach: The activities in…

  20. Ethnomusicology, Ethnomathematics, and Integrating Curriculum

    Science.gov (United States)

    Bazinet, Ryan; Marshall, Anne Marie

    2015-01-01

    Integrating curriculum provides rich opportunities for students to focus on relevant applications to the real world and make meaningful connections across different disciplines. This article attempts to go beyond common discourse and platitudes by offering specific examples, showing we--an ethnomusicologist and a mathematics educator--attempted to…

  1. Social Crisis and Curriculum Accords

    Science.gov (United States)

    Apple, Michael W.

    1988-01-01

    School curricula are not politically neutral grounds of knowledge. Rather, each takes certain social forms and embodies certain interests. The article discusses how the power of class, race, and gender dynamics determines curriculum structure. It also discusses the role of the school in capitalist countries. (JL)

  2. Planning Curriculum in International Education.

    Science.gov (United States)

    Durtka, Sharon; Dye, Alex; Freund, Judy; Harris, Jay; Kline, Julie; LeBreck, Carol; Reimbold, Rebecca; Tabachnick, Robert; Tantala, Renee; Wagler, Mark

    International education begins at home, in the very communities and environments most familiar to students. A student does not need to travel outside U.S. borders to meet the peoples or understand the issues of the global village. This planning guide shows how curriculum in all subject areas encompasses global challenges, global cultures, and…

  3. ICT tools for curriculum development

    NARCIS (Netherlands)

    McKenney, Susan; Nieveen, N.M.; van den Akker, J.J.H.; Kuiper, W.J.A.M.; Hameyer, U.

    2003-01-01

    Along with others in this book, this chapter examines a recent trend in curriculum development, namely, employing the computer to support this complex process. Not to be confused with the vast majority of ICT tools for education, which support the teachers and learners more directly, this discussion

  4. Politisk retorik, curriculum og praksis

    DEFF Research Database (Denmark)

    Kristjansdottir, Bergthora

    2017-01-01

    orienteret fag i en globaliseret verden. Bergthóra Kristjánsdóttir Lektor, ph.d., DPU Aarhus Universitet. Underviser på DAV og masteruddannelsen i dansk som andetsprog. Forsker i uddannelsespolitik på makro- og mikroniveau, herunder minoriteter/majoriteter, curriculum, tosprogethed, dansk og dansk som...

  5. Digital Citizenship in the Curriculum

    Science.gov (United States)

    Krutka, Daniel G.; Carpenter, Jeffrey P.

    2017-01-01

    "If education is to be a safeguard of democracy, then recent events suggest tweets and other social media must be part of curriculum," write Daniel G. Krutka and Jeffrey P. Carpenter. In this article, the authors argue that teaching citizenship also requires teaching with and about social media. They provide a framework for educators to…

  6. "Mexico in Transition." Curriculum Units.

    Science.gov (United States)

    Oregon Univ., Eugene. Foreign Language Resource Center.

    These curriculum units were developed in a National Endowment for the Humanities 1994 summer seminar "Mexico in Transition." The 23 lessons are written in Spanish. Lessons are entitled: (1) "La Migracion Mexicana Vista a Traves del Cuento 'Paso del Norte' de Juan Rulfo" (Jose Jorge Armendariz); (2) "Los Grupos Indigenas de…

  7. Models and automation technologies for the curriculum development

    Directory of Open Access Journals (Sweden)

    V. N. Volkova

    2016-01-01

    Full Text Available The aim of the research was to determine the sequence of the curriculum development stages on the basis of the system analysis, as well as to create models and information technologies for the implementation of thesestages.The methods and the models of the systems’ theory and the system analysis, including methods and automated procedures for structuring organizational aims, models and automated procedures for organizing complex expertise.On the basis of the analysis of existing studies in the field of curriculum modeling, using formal mathematical language, including optimization models, that help to make distribution of disciplines by years and semesters in accordance with the relevant restrictions, it is shown, that the complexity and dimension of these tasks require the development of special software; the problem of defining the input data and restrictions requires a large time investment, that seems to be difficult to provide in real conditions of plans’ developing, thus it is almost impossible to verify the objectivity of the input data and the restrictions in such models. For a complete analysis of the process of curriculum development it is proposed to use the system definition, based on the system-targeted approach. On the basis of this definition the reasonable sequence of the integrated stages for the development of the curriculum was justified: 1 definition (specification of the requirements for the educational content; 2 determining the number of subjects, included in the curriculum; 3 definition of the sequence of the subjects; 4 distribution of subjects by semesters. The models and technologies for the implementation of these stages of curriculum development were given in the article: 1 models, based on the information approach of A.Denisov and the modified degree of compliance with objectives based on Denisov’s evaluation index (in the article the idea of evaluating the degree of the impact of disciplines for realization

  8. 14 CFR Appendix B to Part 147 - General Curriculum Subjects

    Science.gov (United States)

    2010-01-01

    ... fittings. e. materials and processes (1) 14. Identify and select appropriate nondestructive testing methods. (2) 15. Perform dye penetrant, eddy current, ultrasonic, and magnetic particle inspections. (1) 16...

  9. Commentary on A General Curriculum in Mathematics for Colleges.

    Science.gov (United States)

    Committee on the Undergraduate Program in Mathematics, Berkeley, CA.

    This document constitutes a complete revision of the report of the same name first published in 1965. A new list of basic courses is described, consisting of Calculus I, Calculus II, Elementary Linear Algebra, Multivariable Calculus I, Linear Algebra, and Introductory Modern Algebra. Commentaries outline the content and spirit of these courses in…

  10. [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

  11. The balanced academic curriculum problem revisited

    DEFF Research Database (Denmark)

    Chiarandini, Marco; Di Gaspero, Luca; Gualandi, Stefano

    2012-01-01

    The Balanced Academic Curriculum Problem (BACP) consists in assigning courses to teaching terms satisfying prerequisites and balancing the credit course load within each term. The BACP is part of the CSPLib with three benchmark instances, but its formulation is simpler than the problem solved...... in practice by universities. In this article, we introduce a generalized version of the problem that takes different curricula and professor preferences into account, and we provide a set of real-life problem instances arisen at University of Udine. Since the existing formulation based on a min-max objective...... function does not balance effectively the credit load for the new instances, we also propose alternative objective functions. Whereas all the CSPLib instances are efficiently solved with Integer Linear Programming (ILP) state-of-the-art solvers, our new set of real-life instances turns out to be much more...

  12. Quality and Accreditation Requirements for the Curriculum Development of Special Education Departments as Perceived by Faculty Members

    Directory of Open Access Journals (Sweden)

    Omer A. Agail

    2017-10-01

    Full Text Available The current study aimed to determine the quality and accreditation requirements, according to the NCAAA, for the curriculum development of the departments of Special Education as perceived by faculty members. Moreover, the study aimed to determine the relationship between the faculty awareness and other factors such as, gender, academic rank, teaching experience, participation in curriculum development, attendance of workshop, and participation in program development committees. The researcher created a survey to answer the research questions. A sample of (45 faculty members was chosen randomly from three main universities: King Khalid university, Jazan University, and Najran University.  Statistical methods were used, including mean, frequencies, one sample t–test, one way ANOVA. The results indicated that the participants' awareness toward curriculum development requirements was generally very low, because of the limited number of faculty members and the newly established departments. It was recommended that quality culture should be disseminated, and moral and material support should be provided to the programs in these departments.  Keywords: Study programs, Quality, Accreditation, Special education.

  13. GENERAL SURGERY

    African Journals Online (AJOL)

    Department of Surgery, University of Cape Town Health Sciences Faculty, Groote Schuur Hospital, Observatory, Cape Town,. South Africa ... included all district, regional and tertiary hospitals in the nine provinces. Clinics and so-called ..... large contingency of senior general surgeons from countries such as Cuba, who have ...

  14. 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

  15. Towards a gender inclusive information and communications technology curriculum: a perspective from graduates in the workforce

    Science.gov (United States)

    Koppi, Tony; Sheard, Judy; Naghdy, Fazel; Edwards, Sylvia L.; Brookes, Wayne

    2010-12-01

    An online survey was conducted of recent information and communications technology (ICT) graduates from 21 Australian universities. A range of abilities including personal/interpersonal, cognitive, business and technical were examined in relation to importance in the workplace and university preparation of those abilities. In addition, a set of six open-ended text-response questions concerned with the curriculum and other workplace preparation were asked. Quantitative and qualitative analyses revealed a range of responses that were significantly different according to gender. Amongst the significant findings are that females are more concerned than males with interpersonal communication, the development of people-skills and the people side of ICT. Implications for the ICT curriculum are that it should have more than a narrow male-centred technological focus and include the involvement of people and the effects of ICT on society in general. This broad inclusive pedagogical approach would satisfy the needs expressed by all respondents and contribute to increasing the enrolments of both female and male students in ICT.

  16. General general game AI

    OpenAIRE

    Togelius, Julian; Yannakakis, Georgios N.; 2016 IEEE Conference on Computational Intelligence and Games (CIG)

    2016-01-01

    Arguably the grand goal of artificial intelligence research is to produce machines with general intelligence: the capacity to solve multiple problems, not just one. Artificial intelligence (AI) has investigated the general intelligence capacity of machines within the domain of games more than any other domain given the ideal properties of games for that purpose: controlled yet interesting and computationally hard problems. This line of research, however, has so far focuse...

  17. Teaching Forensic Psychiatry to General Psychiatry Residents

    Science.gov (United States)

    Lewis, Catherine F.

    2004-01-01

    Objective: The Accreditation Council on Graduate Medical Education (ACGME) requires that general psychiatry residency training programs provide trainees with exposure to forensic psychiatry. Limited information is available on how to develop a core curriculum in forensic psychiatry for general psychiatry residents and few articles have been…

  18. Communication skills training curriculum for pulmonary and critical care fellows.

    Science.gov (United States)

    McCallister, Jennifer W; Gustin, Jillian L; Wells-Di Gregorio, Sharla; Way, David P; Mastronarde, John G

    2015-04-01

    The Accreditation Council for Graduate Medical Education requires physicians training in pulmonary and critical care medicine to demonstrate competency in interpersonal communication. Studies have shown that residency training is often insufficient to prepare physicians to provide end-of-life care and facilitate patient and family decision-making. Poor communication in the intensive care unit (ICU) can adversely affect outcomes for critically ill patients and their family members. Despite this, communication training curricula in pulmonary and critical care medicine are largely absent in the published literature. We evaluated the effectiveness of a communication skills curriculum during the first year of a pulmonary and critical care medicine fellowship using a family meeting checklist to provide formative feedback to fellows during ICU rotations. We hypothesized that fellows would demonstrate increased competence and confidence in the behavioral skills necessary for facilitating family meetings. We evaluated a 12-month communication skills curriculum using a pre-post, quasiexperimental design. Subjects for this study included 11 first-year fellows who participated in the new curriculum (intervention group) and a historical control group of five fellows who had completed no formal communication curriculum. Performance of communication skills and self-confidence in family meetings were assessed for the intervention group before and after the curriculum. The control group was assessed once at the beginning of their second year of fellowship. Fellows in the intervention group demonstrated significantly improved communication skills as evaluated by two psychologists using the Family Meeting Behavioral Skills Checklist, with an increase in total observed skills from 51 to 65% (P ≤ 0.01; Cohen's D effect size [es], 1.13). Their performance was also rated significantly higher when compared with the historical control group, who demonstrated only 49% of observed skills

  19. Implementation of the medical research curriculum in graduate medical school.

    Science.gov (United States)

    Park, Kwi Hwa; Kim, Tae-Hee; Chung, Wook-Jin

    2011-06-01

    The purpose of this study was to analyze the effect of the medical research curriculum on the students' satisfaction and the research self-efficacy. The curriculum was implemented to 79 graduate medical school students who entered in 2007 and 2008. This curriculum is implemented through 3 years consisting of 5 different sub-courses: Research design, Research ethics, Medical statistics, Writing medical paper, and Presentation. The effect of this program was measured with 2 self-administered surveys to students: the course satisfaction survey and the self-efficacy inventories. The Research Self-Efficacy Scale consisted of 18 items from 4 categories: Research design, Research ethics, Data analysis, and Result presentation. The descriptive statistics, paired t-test, and analysis of covariance (ANCOVA) were implemented. The average point of satisfaction of the course was 2.74 out of 4, which told us that students generally satisfied with the course. The frequencies of tutoring for research course were 2 or 3 times on average and each session of tutorial lasted 1.5 to 2 hours. The research self-efficacy in three categories (Research design, Research ethics, and Result presentation) increased significantly (presearch paper writing at undergraduate level. The curriculum showed positive results in cultivating research self-efficacy of students. There is a need for improvement of the class of Statistical analysis as students reported that it was difficult.

  20. A problem-based learning curriculum in transition: the emerging role of the library.

    Science.gov (United States)

    Eldredge, J D

    1993-07-01

    This case study describes library education programs that serve the University of New Mexico School of Medicine, known for its innovative problem-based learning (PBL) curricular track. The paper outlines the specific library instruction techniques that are integrated into the curriculum. The adaptation of library instruction to a PBL mode of medical education, including the use of case studies, is discussed in detail. Also addressed are the planning processes for the new PBL curriculum scheduled for implementation in 1993, including the activities of library faculty and staff and the probable new role of the library in the new curriculum.

  1. The American Society for Radiation Oncology's 2015 Core Physics Curriculum for Radiation Oncology Residents

    International Nuclear Information System (INIS)

    Burmeister, Jay; Chen, Zhe; Chetty, Indrin J.; Dieterich, Sonja; Doemer, Anthony; Dominello, Michael M.; Howell, Rebecca M.; McDermott, Patrick; Nalichowski, Adrian; Prisciandaro, Joann; Ritter, Tim; Smith, Chadd; Schreiber, Eric; Shafman, Timothy; Sutlief, Steven; Xiao, Ying

    2016-01-01

    Purpose: The American Society for Radiation Oncology (ASTRO) Physics Core Curriculum Subcommittee (PCCSC) has updated the recommended physics curriculum for radiation oncology resident education to improve consistency in teaching, intensity, and subject matter. Methods and Materials: The ASTRO PCCSC is composed of physicists and physicians involved in radiation oncology residency education. The PCCSC updated existing sections within the curriculum, created new sections, and attempted to provide additional clinical context to the curricular material through creation of practical clinical experiences. Finally, we reviewed the American Board of Radiology (ABR) blueprint of examination topics for correlation with this curriculum. Results: The new curriculum represents 56 hours of resident physics didactic education, including a 4-hour initial orientation. The committee recommends completion of this curriculum at least twice to assure both timely presentation of material and re-emphasis after clinical experience. In addition, practical clinical physics and treatment planning modules were created as a supplement to the didactic training. Major changes to the curriculum include addition of Fundamental Physics, Stereotactic Radiosurgery/Stereotactic Body Radiation Therapy, and Safety and Incidents sections, and elimination of the Radiopharmaceutical Physics and Dosimetry and Hyperthermia sections. Simulation and Treatment Verification and optional Research and Development in Radiation Oncology sections were also added. A feedback loop was established with the ABR to help assure that the physics component of the ABR radiation oncology initial certification examination remains consistent with this curriculum. Conclusions: The ASTRO physics core curriculum for radiation oncology residents has been updated in an effort to identify the most important physics topics for preparing residents for careers in radiation oncology, to reflect changes in technology and practice since

  2. 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.

  3. 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.

  4. Analysing the hidden curriculum: use of a cultural web.

    Science.gov (United States)

    Mossop, Liz; Dennick, Reg; Hammond, Richard; Robbé, Iain

    2013-02-01

    Major influences on learning about medical professionalism come from the hidden curriculum. These influences can contribute positively or negatively towards the professional enculturation of clinical students. The fact that there is no validated method for identifying the components of the hidden curriculum poses problems for educators considering professionalism. The aim of this study was to analyse whether a cultural web, adapted from a business context, might assist in the identification of elements of the hidden curriculum at a UK veterinary school. A qualitative approach was used. Seven focus groups consisting of three staff groups and four student groups were organised. Questioning was framed using the cultural web, which is a model used by business owners to assess their environment and consider how it affects their employees and customers. The focus group discussions were recorded, transcribed and analysed thematically using a combination of a priori and emergent themes. The cultural web identified elements of the hidden curriculum for both students and staff. These included: core assumptions; routines; rituals; control systems; organisational factors; power structures, and symbols. Discussions occurred about how and where these issues may affect students' professional identity development. The cultural web framework functioned well to help participants identify elements of the hidden curriculum. These aspects aligned broadly with previously described factors such as role models and institutional slang. The influence of these issues on a student's development of a professional identity requires discussion amongst faculty staff, and could be used to develop learning opportunities for students. The framework is promising for the analysis of the hidden curriculum and could be developed as an instrument for implementation in other clinical teaching environments. © Blackwell Publishing Ltd 2013.

  5. Emergency Medicine Residency Boot Camp Curriculum: A Pilot Study

    Directory of Open Access Journals (Sweden)

    Ataya, Ramsey

    2015-03-01

    Full Text Available Introduction: Establishing a boot camp curriculum is pertinent for emergency medicine (EM residents in order to develop proficiency in a large scope of procedures and leadership skills.  In this article, we describe our program’s EM boot camp curriculum as well as measure the confidence levels of resident physicians through a pre- and post-boot camp survey. Methods: We designed a one-month boot camp curriculum with the intention of improving the confidence, procedural performance, leadership, communication and resource management of EM interns. Our curriculum consisted of 12 hours of initial training and culminated in a two-day boot camp. The initial day consisted of clinical skill training and the second day included code drill scenarios followed by interprofessional debriefing.   Results: Twelve EM interns entered residency with an overall confidence score of 3.2 (1-5 scale across all surveyed skills. Interns reported the highest pre-survey confidence scores in suturing (4.3 and genitourinary exams (3.9. The lowest pre-survey confidence score was in thoracostomy (2.4. Following the capstone experience, overall confidence scores increased to 4.0. Confidence increased the most in defibrillation and thoracostomy. Additionally, all interns reported post-survey confidence scores of at least 3.0 in all skills, representing an internal anchor of “moderately confident/need guidance at times to perform procedure.” Conclusion: At the completion of the boot camp curriculum, EM interns had improvement in self-reported confidence across all surveyed skills and procedures. The described EM boot camp curriculum was effective, feasible and provided a foundation to our trainees during their first month of residency. [West J Emerg Med. 2015;16(2:356–361.

  6. Effectiveness of a quality improvement curriculum for medical students

    Directory of Open Access Journals (Sweden)

    Kimberly M. Tartaglia

    2015-05-01

    Full Text Available Introduction: As health systems find ways to improve quality of care, medical training programs are finding opportunities to prepare learners on principles of quality improvement (QI. The impact of QI curricula for medical students as measured by student learning is not well delineated. The aim of this study is to evaluate the effectiveness of a QI curriculum for senior medical students as measured by student knowledge and skills. Methods: This study was an observational study that involved a self-assessment and post-test Quality Improvement Knowledge Application Tool (QIKAT for intervention and control students. A QI curriculum consisting of online modules, live discussions, independent readings and reflective writing, and participation in a mentored QI project was offered to fourth-year medical students completing an honor's elective (intervention group. Senior medical students who received the standard QI curriculum only were recruited as controls. Results: A total of 22 intervention students and 12 control students completed the self-assessment and QIKAT. At baseline, there was no difference between groups in self-reported prior exposure to QI principles. Students in the intervention group reported more comfort with their skills in QI overall and in 9 of the 12 domains (p<0.05. Additionally, intervention students performed better in each of the three case scenarios (p<0.01. Discussion: A brief QI curriculum for senior medical students results in improved comfort and knowledge with QI principles. The strengths of our curriculum include effective use of classroom time and faculty mentorship with reliance on pre-existing online modules and written resources. Additionally, the curriculum is easily expandable to larger groups of students and transferable to other institutions.

  7. Generalized polygons

    CERN Document Server

    Van Maldeghem, Hendrik

    1998-01-01

    Generalized Polygons is the first book to cover, in a coherent manner, the theory of polygons from scratch. In particular, it fills elementary gaps in the literature and gives an up-to-date account of current research in this area, including most proofs, which are often unified and streamlined in comparison to the versions generally known. Generalized Polygons will be welcomed both by the student seeking an introduction to the subject as well as the researcher who will value the work as a reference. In particular, it will be of great value for specialists working in the field of generalized polygons (which are, incidentally, the rank 2 Tits-buildings) or in fields directly related to Tits-buildings, incidence geometry and finite geometry. The approach taken in the book is of geometric nature, but algebraic results are included and proven (in a geometric way!). A noteworthy feature is that the book unifies and generalizes notions, definitions and results that exist for quadrangles, hexagons, octagons - in the ...

  8. 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.

  9. 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

  10. LIFE SKILLS ORIENTATION IN MADRASAH CURRICULUM

    Directory of Open Access Journals (Sweden)

    Ahmadi Ahmadi

    2016-02-01

    Full Text Available This article intends to elaborate a charge include life skills opportunities in both madrasah curriculum of ibtidaiyah, tsanawiyah and aliyah. The approach used is the science of Islamic education. Some important concepts in Islam that allows it to be analyzed and used as the basis of life skills-based curriculum contained in QS. Al-Ghâsyiyah [88]: 17-20, QS. Fâthir [35]: 39, QS. Al-Jâtsiyah [45]: 12-13, QS. Al-A‟râf [7]: 56-85 and QS. Al-Hujurât [49]: 1, 13, 18. Ethical values (Rasul Muhammad Islam that allows elaborating life skills is shiddiq, amanah, fathanah and tabligh. The fourth value is assumed to equip graduates of madrassas that he later had a number of personal, social, academic, vocational and soft. The fourth value is assumed to equip graduates of madrassas that he later had the skills. A number of core Islamic values should be in synergy with the age issues such as democracy, globalization, the mastery of science, technology and information (the environment.

  11. A Multidimensional Oral Hygiene Curriculum for the Severely and Profoundly Handicapped.

    Science.gov (United States)

    Feldman, David; Elliott, Thomas A.

    1981-01-01

    The field tested, data based, criterion referenced curriculum includes procedures for individualized education programs, data collection and recording, formative and summative evaluation, a transdisciplinary component, as well as a comprehensive discussion of content and methodology. (Author)

  12. E-Commerce Content in Business School Curriculum: Opportunities and Challenges.

    Science.gov (United States)

    Krovi, Ravindra; Vijayaraman, B. S.

    2000-01-01

    Explores the opportunities and challenges of introducing e-commerce concepts in business school curriculums. Examines the knowledge components of electronic commerce, including Web-based technology skills; and discusses the need for faculty training and development. (Author/LRW)

  13. Ethics instruction in the dental hygiene curriculum.

    Science.gov (United States)

    Kacerik, Mark G; Prajer, Renee G; Conrad, Cynthia

    2006-01-01

    Dental hygiene ethics is an essential component of the dental hygiene curriculum. The accreditation standards for dental hygiene education state that graduates must be competent in applying ethical concepts to the provision and/or support of oral health care services. Although the standards for entry into the profession of dental hygiene emphasize the importance of ethical reasoning, there is little published research specific to ethics instruction in dental hygiene programs. The purpose of this study was to assess how ethics is taught in the dental hygiene curriculum. A 17-item survey was designed and distributed to 261 accredited dental hygiene programs in the United States for a response rate of 56% (N=147). The survey requested that participants provide information on teaching and evaluation methodologies, didactic and clinical hours of instruction, individuals responsible for providing instruction, and the degree of emphasis placed on ethics and integration of ethical reasoning within the dental hygiene curriculum. Results of the survey reflect that dental hygiene programs devote a mean of 20. hours to teaching dental hygiene ethics in the didactic component of the curriculum. With regard to the clinical component of the curriculum, 63% of respondents indicated that 10 or less hours are devoted to ethics instruction. These results show an increase in didactic hours of instruction from previous studies where the mean hours of instruction ranged from 7 to 11.7 hours. Results showed 64% of respondents offered a separate course in ethics; however, 82% of programs surveyed indicated that ethics was incorporated into one or more dental hygiene courses with 98% utilizing dental hygiene faculty to provide instruction. Most programs utilized a variety of instructional methods to teach ethics with the majority employing class discussion and lecture (99% and 97% respectively). The type of institution-technical college, community college, four-year university with a

  14. New Approaches in Cancer Biology Can Inform the Biology Curriculum.

    Science.gov (United States)

    Jones, Lynda; Gordon, Diana; Zelinski, Mary

    2018-03-01

    Students tend to be very interested in medical issues that affect them and their friends and family. Using cancer as a hook, the ART of Reproductive Medicine: Oncofertility curriculum (free, online, and NIH sponsored) has been developed to supplement the teaching of basic biological concepts and to connect biology and biomedical research. This approach allows integration of up-to-date information on cancer and cancer treatment, cell division, male and female reproductive anatomy and physiology, cryopreservation, fertility preservation, stem cells, ethics, and epigenetics into an existing biology curriculum. Many of the topics covered in the curriculum relate to other scientific disciplines, such as the latest developments in stem cell research including tissue bioengineering and gene therapy for inherited mitochondrial disease, how epigenetics occurs chemically to affect gene expression or suppression and how it can be passed down through the generations, and the variety of biomedical careers students could pursue. The labs are designed to be open-ended and inquiry-based, and extensions to the experiments are provided so that students can explore questions further. Case studies and ethical dilemmas are provided to encourage thoughtful discussion. In addition, each chapter of the curriculum includes links to scientific papers, additional resources on each topic, and NGSS alignment.

  15. Prospects and challenges in teachers’ adoption of a new modeling orientated science curriculum in lower secondary school in Denmark

    DEFF Research Database (Denmark)

    Nielsen, Sanne Schnell

    A new science curriculum with a significant emphasis on modeling has recently been enacted in the Danish compulsory school. This design based study aims to investigate science teachers’ beliefs, practice and reflections in response to the new curriculum. The data sources include teacher...... towards the modeling emphasis in the new curriculum, but nevertheless use a restricted range of modeling practices and pay limited attention to the purpose and utility of models. Teachers raised concerns in enacting the new curriculum due to: (i) Lack of time for preparations and teamwork, (ii) Shortage...... of clarifications and examples in the curriculum materials and teacher education on how to enact modeling in practice, (iii) Overcrowded curriculum, and (iv) Lack of alignment with a national test. In addition, the results indicate an inconsistence between teachers’ intentions and their classroom practice...

  16. Attitudes of medical students to medical leadership and management: a systematic review to inform curriculum development.

    Science.gov (United States)

    Abbas, Mark R; Quince, Thelma A; Wood, Diana F; Benson, John A

    2011-11-14

    There is a growing acknowledgement that doctors need to develop leadership and management competences to become more actively involved in the planning, delivery and transformation of patient services. We undertook a systematic review of what is known concerning the knowledge, skills and attitudes of medical students regarding leadership and management. Here we report the results pertaining to the attitudes of students to provide evidence to inform curriculum development in this developing field of medical education. We searched major electronic databases and citation indexes within the disciplines of medicine, education, social science and management. We undertook hand searching of major journals, and reference and citation tracking. We accessed websites of UK medical institutions and contacted individuals working within the field. 26 studies were included. Most were conducted in the USA, using mainly quantitative methods. We used inductive analysis of the topics addressed by each study to identity five main content areas: Quality Improvement; Managed Care, Use of Resources and Costs; General Leadership and Management; Role of the Doctor, and Patient Safety. Students have positive attitudes to clinical practice guidelines, quality improvement techniques and multidisciplinary teamwork, but mixed attitudes to managed care, cost containment and medical error. Education interventions had variable effects on students' attitudes. Medical students perceive a need for leadership and management education but identified lack of curriculum time and disinterest in some activities as potential barriers to implementation. The findings from our review may reflect the relatively little emphasis given to leadership and management in medical curricula. However, students recognise a need to develop leadership and management competences. Although further work needs to be undertaken, using rigorous methods, to identify the most effective and cost-effective curriculum innovations, this

  17. The GenDev Curriculum Development Workshop.

    Science.gov (United States)

    D'cunha, J

    1997-01-01

    This article describes the second Curriculum Development Workshop held in May 1997 at the Asian Institute of Technology (AIT) in Bangkok, Thailand. The workshop aimed to review critically and restructure the Gender and Development Studies (GenDev) curriculum and to assess AIT's role in training gender experts for the region. Participants included 22 people from 16 countries in Asia, Europe, and the US who were teaching graduate students about gender issues and who were activists with nongovernmental organizations working on gender issues. It was determined that the following were required courses: Culture, Knowledge and Gender Relations; Gender, Technology, and Development; Principles of Gender Research and Methodology in Science and Technology; and Gender Analysis and Field Methods. Other suggested core courses included: Gender and Natural Resource Management; Enterprise Management, Technology, and Gender; Gender and Agrarian Reform; Urbanization: A Gender Perspective; Gender-Responsive Development Planning; and Gender and Economic Change: Past and Present Concerns. Participants distinguished between GenDev courses offered to anyone attending AIT and training courses designed to produce gender experts in the region. The aim of training courses for AIT graduate students was to sensitize potential managers, technologists, and others on gender issues and to create awareness of the importance of including gender perspectives within decision-making, policy formation, and implementation. Training courses to produce gender experts should be directed to those with a prior background in gender studies and include gender analysis in field methods. Participants agreed that there should be an independent and autonomous field of gender and development studies. Participants made six recommendations for such a field of study.

  18. Computerizing the Accounting Curriculum.

    Science.gov (United States)

    Nash, John F.; England, Thomas G.

    1986-01-01

    Discusses the use of computers in college accounting courses. Argues that the success of new efforts in using computers in teaching accounting is dependent upon increasing instructors' computer skills, and choosing appropriate hardware and software, including commercially available business software packages. (TW)

  19. Curriculum reform and the market

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2011-01-01

    A neo-liberal discourse in the 2000s has been prevalent not only in international and Danish educational policy contexts, but also within a specific area, namely the education of adult immigrants in Denmark. With the adoption of a new law in 2003 high-stakes testing, standards, new market economy...... in Denmark. Based on studies of curriculum reform and research about headmasters’ and teachers’ attitudes the article addresses paradoxes rising in the wake of the neo-liberal education policy. Despite the intention of high-stakes testing to increase adult migrants’ language and employment related....... Teachers furthermore find the new working conditions stressing. It is discussed whether a neo-liberal discourse in adult teaching is ‘dumping down’ the intentions of curriculum and education reform....

  20. Curriculum reform and the market

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2012-01-01

    A neo-liberal discourse in the 2000s has been prevalent not only in international and Danish educational policy contexts, but also within a specific area, namely the education of adult immigrants in Denmark. With the adoption of a new law in 2003 high-stakes testing, standards, new market economy...... in Denmark. Based on studies of curriculum reform and research about headmasters’ and teachers’ attitudes the article addresses paradoxes rising in the wake of the neo-liberal education policy. Despite the intention of high-stakes testing to increase adult migrants’ language and employment related....... Teachers furthermore find the new working conditions stressing. It is discussed whether a neo-liberal discourse in adult teaching is ‘dumping down’ the intentions of curriculum and education reform....

  1. Designing Anatomy Program in Modern Medical Curriculum: Matter of Balance

    Science.gov (United States)

    Grković, Ivica; Marinović Guić, Maja; Košta, Vana; Poljičanin, Ana; Čarić, Ana; Vilović, Katarina

    2009-01-01

    Aim To evaluate the structure of the anatomy program in the first year medical curriculum of University of Split School of Medicine by comparing it with the recommendations by the Educational Affairs Committee of the American Association of Clinical Anatomists (AACA) and the Terminologia Anatomica (TA); we also quantitatively evaluated the organization of teaching material in contemporary topographical anatomy textbooks and matched them with the AACA recommendations, TA, and the curriculum of the anatomy course taught at Medical School in Split, Croatia. Methods TA, official recommendations of the AACA, 6 contemporary anatomy textbooks, and the structure of the anatomy course were analyzed for the proportion of the terms or text devoted to standard topographical regions of the body. The findings were correlated using Spearman ρ test. Results The curriculum outline correlated both with the AACA recommendations (Spearman ρ = 0.83, P = 0.015) and TA (Spearman ρ = 0.73, P = 0.046). Textbooks contained 8 distinct sections, 7 allocated to topographic anatomy regions and 1 to general anatomy concepts and principles. The structure of all textbooks correlated significantly with the course curriculum. However, 4 out of 6 textbooks did not correlate with TA and only a single textbook showed significant correlation with the AACA recommendations. Conclusion Anatomy textbooks vary in the amount of text dedicated to different parts of topographical anatomy and are not quite concordant with curriculum recommendations and standard anatomical terminology. Planning the structure of an anatomy course should not be based on a single book or recommendation but on evidence. PMID:19260144

  2. 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

  3. The ASM Curriculum Guidelines for Undergraduate Microbiology: A Case Study of the Advocacy Role of Societies in Reform Efforts.

    Science.gov (United States)

    Horak, Rachel E A; Merkel, Susan; Chang, Amy

    2015-05-01

    A number of national reports, including Vision and Change in Undergraduate Biology Education: A Call to Action, have called for drastic changes in how undergraduate biology is taught. To that end, the American Society for Microbiology (ASM) has developed new Curriculum Guidelines for undergraduate microbiology that outline a comprehensive curriculum for any undergraduate introductory microbiology course or program of study. Designed to foster enduring understanding of core microbiology concepts, the Guidelines work synergistically with backwards course design to focus teaching on student-centered goals and priorities. In order to qualitatively assess how the ASM Curriculum Guidelines are used by educators and learn more about the needs of microbiology educators, the ASM Education Board distributed two surveys to the ASM education community. In this report, we discuss the results of these surveys (353 responses). We found that the ASM Curriculum Guidelines are being implemented in many different types of courses at all undergraduate levels. Educators indicated that the ASM Curriculum Guidelines were very helpful when planning courses and assessments. We discuss some specific ways in which the ASM Curriculum Guidelines have been used in undergraduate classrooms. The survey identified some barriers that microbiology educators faced when trying to adopt the ASM Curriculum Guidelines, including lack of time, lack of financial resources, and lack of supporting resources. Given the self-reported challenges to implementing the ASM Curriculum Guidelines in undergraduate classrooms, we identify here some activities related to the ASM Curriculum Guidelines that the ASM Education Board has initiated to assist educators in the implementation process.

  4. Overcoming barriers to interprofessional education in gerontology: the Interprofessional Curriculum for the Care of Older Adults

    Directory of Open Access Journals (Sweden)

    Schapmire TJ

    2018-02-01

    Full Text Available Tara J Schapmire,1,2 Barbara A Head,1,2 Whitney A Nash,3 Pamela A Yankeelov,2,4 Christian D Furman,1,4,5 R Brent Wright,5 Rangaraj Gopalraj,5 Barbara Gordon,6 Karen P Black,3 Carol Jones,1 Madri Hall-Faul,6 Anna C Faul2,4,7 1Division of General Internal Medicine, Palliative Care and Medical Education, University of Louisville School of Medicine, 2Kent School of Social Work, 3School of Nursing, 4The Institute for Sustainable Health & Optimal Aging, University of Louisville, 5Division of Geriatric Medicine, University of Louisville School of Medicine, 6Kentuckiana Regional Planning & Development Agency, Louisville, KY, USA; 7Department of Social Work, University of the Free State, Bloemfontein, South Africa Abstract: A fragmented workforce consisting of multiple disciplines with varying levels of training and limited ability to work as a team often provides care to older adults. Interprofessional education (IPE is essential for preparing practitioners for the effective teamwork required for community-based, holistic, person-centered care of the older adults. Despite numerous programs and offerings to advance education and interdisciplinary patient care, there is an unmet need for geriatric IPE, especially as it relates to community-dwelling older adults and caregivers in medically underserved areas. A core group of university faculty from multiple disciplines received funding from the Health Resources and Services Administration Geriatric Workforce Enhancement Program to collaborate with community-based providers from several Area Agencies on Aging in the creation and implementation of the Interprofessional Curriculum for the Care of Older Adults (iCCOA. This geriatric curriculum is interprofessional, comprehensive, and community-based. Learners include third-year nursing students, nurse practitioner students, third-year medical students, internal medicine and family medicine residents, master’s level social work students, third-year pharmacy

  5. 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…

  6. Building Interagency Partnerships Curriculum: Instructor’s Guide

    Science.gov (United States)

    2016-03-01

    includes instructor-led components, documentary -style footage of subject matter experts, and true stories from the field to elicit reflection and discussion...context. The documentary -style films included in the curriculum are based on an analysis of interviews with military personnel, U.S. government... management tasks while collaborating with interagency partners. 29 Lesson 1: Boundary-Spanning OBJECTIVES The student will be: • Introduced to the

  7. General Relativity

    CERN Document Server

    Straumann, Norbert

    2013-01-01

    This book provides a completely revised and expanded version of the previous classic edition ‘General Relativity and Relativistic Astrophysics’. In Part I the foundations of general relativity are thoroughly developed, while Part II is devoted to tests of general relativity and many of its applications. Binary pulsars – our best laboratories for general relativity – are studied in considerable detail. An introduction to gravitational lensing theory is included as well, so as to make the current literature on the subject accessible to readers. Considerable attention is devoted to the study of compact objects, especially to black holes. This includes a detailed derivation of the Kerr solution, Israel’s proof of his uniqueness theorem, and a derivation of the basic laws of black hole physics. Part II ends with Witten’s proof of the positive energy theorem, which is presented in detail, together with the required tools on spin structures and spinor analysis. In Part III, all of the differential geomet...

  8. Nurses' occupational health as a driver for curriculum change emphasising health promotion: an historical research study.

    Science.gov (United States)

    Wood, Pamela J

    2014-05-01

    Reasons stated for curriculum change in nursing education are usually shifts in knowledge, care delivery, roles, regulatory standards and population health needs. In New Zealand in the 1930s, a curriculum change was driven instead by the need to protect and promote nurses' health. Tuberculosis was an international occupational health risk among nurses. Mary Lambie, New Zealand's chief nurse, considered nursing a "hazardous profession". One remedy she instituted was curriculum change in the national nurse training programme to emphasise health promotion among nurses. Global nursing issues today also impact on nurses' health. Curriculum changes again address this by promoting self-care and resilience. To examine how international and national concern for nurses' occupational health drove a curriculum change in New Zealand nurse training in the 1930s. Historical Research International occupational health reports (1930s), Lambie's annual reports (1932-1950), and questions and examiners' comments in a new state examination (1940s-1950s), were analysed to identify the reasons for and direction of the curriculum change. Findings were interpreted within international and national concerns and measures related to occupational health in nursing. Lambie used the political leverage of international and national worry over tuberculosis as a nursing occupational health risk to protect nurses' health more generally. In 1933 she revised the first year of the three-year national nursing curriculum to emphasise personal hygiene and bacteriology related to cross-infection, and in 1938 introduced a State Preliminary Examination at the end of the first year of training to test this knowledge. Analysis of examinations, 1940s-1950s, confirms that the curriculum change driver was a concern to make nursing a less "hazardous profession". Nurse educators today should be aware of the variety of factors that can lead to curriculum change in nursing. In addition, concern for nurses' health

  9. The organisation and management of curriculum development in Papua New Guinea

    Science.gov (United States)

    Crossley, Michael

    1994-01-01

    This article develops a critical analysis of the international transfer of strategies for curriculum change with reference to an historical review of the Papua New Guinean experience. The research documents how international trends have — for better or worse —played a part in shaping the school curriculum and its organisational and administrative structures in this developing country. While much of lasting benefit has been achieved, it is argued that differing contextual factors are often given insufficient attention when educational ideas cross national boundaries. Relationships between the nature and control of the school curriculum and the nature and distribution of power and influence within, and across, societies are also identified as central to an understanding of the debate. In the light of this analysis, the implications of the economic pre-occupations of the 1990s and renewed international interest in modes of centralized curriculum control, are examined for Papua New Guinea and for developing countries in general.

  10. 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

  11. Development of an ESL curriculum to educate Chinese immigrants about hepatitis B.

    Science.gov (United States)

    Taylor, Victoria M; Coronado, Gloria; Acorda, Elizabeth; Teh, Chong; Tu, Shin-Ping; Yasui, Yutaka; Bastani, Roshan; Hislop, T Gregory

    2008-08-01

    Chinese immigrants to North America have substantially higher rates of chronic hepatitis B infection than the general population. One area for strategic development in the field of health education is the design and evaluation of English-as-a-Second language (ESL) curricula. The theoretical perspective of the Health Behavior Framework, results from a community-based survey of Chinese Canadian immigrants with limited English proficiency, and findings from focus groups of ESL instructors as well as Chinese ESL students were used to develop a hepatitis B ESL educational module. This research was conducted in Vancouver, BC. Survey data showed that less than three-fifths of the respondents had been tested for hepatitis B, and documented some important hepatitis B knowledge deficits. Further, only about one-quarter had ever received a physician recommendation for hepatitis B serologic testing. The ESL curriculum aims to both promote hepatitis B testing and improve knowledge, and includes seven different ESL exercises: Warm-up, vocabulary cards, information-gap, video, jigsaw, guided discussion, and problem/advice cards. Our quantitative and qualitative methods for curriculum development could be replicated for other health education topics and in other limited English speaking populations.

  12. Integrative veterinary medical education and consensus guidelines for an integrative veterinary medicine curriculum within veterinary colleges

    Science.gov (United States)

    Memon, M.A.; Shmalberg, J.; Adair, H.S.; Allweiler, S.; Bryan, J.N.; Cantwell, S.; Carr, E.; Chrisman, C.; Egger, C.M.; Greene, S.; Haussler, K.K.; Hershey, B.; Holyoak, G.R.; Johnson, M.; Jeune, S. Le; Looney, A.; McConnico, R.S.; Medina, C.; Morton, A.J.; Munsterman, A.; Nie, G.J.; Park, N.; Parsons-Doherty, M.; Perdrizet, J.A.; Peyton, J.L.; Raditic, D.; Ramirez, H.P.; Saik, J.; Robertson, S.; Sleeper, M.; Dyke, J. Van; Wakshlag, J.

    2016-01-01

    Integrative veterinary medicine (IVM) describes the combination of complementary and alternative therapies with conventional care and is guided by the best available evidence. Veterinarians frequently encounter questions about complementary and alternative veterinary medicine (CAVM) in practice, and the general public has demonstrated increased interest in these areas for both human and animal health. Consequently, veterinary students should receive adequate exposure to the principles, theories, and current knowledge supporting or refuting such techniques. A proposed curriculum guideline would broadly introduce students to the objective evaluation of new veterinary treatments while increasing their preparation for responding to questions about IVM in clinical practice. Such a course should be evidence-based, unbiased, and unaffiliated with any particular CAVM advocacy or training group. All IVM courses require routine updating as new information becomes available. Controversies regarding IVM and CAVM must be addressed within the course and throughout the entire curriculum. Instructional honesty regarding the uncertainties in this emerging field is critical. Increased training of future veterinary professionals in IVM may produce an openness to new ideas that characterizes the scientific method and a willingness to pursue and incorporate evidence-based medicine in clinical practice with all therapies, including those presently regarded as integrative, complementary, or alternative. PMID:27200270

  13. Medical Students’ View about the Effects of Practical Courses on Learning the General Theoretical Concepts of Basic Medical Sciences

    OpenAIRE

    Leila Roshangar; Fariba Salek Ranjbarzadeh; Reza Piri; Mahdi Karimi Shoar; Leila Rasi Marzabadi

    2014-01-01

    Introduction: The basic medical sciences section requires 2.5 years in the medical education curriculum. Practical courses complement theoretical knowledge in this period to improve their appreciation. Despite spending lots of disbursement and time, this period’s efficacy is not clearly known. Methods: One hundred thirty-three General Practitioner (GP) students have been included in this descriptive cross-sectional study and were asked by questionnaire about the positive impact of practical c...

  14. 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....

  15. Creatures in the Classroom: Including Insects and Small Animals in Your Preschool Gardening Curriculum

    Science.gov (United States)

    Hachey, Alyse C.; Butler, Deanna

    2012-01-01

    When doing spring planting activities, what does a teacher do while waiting for the plants to grow? This waiting time is a golden opportunity to explore another side of gardening--the creatures that make it all possible. Insects are an integral part of everyday world, having existed for over 300 million years; they are the most common animal on…

  16. Why McNemar's Procedure Needs to Be Included in the Business Statistics Curriculum

    Science.gov (United States)

    Berenson, Mark L.; Koppel, Nicole B.

    2005-01-01

    In business research situations it is often of interest to examine the differences in the responses in repeated measurements of the same subjects or from among matched or paired subjects. A simple and useful procedure for comparing differences between proportions in two related samples was devised by McNemar (1947) nearly 60 years ago. Although…

  17. Putting "Entrepreneurial Finance Education" on the Map: Including Social Capital in the Entrepreneurial Finance Curriculum

    Science.gov (United States)

    Macht, Stephanie Alexandra

    2016-01-01

    Purpose: The purpose of this paper is to bring attention to "entrepreneurial finance education", an aspect of entrepreneurship education that is widely taught but neglected by the educational literature. It does so by exploring how social capital, a key resource for entrepreneurs, can be incorporated into entrepreneurial finance…

  18. It's Time to Include Nutrition Education in the Secondary Physical Education Curriculum

    Science.gov (United States)

    Bertelsen, Susan L.; Thompson, Ben

    2014-01-01

    Although the primary focus of physical educators is to increase students' physical activity levels and their knowledge about the importance of movement, they also have the opportunity to affect students' overall wellness by teaching nutrition and how healthy eating contributes to overall health and weight management. Nutrition concepts…

  19. Graduates from a traditional medical curriculum evaluate the effectiveness of their medical curriculum through interviews.

    Science.gov (United States)

    Watmough, Simon; O'Sullivan, Helen; Taylor, David

    2009-10-26

    In 1996 The University of Liverpool reformed its medical course from a traditional lecture-based course to an integrated PBL curriculum. A project has been underway since 2000 to evaluate this change. Part of this project has involved gathering retrospective views on the relevance of both types of undergraduate education according to graduates. This paper focuses on the views of traditional Liverpool graduates approximately 6 years after graduation. From February 2006 to June 2006 interviews took place with 46 graduates from the last 2 cohorts to graduate from the traditional Liverpool curriculum. The graduates were generally happy with their undergraduate education although they did feel there were some flaws in their curriculum. They felt they had picked up good history and examination skills and were content with their exposure to different specialties on clinical attachments. They were also pleased with their basic science teaching as preparation for postgraduate exams, however many complained about the overload and irrelevance of many lectures in the early years of their course, particular in biochemistry. There were many different views about how they integrated this science teaching into understanding disease processes and many didn't feel it was made relevant to them at the time they learned it. Retrospectively, they felt that they hadn't been clinically well prepared for the role of working as junior doctor, particularly the practical aspects of the job nor had enough exposure to research skills. Although there was little communication skills training in their course they didn't feel they would have benefited from this training as they managed to pick up had the required skills on clinical attachments. These interviews offer a historical snapshot of the views of graduates from a traditional course before many courses were reformed. There was some conflict in the interviews about the doctors enjoying their undergraduate education but then saying that they

  20. Graduates from a traditional medical curriculum evaluate the effectiveness of their medical curriculum through interviews

    Directory of Open Access Journals (Sweden)

    Taylor David

    2009-10-01

    Full Text Available Abstract Background In 1996 The University of Liverpool reformed its medical course from a traditional lecture-based course to an integrated PBL curriculum. A project has been underway since 2000 to evaluate this change. Part of this project has involved gathering retrospective views on the relevance of both types of undergraduate education according to graduates. This paper focuses on the views of traditional Liverpool graduates approximately 6 years after graduation. Methods From February 2006 to June 2006 interviews took place with 46 graduates from the last 2 cohorts to graduate from the traditional Liverpool curriculum. Results The graduates were generally happy with their undergraduate education although they did feel there were some flaws in their curriculum. They felt they had picked up good history and examination skills and were content with their exposure to different specialties on clinical attachments. They were also pleased with their basic science teaching as preparation for postgraduate exams, however many complained about the overload and irrelevance of many lectures in the early years of their course, particular in biochemistry. There were many different views about how they integrated this science teaching into understanding disease processes and many didn't feel it was made relevant to them at the time they learned it. Retrospectively, they felt that they hadn't been clinically well prepared for the role of working as junior doctor, particularly the practical aspects of the job nor had enough exposure to research skills. Although there was little communication skills training in their course they didn't feel they would have benefited from this training as they managed to pick up had the required skills on clinical attachments. Conclusion These interviews offer a historical snapshot of the views of graduates from a traditional course before many courses were reformed. There was some conflict in the interviews about the doctors

  1. Shared Curriculum Model: A Promising Practice for Education Transformation.

    Science.gov (United States)

    Close, Liz; Gorski, Mary Sue; Sroczynski, Maureen; Farmer, Pat; Wortock, Jean

    2015-12-01

    The shared curriculum model is one of four successful models of academic progression identified through a consensus-building process facilitated by The Future of Nursing: Campaign for Action, with support from the Robert Wood Johnson Foundation, AARP, and the AARP Foundation. Seamless academic progression from the associate degree in nursing (ADN) to the baccalaureate degree in nursing (BSN) is achieved either by simultaneously revising both ADN and BSN curricula or by making targeted adjustments in ADN or BSN curricula to create a unified academic progression. Systematic vetting and definitive agreement on nursing prerequisites and corequisites, general education courses, nursing major content, and general degree requirements are necessary to ensure coordinated degree progression. A standardized set of expectations for beginning professional practice and for unique baccalaureate nursing knowledge ensures vital nursing content across the ADN-to-BSN continuum. Examples of state and regional ADN-to-BSN progression programs using the shared curriculum model are highlighted. The shared curriculum model is a promising practical and sustainable approach to seamless ADN-to-BSN academic progression. Copyright 2015, SLACK Incorporated.

  2. The Nuclear and Radiochemistry in Chemistry Education Curriculum Project

    International Nuclear Information System (INIS)

    Robertson, J.D.; Missouri University, Columbia, MO; Kleppinger, E.W.

    2005-01-01

    Given the mismatch between supply of and demand for nuclear scientists, education in nuclear and radiochemistry has become a serious concern. The Nuclear and Radiochemistry in Chemistry Education (NRIChEd) Curriculum Project was undertaken to reintroduce the topics normally covered in a one-semester radiochemistry course into the traditional courses of a four-year chemistry major: general chemistry, organic chemistry, quantitative and instrumental analysis, and physical chemistry. NRIChEd uses a three-pronged approach that incorporates radiochemistry topics when related topics in the basic courses are covered, presents special topics of general interest as a vehicle for teaching nuclear and radiochemistry alongside traditional chemistry, and incorporates the use of non-licensed amounts of radioactive substances in demonstrations and student laboratory experiments. This approach seeks not only to reestablish nuclear science in the chemistry curriculum, but to use it as a tool for elucidating fundamental and applied aspects of chemistry as well. Moreover, because of its relevance in many academic areas, nuclear science enriches the chemistry curriculum by encouraging interdisciplinary thinking and problem solving. (author)

  3. Extended professional development for systemic curriculum reform

    Science.gov (United States)

    Kubitskey, Mary Elizabeth

    Education standards call for adopting inquiry science instruction. Successful adoption requires professional development (PD) to support teachers, increasing the need for research on PD. This dissertation examines the question: What is the influence of high quality, curriculum aligned, long-term group workshops and related practice on teacher learning? I focus on the following subquestions: (1) What is the influence of high quality, curriculum aligned, long-term, group workshops on teacher knowledge and beliefs? (2) What is the impact of the workshops on teacher practice? (3) What is the influence of practice on student response? (4) What is the impact of practice and student response on teacher knowledge and beliefs? I focus on an instance of PD nested within a long-term systemic change initiative, tracing eleven science teachers' learning from workshops and associated enactments. The data included pre and post-unit interviews (n=22), two post-workshop interviews (n=17), workshop observations (n=2), classroom observations (n=24) and student work (n=351). I used mixed-methods analysis. Quantitative analysis measured teacher learning by comparing pre and post-unit interview ratings. Qualitative components included two case study approaches: logic model technique and cross-case synthesis, examining teacher learning within and across teachers. The findings suggested a teacher-learning model incorporating PD, teacher knowledge, beliefs, practice and student response. PD impacts teachers' knowledge by providing teachers with new knowledge, adapting previous knowledge, or convincing them to value existing knowledge they chose not to use. The workshops can influence beliefs, providing teachers with confidence and motivation to adopt the practice. Beliefs can mediate how knowledge manifested itself in practice that, in turn, impacts students' response. Student response influences the teachers' beliefs, either reinforcing or motivating change. This teacher-learning model

  4. A comparison of students who chose a traditional or a problem-based learning curriculum after failing year 2 in the traditional curriculum: a unique case study at the Nelson R. Mandela School of Medicine.

    Science.gov (United States)

    McLean, Michelle

    2004-01-01

    To canvas perceptions and experiences of students who had failed Year 2 of a traditional medical program and who chose to remain in the conventional program (n = 6) or had swapped to Curriculum 2001 (C2001), a problem-based learning (PBL) curriculum (n = 14). A year after their decision regarding curriculum choice, students were canvassed (largely open-ended survey) about this decision and about their perceptions of their curricular experiences. C2001 students were positive about their PBL experiences. Overwhelmingly, their decision to swap streams had been a good one. They identified PBL features as supporting their learning. Repeating traditional curriculum students were, however, more circumspect in their opinions. C2001 students had clearly embraced PBL. They were now medical students, largely because of PBL activities underpinned by a sound educational philosophy. This unique case study has provided additional evidence that PBL students are generally more content with their studies than their conventional curriculum counterparts.

  5. Using Delphi technique in a consensual curriculum for periodontics.

    Science.gov (United States)

    Fried, Hana; Leao, Anna Thereza

    2007-11-01

    Periodontics has experienced several important conceptual changes in the last few decades. As such, it is important to have a periodontics curriculum built upon the expertise of specialists in that discipline and reflecting those changes. The main goal of this study was to attain a consensus, through the use of the Delphi technique, on the topics that should be included in a periodontics curriculum for undergraduate dental students. A sample of periodontics lecturers from nine dental schools in two Brazilian cities was used, and a Delphi technique approach was followed to investigate sample member perceptions on the subject. Participants received four postal mail questionnaires asking them to rate and rerate eighty-nine topics for possible inclusion in the curriculum. A descriptive analysis was conducted, and topic frequencies were calculated. Topics rated as highly important for inclusion were the following: health, ailment, prevention, etiology, epidemiology, diagnosis, and treatment. The Delphi technique approach proved successful in involving periodontics lecturers in the design of a periodontics curriculum for undergraduate dental students.

  6. Community-oriented Curriculum Design for Medical Humanities

    Directory of Open Access Journals (Sweden)

    Duu-Jian Tsai

    2008-07-01

    Full Text Available Various recent surveys in Taiwan show physicians' decreasing satisfaction and increasing frustration with their working environment. Their major complaints are stress, long hours, salary, management's disrespect, and lack of trust from patients and society. To move towards restoration of social trust, this paper proposes incorporating the concept of “doctor as mediator in the changing relationship with patients” into the medical curriculum, as will be described in detail. This paper argues that structured community service for medical students facilitates self-learning, and will not only motivate them to develop good clinical and communication skills, but will also lead them to realize that the essence of medicine must be social trust. These effects have been seen after several years of an experimental curriculum involving more than 800 students. A program using methodology for community empowerment has been realized in a two-stage curriculum design. Students' self-assessment of achievements in these courses included further improvement in communication skills, courage to express own position, appropriate planning in advance, management of human resources, ability to deal with limited space and time, and experience of a profoundly moving learning process. In conclusion, community-based curriculum designs that facilitate self-learning for medical students should be the key element of reformed humanities education in Taiwan medical schools. Moreover, medical humanities continues to be a key element contributing to ongoing intellectual movements in Taiwan for building civil society and rooting democracy in the community.

  7. THE TRAVELLING SALESMAN PROBLEM IN THE ENGINEERING EDUCATION PROGRAMMING CURRICULUM

    Directory of Open Access Journals (Sweden)

    Yevgeny Gayev

    2017-11-01

    Full Text Available Objective: To make students familiar with the famous Traveling Salesman Problem (TSP and suggest the latter to become a common exercise in engineering programming curriculum provided the students master computer science in the easy programming environment MATLAB. Methods: easy programming in MATLAB makes true such modern educational approach as “discovery based” methodology. Results: a MATLAB TSP-program oriented to Ukrainian map is suggested that allows to pictorially demonstrate the process of optimal route search with an option to decelerate or accelerate the demonstration. The program is guessed to be useful both for learning the TSP as one of fundamental logistics problems and as an intriguing programming curriculum excersize. Several sub-programs according to key stone Computer Science Curriculum have also been suggested. This lies in line with recent “discovery based” learning methodology. Discussion: we explain how to create this program for visual discrete optimization, suggest required subprograms belonging to key stone programming algorithms including rather modern graphical user interface (GUI, how to use this MATLAB TSP-program for demonstration the drastical grows of solution time required. Conclusions: easy programming being realized in MATLAB makes dificult curriculum problems attractive to students; it focuses them to main problem’ features, laws and algorithms implementing the “discovery based” methodology in such a way.

  8. EVALUASI HIDDEN CURRICULUM DI SMP NEGERI BOJA, KABUPATEN KENDAL

    Directory of Open Access Journals (Sweden)

    Neni Lestari

    2015-12-01

    Full Text Available This study aimed to evaluate the implementation and impact of Hidden Curriculum, as well as the determinant factors of success and sustainability in SMPN 2 Boja Kendal. This study was an evaluative research using qualitative approach. The data collected by using observation, interviews, and documentation. Data analyzed by collecting and selecting to be deduce. Validity used triangulation data that combined the result of observation, interviews, and documentation. The results of the study were: 1 The activities of hidden curriculum development at SMPN 2 Boja Kendal, namely: flag ceremony, school environmental management, establishing and enforcing discipline, special religious worship, smiles, greetings and courtesies, exemplary, relationship among students and principal, teachers, and staff, school canteen services. 2 The impact of the hidden curriculum development was the changing of school community’s behavior being better, created clean and beautiful school environment, the improvement of public trust to the school toward their kids’ education. Development of the hidden curriculum could establish students good character and an optimal achievement as well as a good school culture. 3 Internal supporting factors including: qualified human resources, the availability of school facilities, school environment was clean and beautiful. External supporting factors occur in the form of endorsement of the parents, school committees and communities in establishing good and virtuous character for the students.

  9. A New Energy-Centered Curriculum for Community College Students

    Science.gov (United States)

    Johnson, Kevin; Haung, Jingrong; Zwicker, Andrew

    2010-11-01

    For many years, Princeton Plasma Physics Laboratory's (PPPL) science education program has run ``Energy in the 21^st Century'' workshops for K-12 teachers and students. These workshops have focused on non fossil fuel sources of energy including solar, hydrogen fuel cells, and fusion. A new program was recently started at a local community college focusing on these same topics. In the first year, new labs will be woven into the existing physics curriculum. These labs explore advantages and disadvantages of each energy source. The goals of the program include increasing students' interest in science with the expectation that they will pursue higher education at a four year college and beyond. In future years, this program will be expanded to include other topics throughout the existing curriculum. This is just the start of expanding the level of education offered at the local community college.

  10. 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.

  11. 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…

  12. 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…

  13. 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…

  14. Potential Teaching Model for Applying Novel Approaches of Renewed Estonian National Curriculum into Visual Art Classes in Primary School

    Science.gov (United States)

    Vahter, Edna

    2015-01-01

    In 2010, the renewed national curriculum was legislated in Estonia. Major changes include a new list of cross-curricular topics, increased importance of integration and specification of the components of the art learning process. In this situation, the question arises--how to fully implement the challenges of the renewed curriculum in primary…

  15. Investigating the Alignment of Bhutanese Mathematics Teachers' Planned Approaches within the Context of a Reformed Curriculum

    Science.gov (United States)

    Dolma, Phuntsho; Nutchey, David; Watters, James J.; Chandra, Vinesh

    2018-01-01

    Reform of mathematics education has been in focus in many countries including those in major economic transition. This paper reports a segment of a study which was conducted in Bhutan, where a reformed elementary mathematics curriculum has been recently introduced. The reformed curriculum is based on social constructivism and its design has been…

  16. TRERC-TEA [Texas Real Estate Research Center-Texas Education Agency] Real Estate Curriculum Workshop Committee Report.

    Science.gov (United States)

    Lyon, Robert

    The document contains a summary report of a community college real estate teachers' workshop organized to develop course outlines for the various areas in the real estate curriculum. Curriculum outlines are presented, with varying degrees of detail included, for the following eight subjects: real estate appraisal; real estate brokage; real estate…

  17. The Development of a Competency Based Food Preparations Curriculum for High School Special Needs Students in New Castle County, Delaware.

    Science.gov (United States)

    Stewart, Richard Lee

    A competency-based culinary arts food preparation curriculum for Delaware high school students with special needs was developed during a project that included the following activities: review of the state's existing culinary arts curriculum for regular education students; incumbent worker survey administered to 24 restaurant…

  18. Investigating Teacher Learning Supports in High School Biology Curricular Programs to Inform the Design of Educative Curriculum Materials

    Science.gov (United States)

    Beyer, Carrie J.; Delgado, Cesar; Davis, Elizabeth A.; Krajcik, Joseph

    2009-01-01

    Reform efforts have emphasized the need to support teachers' learning about reform-oriented practices. Educative curriculum materials are one potential vehicle for promoting teacher learning about these practices. Educative curriculum materials include supports that are intended to promote both student "and" teacher learning. However, little is…

  19. Update on Diabetic Nephropathy: Core Curriculum 2018.

    Science.gov (United States)

    Umanath, Kausik; Lewis, Julia B

    2018-06-01

    Diabetic kidney disease and diabetic nephropathy are the leading cause of end-stage kidney disease in the United States and most developed countries. Diabetes accounts for 30% to 50% of the incident cases of end-stage kidney disease in the United States. Although this represents a significant public health concern, it is important to note that only 30% to 40% of patients with diabetes develop diabetic nephropathy. Specific treatment of patients with diabetic nephropathy can be divided into 4 major arenas: cardiovascular risk reduction, glycemic control, blood pressure control, and inhibition of the renin-angiotensin system (RAS). Recommendations for therapy include targeting a hemoglobin A 1c concentration diabetic nephropathy is therapy with a RAS-blocking medication. This Core Curriculum outlines and discusses in detail the epidemiology, pathophysiology, diagnosis, and management of diabetic nephropathy. Copyright © 2017 National Kidney Foundation, Inc. Published by Elsevier Inc. All rights reserved.

  20. Occupational training in the health physics curriculum

    International Nuclear Information System (INIS)

    Vetter, R.J.; Ziemer, P.L.

    1976-01-01

    In response to projected demands for health physics personnel with field training at the bachelor's degree level, the Bionucleonics Department has revised its curriculum in Radiological Health to provide applied training in health physics. The basic program provides a strong background in math, physics, chemistry and biology and an in-depth background in the fundamentals of health physics and field training in applied health physics. The field training is also open to graduate students. The field exercises are coordinated with Purdue's Radiological Control Program and include such tasks as contamination and direct radiation surveys; facility and personnel decontamination; reactor, accelerator, and analytical and diagnostic X-ray monitoring; instrument calibration; personnel monitoring; and emergency planning and accident evaluation. In a weekly discussion period associated with the field exercises, the students evaluate their field experience, discuss assigned problems, and receive additional information on regulations, regulatory guides, and management of radiation protection programs