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…

Incorporating Sustainability Issues into the Financial Accounting Curriculum

Science.gov (United States)

Haskin, Daniel L.; Burke, Megan M.

2016-01-01

Changes in the views that society holds of capital allocation suggest that sustainability reporting needs to be incorporated into the financial accounting curriculum. This paper reviews the background and history of corporate social responsibility and sustainability reporting and discusses formation of the Sustainability Accounting Standards Board…

Examining the Sustainability of an Evidence-Based Preschool Curriculum: The REDI Program

Science.gov (United States)

Sanford DeRousie, Rebecca M.; Bierman, Karen L.

2011-01-01

This study examined the extent to which an evidence-based preschool curriculum (Head Start REDI) was sustained by 20 teachers during the year following a randomized controlled efficacy trial, when teachers were no longer required by the research project to implement the curriculum. Two quantitative measures of sustainability (teacher ratings, REDI coach ratings) and a qualitative measure (teacher interview) were collected and compared. Sustainability varied by the specific curriculum component, with higher rates of sustainability for the social-emotional component (Preschool PATHS) than for the language and literacy components. Estimates of sustainability were affected by the method of measurement, with REDI coach ratings and qualitative teacher interviews more closely aligned than teacher ratings. Responses from qualitative interviews identified the main factors that teachers thought affected sustainability. Teacher responses suggest that efforts to promote sustainability are best targeted at reducing barriers, such as competing demands, rather than simply highlighting the benefits of the new curriculum. PMID:22408287

Profiling Sustainability Curriculum in AACSB Schools

Directory of Open Access Journals (Sweden)

Mukesh Srivastava

2014-04-01

Full Text Available This article describes the landscape of Sustainability Curriculum being used across the Association of Advance Collegiate Schools of Business (AACSB–accredited schools in the United States on the basis of a non-probabilistic sample (n = 119. Using hierarchical cluster analysis, four clusters were obtained based on sustainability-related courses in management, marketing, entrepreneurship, finance, accounting, information systems/information technology, strategy, globalization, communication, and miscellaneous. Cluster 1 had uniform dispersion on sustainability courses in all business courses except marketing. Clusters 2 and 4 were the largest ones with most sustainability courses in the management area, whereas, Cluster 3 had weak, but uniform, dispersion of sustainability courses in most business disciplines. Based on their characteristics and strength of dispersion among 10 business subject areas, these were labeled as Sustainability Prominent, Sustainability Moderate, Sustainability Meek, and Sustainability Quiescent.

Sustaining Environmental Pedagogy in Times of Educational Conservatism: A Case Study of Integrated Curriculum Programs

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Sharpe, Erin; Breunig, Mary

2009-01-01

Although the global call for environmental education is persistent, on a local or regional level, this call can be confronted by educational policies that drive environmental education out of the curriculum. This paper reports on a qualitative case study of the factors contributing to the sustainability of three teacher-driven integrated…

Approaches to the embedding of sustainability into the engineering curriculum - where are we now, and how do our graduates become global engineers?

OpenAIRE

Steiner, Simon; Penlington, Roger

2010-01-01

This paper presents a resume of how the topic of sustainability can become fully-integrated into the engineering curriculum in the UK, and how this needs to evolve toward consideration of how graduates could be better developed as global engineers. The paper begins by providing a justification as to why sustainability is an important feature of the already overcrowded engineering curriculum, and briefly reports, through illustrative examples, on alternative approaches which currently embed su...

How Much Do Engineering Students Know about Sustainable Development? The Findings of an International Survey and Possible Implications for the Engineering Curriculum

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Azapagic, Adisa; Perdan, Slobodan; Shallcross, David

2005-01-01

This paper addresses the issue of engineering education for sustainable development. In an attempt to facilitate a better integration of sustainability teaching into the engineering curriculum, it seeks to provide answers to the following fundamental questions: (1) How much do engineering students know about sustainable development? (2) What are…

[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

Education for sustainable development in technology education in Irish schools: a curriculum analysis

OpenAIRE

McGarr, Oliver

2010-01-01

peer-reviewed This paper explores the integration of Education for Sustainable Development (ESD) in technology education and the extent to which it is currently addressed in curriculum documents and state examinations in technology education at post-primary level in Ireland. This analysis is conducted amidst the backdrop of considerable change in technology education at post-primary level. The analysis of the provision of technology education found, that among the range of technology relat...

Application of the Intervention Mapping Framework to Develop an Integrated Twenty-first Century Core Curriculum-Part Two: Translation of MPH Core Competencies into an Integrated Theory-Based Core Curriculum.

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Corvin, Jaime A; DeBate, Rita; Wolfe-Quintero, Kate; Petersen, Donna J

2017-01-01

In the twenty-first century, the dynamics of health and health care are changing, necessitating a commitment to revising traditional public health curricula to better meet present day challenges. This article describes how the College of Public Health at the University of South Florida utilized the Intervention Mapping framework to translate revised core competencies into an integrated, theory-driven core curriculum to meet the training needs of the twenty-first century public health scholar and practitioner. This process resulted in the development of four sequenced courses: History and Systems of Public Health and Population Assessment I delivered in the first semester and Population Assessment II and Translation to Practice delivered in the second semester. While the transformation process, moving from traditional public health core content to an integrated and innovative curriculum, is a challenging and daunting task, Intervention Mapping provides the ideal framework for guiding this process. Intervention mapping walks the curriculum developers from the broad goals and objectives to the finite details of a lesson plan. Throughout this process, critical lessons were learned, including the importance of being open to new ideologies and frameworks and the critical need to involve key-stakeholders in every step of the decision-making process to ensure the sustainability of the resulting integrated and theory-based curriculum. Ultimately, as a stronger curriculum emerged, the developers and instructors themselves were changed, fostering a stronger public health workforce from within.

Development of Integrative STEM Curriculum: A Multiple Case Study of Multi-Disciplinary Teams in Two Pennsylvania High Schools

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Rider-Bertrand, Joey H.

At the start of the 21st century, STEM education was a new priority in many schools as the focus shifted from separate disciplines to integrative STEM education. Unfortunately, there was limited research to offer guidance to practitioners (Brown, 2012; Honey, Pearson & Schweingruber, 2014). This qualitative, multiple case study explored the experiences of two multi-disciplinary teams of secondary teachers from Pennsylvania who developed and implemented integrative STEM curriculum. Four teachers from a rural high school and four teachers from a suburban high school participated in the study. A document review of integrative STEM curriculum and semi-structured interviews were conducted to learn about the curriculum development process and teachers' perceptions regarding conditions that support or hinder success. Individual and cross-case analyses were performed to establish findings and themes. Although the individual case themes varied slightly, the cross-case themes and assertions that emerged provided highly sought after guidance to practitioners and added to the limited body of research on integrative STEM education. This study found that current curriculum models do not fit integrative STEM curriculum, the development process is fluid, and substantial administrative support and resources are necessary to develop, implement, and sustain integrative STEM education programs. The results offered implications for all educators, as well as two examples of how teachers navigated the terrain of integrative STEM curriculum.

Sustainability Curriculum in Higher Education: A Call to Action

Science.gov (United States)

Association for the Advancement of Sustainability in Higher Education, 2010

2010-01-01

This report is a culmination of the ideas presented during AASHE's Summit on Sustainability in the Curriculum to address how higher education institutions can further infuse sustainability topics into college and university curricula. Recognizing the scale of the challenges faced by higher education and the urgency with which changes must be…

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.

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…

Sustainability issues in the geography Curriculum for an ...

African Journals Online (AJOL)

Attempt is then made to show the extent to which sustainability issues ... part of the formal education curriculum though these topics may not be ... complexity and difference seriously, and to appreciate the value of questions about things which.

Curriculum learning designs: teaching health assessment skills for advanced nursing practitioners through sustainable flexible learning.

Science.gov (United States)

Fitzgerald, Les; Wong, Pauline; Hannon, John; Solberg Tokerud, Marte; Lyons, Judith

2013-10-01

Innovative curriculum designs are vital for effective learning in contemporary nursing education where traditional modes of delivery are not adequate to meet the learning needs of postgraduate students. This instance of postgraduate teaching in a distributed learning environment offered the opportunity to design a flexible learning model for teaching advanced clinical skills. To present a sustainable model for flexible learning that enables specialist nurses to gain postgraduate qualifications without on-campus class attendance by teaching and assessing clinical health care skills in an authentic workplace setting. An action research methodology was used to gather evidence and report on the process of curriculum development of a core unit, Comprehensive Health Assessment (CHA), within 13 different postgraduate speciality courses. Qualitative data was collected from 27 teaching academics, 21 clinical specialist staff, and 7 hospital managers via interviews, focus groups and journal reflections. Evaluations from the initial iteration of CHA from 36 students were obtained. Data was analyzed to develop and evaluate the curriculum design of CHA. The key factors indicated by participants in the curriculum design process were coordination and structuring of teaching and assessment; integration of content development; working with technologies, balancing specialities and core knowledge; and managing induction and expectations. A set of recommendations emerged as a result of the action research process. These included: a constructive alignment approach to curriculum design; the production of a facilitator's guide that specifies expectations and unit information for academic and clinical education staff; an agreed template for content authors; and the inclusion of synchronous communication for real-time online tutoring. The highlight of the project was that it built curriculum design capabilities of clinicians and students which can sustain this alternative model of online

Five Levels of Curriculum Integration Defined, Refined, and Described.

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Schumacher, Donna H.

1995-01-01

Provides a description of five levels of curriculum integration at the middle level, specifically: departmentalization, reinforcement, complementary or shared units, webbed, and integrated themes. Discusses curriculum integration in relation to preservice and inservice programs, common planning time, team composition, time issues, and…

Systems, Society, Sustainability and the Geosciences: A Workshop to Create New Curricular Materials to Integrate Geosciences into the Teaching of Sustainability

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Gosselin, D. C.; Manduca, C. A.; Oches, E. A.; MacGregor, J.; Kirk, K. B.

2012-12-01

Sustainability is emerging as a central theme for teaching about the environment, whether it be from the perspective of science, economics, or society. The Systems, Society, Sustainability and the Geosciences workshop provided 48 undergraduate faculty from 46 institutions a forum to discuss the challenges and possibilities for integrating geoscience concepts with a range of other disciplines to teach about the fundamentals of sustainability. Participants from community college to doctorate-granting universities had expertise that included geosciences, agriculture, biological sciences, business, chemistry, economics, ethnic studies, engineering, environmental studies, environmental education, geography, history, industrial technology, landscape design, philosophy, physics, and political science. The workshop modeled a range of teaching strategies that encouraged participants to network and collaborate, share successful strategies and materials for teaching sustainability, and identify opportunities for the development of new curricular materials that will have a major impact on the integration of geosciences into the teaching of sustainability. The workshop design provided participants an opportunity to reflect upon their teaching, learning, and curriculum. Throughout the workshop, participants recorded their individual and collective ideas in a common online workspace to which all had access. A preliminary synthesis of this information indicates that the concept of sustainability is a strong organizing principle for modern, liberal education requiring systems thinking, synthesis and contributions from all disciplines. Sustainability is inherently interdisciplinary and provides a framework for educational collaboration between and among geoscientists, natural/physical scientists, social scientists, humanists, engineers, etc.. This interdisciplinary framework is intellectually exciting and productive for educating students at all levels of higher education

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

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Dienstag, Jules L

2011-01-01

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

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...

Sustainability Education: Researching Practice in Primary Schools

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Green, Monica; Somerville, Margaret

2015-01-01

Many teachers are keen to implement sustainability education in primary schools but are lacking the confidence, skills and knowledge to do so. Teachers report that they do not understand the concept and cannot integrate sustainability into an already overcrowded curriculum. Identifying how teachers successfully integrate sustainability education…

Novel horizontal and vertical integrated bioethics curriculum for medical courses.

Science.gov (United States)

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

2018-02-28

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

A Pre- and Post-Evaluation of Integrating Sustainability Curriculum by Inserting Okala Modules into an Interior Design Materials and Methods Course

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Schneiderman, Deborah; Freihoefer, Kara

2012-01-01

Purpose: The purpose of this paper is to examine the integration of Okala curriculum into Interior Design coursework. Okala, as a teaching package, is utilized extensively in industrial design education. However, this study examines the expansion and insertion of Okala modules in an existing interior design curriculum. The Okala modules included…

Integrating Curriculum: A Case Study of Teaching Global Education

Science.gov (United States)

Ferguson-Patrick, Kate; Reynolds, Ruth; Macqueen, Suzanne

2018-01-01

Despite widespread support for integrated approaches to teaching, classroom practice reveals a lack of implementation. This paper explores challenges and opportunities in teaching an integrated curriculum, and connects this with the contemporary notion of a twenty-first century curriculum and pedagogy. A case study of Global Education (GE) is used…

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.

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

Integrating Ethics into the Marketing Curriculum.

Science.gov (United States)

Martin, James H.

1990-01-01

Describes how John Carroll University successfully integrated ethics into existing marketing courses. Provides a summary of the current literature on marketing ethics, discusses the educational goals that are met by integrating ethics into the curriculum, examines available curricular options, and details the design and implementation of a segment…

You Mean I Have to Teach Sustainability Too? Initial Teacher Education Students' Perspectives on the Sustainability Cross-Curriculum Priority

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Dyment, Janet E.; Hill, Allen

2015-01-01

In this paper, we report on an investigation into initial teacher education students' (ITES) understandings of sustainability and the Australian National Curriculum Sustainability Cross Curricular Priority (CCP). We also explore their willingness and capacities to embed the CCP into their own teaching practices. The ITES (N = 392) completed a…

Elements of Contemporary Integrated Science Curriculum: Impacts ...

African Journals Online (AJOL)

This paper acknowledged the vital roles played by integration of ideas and established the progress brought about when science is taught as a unified whole through knowledge integration which birthed integrated science as a subject in Nigerian school curriculum. The efforts of interest groups at regional, national and ...

Curriculum, human development and integral formation within the colombian caribbean

Directory of Open Access Journals (Sweden)

Álvaro Rodríguez Akle

2013-10-01

Full Text Available This article describes the reality of the colombian Caribbean from the perspective of human development integral to start to understand that problematic situations are opportunities to enhance the transformations that allow to retrieve the subject social and collective. So the reconstruction of regional identity from the contributions of educational communities that build-oriented curriculum to become full, proactive, people with leadership and management capacity for sustainable development in a changing world. The article proposes some strategies to address alternatives to a society in which the quality of life and human dignity are the sense of the daily work in the context of the caribbean colombianidad and globalism in practice.  

Education for a Sustainable Future: A Resource for Curriculum Developers, Teachers, and Administrators.

Science.gov (United States)

Manitoba Dept. of Education and Training, Winnipeg. School Programs Div.

This document, on social, environmental, and economic sustainability, is a resource for teachers, administrators, and curriculum developers. The increasing human population on the earth directs attention to sustainability, which was not a problem until the industrial revolution. This book uses an interdisciplinary approach and provides assistance…

The Integration of Trade Books into the Social Studies Curriculum.

Science.gov (United States)

Fuhler, Carol J.

1992-01-01

Safe, noncontroversial social studies textbooks are neither meaningful nor necessary according to many students. As an alternative, teachers can integrate well-written trade books into the social studies curriculum. Well-researched diaries, journals, biographies, and autobiographies should become an integral part of the curriculum. (28 references)…

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…

Educating Professionals for Sustainable Futures

Directory of Open Access Journals (Sweden)

Hille Janhonen-Abruquah

2018-02-01

Full Text Available The recent discourse on sustainability science calls for interdisciplinary research. The home economics science approach ranges from individual actions to the involvement of communities and societies at large, and thus it can provide important perspectives on cultural sustainability. The aim of the research is to study the linkage between cultural sustainability and service sector education to support the creation of sustainable professions. In the present small-scale empirical study, the food service degree curriculum of a Finnish vocational college and teachers’ group interview data were analyzed to find how cultural sustainability is presented in the curriculum and how it is understood by teachers and integrated into teaching practices. Previous cultural sustainability research identifies four perspectives of cultural sustainability: (1 vitality of cultural traditions; (2 economic starting point; (3 diversity together with maintenance of local culture; and (4 possible influence on the balance between human actions and environment. Findings indicate that sustainability, including cultural sustainability, is integrated in the curriculum and considered important by teachers. Translating these into practice remains a challenge. The balance between human and nature was mostly understood as recycling, use of public transport, sustainable consumption, and taking trips to the nature nearby. Cultural sustainability as a concept is not well known, although themes such as multicultural issues, equality, charity, and environmental responsibility were included in teachers’ practical lessons daily. Feasts and celebrations in learning were opportunities to view cultural sustainability widely. This paper provides a way forward for the teachers to develop further their pedagogical practices.

Sustainability in the Real Property Law Curriculum: Why and How

Science.gov (United States)

Galloway, Kate

2015-01-01

Traditionally considered the preserve of environmental law, for the lawyer and the legal academic, sustainability does not immediately come to mind in considering the subjects of the core curriculum. Yet in light of the contemporary imperative to deal with serious ecological decline and its social and economic implications, a law degree that fails…

Transforming the Economics Curriculum by Integrating Threshold Concepts

Science.gov (United States)

Karunaratne, Prashan Shayanka Mendis; Breyer, Yvonne A.; Wood, Leigh N.

2016-01-01

Purpose: Economics is catering to a diverse student cohort. This cohort needs to be equipped with transformative concepts that students can integrate beyond university. When a curriculum is content-driven, threshold concepts are a useful tool in guiding curriculum re-design. The paper aims to discuss these issues. Design/Methodology/Approach: The…

Education for Sustainable Development and Multidimensional Implementation. A Study of Implementations of Sustainable Development in Education with the Curriculum of Upper Secondary School in Sweden as an Example

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Svalfors, Ulrika

2017-01-01

This article discusses different interpretations of sustainable development in education and if different interpretations of the concept are implemented in Curriculum, with the Swedish Curriculum of Upper Secondary School as an example. According to Agenda 21 sustainable development should be implemented in a multidimensional way. In 2011, a new…

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…

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

NARCIS (Netherlands)

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

2012-01-01

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

Sustainable spatial development in higher education

Directory of Open Access Journals (Sweden)

Maja Terlević

2015-06-01

Full Text Available Sustainable development is not only a great challenge for society as a whole, but also for higher education institutions, which have been rapidly including sustainable development in their educational process in the last two decades. Directly or indirectly, education for sustainable spatial development includes all aspects of sustainable development: environmental, economic, social and cultural. Space is a junction of various interests, which requires coordinating the entire process of spatial planning, taking into account the goal of sustainable spatial development. The existing values of space are insufficient for the rapid implementation of a sustainable spatial development paradigm. Suitable education is needed by both individuals and spatial planning professionals and at all levels of education. It is therefore necessary to transform some of the academic programs in the higher education curriculum by integrating teaching content and methods that include long-term knowledge and holistic thinking, taking into account the importance of interdisciplinary integration. This article reviews literature in sustainable development in higher education from 2002 to 2013. Topics discussed include students’ and teachers’ conceptions of sustainable development, the presence of sustainable development and sustainable spatial development in higher education and the reasons for the slow introduction of this material into the curriculum. Based on a literature analysis, the last section identifies important drivers that can contribute to a more rapid integration of a sustainable spatial development paradigm into higher education.

Two Approaches to Curriculum Development for Educating for Sustainability and CSR

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Stubbs, Wendy; Schapper, Jan

2011-01-01

Purpose: The purpose of this paper is to report on efforts to develop two stand-alone subjects on sustainability and corporate social responsibility (CSR) in a mainstream business curriculum at Monash University, Australia. Design/methodology/approach: This paper presents details on the educational rationale and design of the two subjects in…

Sustainability Issues in the Geography Curriculum for an ...

African Journals Online (AJOL)

The Lucerne Declaration on Geographical Education for Sustainable Development proposes that the 'paradigm of sustainable development' be integrated into the teaching of geography at all levels and in all regions of the world. This study is aimed at assessing the extent to and ways in which sustainability issues have ...

InTeGrate: Interdisciplinary Teaching about the Earth for a Sustainable Future

Science.gov (United States)

Manduca, C. A.

2017-12-01

InTeGrate supports integrated interdisciplinary learning about resource and environmental issues across the undergraduate curriculum to create a sustainable and just civilization. The project has developed teaching materials and examples of their use in programs and is currently engaged in a suite of activities that support use of these resources in improving undergraduate Earth education. Thirty-three sets of teaching materials supporting instruction over time periods of 2 weeks to a full semester have been developed by teams of faculty and peer-reviewed to ensure strong research-based pedagogic design and attention to five design principles: 1) address one or more grand challenges involving the Earth and society, 2) develop student ability to address interdisciplinary problems, 3) improve student understanding of the nature and methods of science and developing geoscientific habits of mind, 4) make use of authentic and credible science data to learn central concepts in the context of scientific methods of inquiry, and, 5) incorporate systems thinking. They have been tested in a wide variety of institutional and disciplinary settings and are documented with instructor notes describing adaptation for specific settings. All published materials passed a review for scientific accuracy. Sixteen program models demonstrate strategies for strengthening learning about Earth and sustainability at scales ranging from a department to an interinstitutional collaboration. These examples document the use of InTeGrate resources in the development and evaluation of these programs. A synthesis of lessons learned by these projects addresses strategies for teaching about the Earth across the curriculum. InTeGrate is currently supporting use of ideas and resources developed over the past six years of project work through a webinar series, workshops at professional society meetings, a traveling workshop program for departments and regions, a set of online learning communities and

Integrating Sustainability into the Marketing Curriculum: Learning Activities that Facilitate Sustainable Marketing Practices

Science.gov (United States)

Borin, Norm; Metcalf, Lynn

2010-01-01

In response to political, social, and competitive forces, many firms are developing sustainable marketing strategies. Marketing educators can play an important role in assisting these firms by developing curricula that build the knowledge and skills required to enable marketing graduates to contribute to sustainable marketing efforts. Marketing…

Interior Design Students Perceptions of Sustainability

Science.gov (United States)

Stark, Johnnie; Park, Jin Gyu

2016-01-01

Purpose: This longitudinal study assessed student perceptions of sustainable design issues in the context of an accredited interior design program. Although literature exists documenting the integration of sustainable strategies into interior design curriculum, more analysis is needed to determine the impact of program experiences on students'…

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…

Where Western Australian Graduate Diploma of Education Primary Students Source Their Information on Sustainability

Science.gov (United States)

Lummis, Geoff W.; Morris, Julia E.; Lock, Graeme; Odgaard, Judith

2015-01-01

Sustainability has recently been made a cross-curriculum priority in Australia, through the development and implementation of the Australian Curriculum. Subsequently, primary and secondary teachers across all subject areas are required to integrate Education for Sustainability (EfS) into formal education. A recent research case study was…

Sustainable NREL: From Integration to Innovation

Energy Technology Data Exchange (ETDEWEB)

2015-09-01

NREL's sustainability practices are integrated throughout the laboratory and are essential to our mission to develop clean energy and energy efficiency technologies and practices, advance related science and engineering, and provide knowledge and innovations to integrate energy systems at all scales. Sustainability initiatives are integrated through our campus, our staff, and our environment allowing NREL to provide leadership in modeling a sustainability energy future for companies, organizations, governments, and communities.

Sustainability of Curriculum Development for Enterprise Education: Observations on Cases from Wales

Science.gov (United States)

Roffe, Ian

2010-01-01

Purpose: This paper aims to examine the variety of approaches to curriculum development for enterprise education developed for schools, further, and higher education under an Entrepreneurship Action Plan in Wales and to consider the sustainability issues for delivery in these sectors. Design/methodology/approach: This investigation adopted a case…

Student feedback about the integrated curriculum in a Caribbean medical school

Directory of Open Access Journals (Sweden)

P. Ravi Shankar

2014-09-01

Full Text Available Purpose: Xavier University School of Medicine adopted an integrated, organ system-based curriculum in January 2013. The present study was aimed at determining students’ perceptions of the integrated curriculum and related assessment methods. Methods: The study was conducted on first- to fourth-semester undergraduate medical students during March 2014. The students were informed of the study and subsequently invited to participate. Focus group discussions were conducted. The curriculum’s level of integration, different courses offered, teaching-learning methods employed, and the advantages and concerns relating to the curriculum were noted. The respondents also provided feedback about the assessment methods used. Deductive content analysis was used to analyze the data. Results: Twenty-two of the 68 students (32.2% participated in the study. The respondents expressed generally positive opinions. They felt that the curriculum prepared them well for licensing examinations and future practice. Problem-based learning sessions encouraged active learning and group work among students, thus, improving their understanding of the course material. The respondents felt that certain subjects were allocated a larger proportion of time during the sessions, as well as more questions during the integrated assessment. They also expressed an appreciation for medical humanities, and felt that sessions on the appraisal of literature needed modification. Their opinions about assessment of behavior, attitudes, and professionalism varied. Conclusion: Student opinion was positive, overall. Our findings would be of interest to other medical schools that have recently adopted an integrated curriculum or are in the process of doing so.

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…

SUSTAINABLE ARCHITECTURE : WHAT ARCHITECTURE STUDENTS THINK

OpenAIRE

SATWIKO, PRASASTO

2013-01-01

Sustainable architecture has become a hot issue lately as the impacts of climate change become more intense. Architecture educations have responded by integrating knowledge of sustainable design in their curriculum. However, in the real life, new buildings keep coming with designs that completely ignore sustainable principles. This paper discusses the results of two national competitions on sustainable architecture targeted for architecture students (conducted in 2012 and 2013). The results a...

Beyond the curriculum: Integrating sustainability into business schools

NARCIS (Netherlands)

Painter-Morland, M.; Sabet, E.; Molthan-Hill, P.; Goworek, H.; de Leeuw, S.L.J.M.

2016-01-01

This paper evaluates the ways in which European business schools are implementing sustainability and ethics into their curricula. Drawing on data gathered by a recent large study that the Academy of Business in Society conducted in cooperation with EFMD conducted, we map the approaches that schools

Integrative curriculum reform, domain dependent knowing, and teachers` epistemological theories: Implications for middle-level teaching

Energy Technology Data Exchange (ETDEWEB)

Powell, R.R. [Texas Tech Univ., Lubbock, TX (United States). College of Education

1998-12-01

Integrative curriculum as both a theoretical construct and a practical reality, and as a theme-based, problem-centered, democratic way of schooling, is becoming more widely considered as a feasible alternative to traditional middle-level curricula. Importantly for teaching and learning, domain dependence requires teachers to view one area of knowledge as fully interdependent with other areas of knowledge during the learning process. This requires teachers to adopt personal epistemological theories that reflect integrative, domain dependent knowing. This study explored what happened when teachers from highly traditional domain independent school settings encountered an ambitious college-level curriculum project that was designed to help the teachers understand the potential that integrative, domain dependent teaching holds for precollege settings. This study asked: What influence does an integrative, domain dependent curriculum project have on teachers` domain independent, epistemological theories for teaching and learning? Finding an answer to this question is essential if we, as an educational community, are to understand how integrative curriculum theory is transformed by teachers into systemic curriculum reform. The results suggest that the integrative curriculum project that teachers participated in did not explicitly alter their classroom practices in a wholesale manner. Personal epistemological theories of teachers collectively precluded teachers from making any wholesale changes in their individual classroom teaching. However, teachers became aware of integrative curriculum as an alternative, and they expressed interest in infusing integrative practices into their classrooms as opportunities arise.

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

Science.gov (United States)

Fauzi, Ahmad

2017-11-01

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

Residency Training: The need for an integrated diversity curriculum for neurology residency.

Science.gov (United States)

Rosendale, Nicole; Josephson, S Andrew

2017-12-12

Providing culturally responsive care to an increasingly multicultural population is essential and requires formal cultural humility training for residents. We sought to understand the current prevalence and need for this type of training within neurology programs and to pilot an integrated curriculum locally. We surveyed via email all program directors of academic neurology programs nationally regarding the prevalence of and need for formal cultural responsiveness training. Forty-seven program directors (36%) responded to the survey. The majority of respondents did not have a formalized diversity curriculum in their program (65%), but most (85%) believed that training in cultural responsiveness was important. We developed locally an integrated diversity curriculum as a proof of concept. The curriculum covered topics of diversity in language, religion, sexual orientation, gender identity/expression, and socioeconomic status designed to focus on the needs of the local community. Program evaluation included a pre and post survey of the learner attitudes toward cultural diversity. There is an unmet need for cultural responsiveness training within neurology residencies, and integrating this curriculum is both feasible and efficacious. When adapted to address cultural issues of the local community, this curriculum can be generalizable to both academic and community organizations. © 2017 American Academy of Neurology.

Technology and Environmental Education: An Integrated Curriculum

Science.gov (United States)

Willis, Jana M.; Weiser, Brenda

2005-01-01

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

Residents’ perceptions of an integrated longitudinal curriculum: a qualitative study

Directory of Open Access Journals (Sweden)

Rebecca Lubitz

2015-12-01

Conclusions: This study suggests that an integrated longitudinalized family medicine block training model has the potential to support the principles of a longitudinal integrated competency-based curriculum to effectively prepare residents for family medicine practice.

Integration of the primary health care approach into a community nursing science curriculum.

Science.gov (United States)

Vilakazi, S S; Chabeli, M M; Roos, S D

2000-12-01

The purpose of this article is to explore and describe guidelines for integration of the primary health care approach into a Community Nursing Science Curriculum in a Nursing College in Gauteng. A qualitative, exploratory, descriptive and contextual research design was utilized. The focus group interviews were conducted with community nurses and nurse educators as respondents. Data were analysed by a qualitative descriptive method of analysis as described in Creswell (1994: 155). Respondents in both groups held similar perceptions regarding integration of primary health care approach into a Community Nursing Science Curriculum. Five categories, which are in line with the curriculum cycle, were identified as follows: situation analysis, selection and organisation of objectives/goals, content, teaching methods and evaluation. Guidelines and recommendations for the integration of the primary health care approach into a Community Nursing Science Curriculum were described.

Integration of the primary health care approach into a community nursing science curriculum

Directory of Open Access Journals (Sweden)

SS Vilakazi

2000-09-01

Full Text Available The purpose of this article is to explore and describe guidelines for integration of the primary health care approach into a Community Nursing Science Curriculum in a Nursing College in Gauteng. A qualitative, exploratory, descriptive and contextual research design was utilized. The focus group interviews were conducted with community nurses and nurse educators as respondents. Data were analysed by a qualitative descriptive method of analysis as described in Creswell (1994:155. Respondents in both groups held similar perceptions regarding integration of primary health care approach into a Community Nursing Science Curriculum. Five categories, which are in line with the curriculum cycle, were identified as follows: situation analysis, selection and organisation of objectives/ goals, content, teaching methods and evaluation. Guidelines and recommendations for the integration of the primary health care approach into a Community Nursing Science Curriculum were described.

Teaching pharmacology to medical students in an integrated problem-based learning curriculum:an Australian perspective

Institute of Scientific and Technical Information of China (English)

Owen L WOODMAN; Agnes E DODDS; Albert G FRAUMAN; Mosepele MOSEPELE

2004-01-01

The world-wide move away from the didactic teaching of single disciples to integrated Problem-based Learning (PBL) curricula in medical education has posed challenges for the basic sciences. In this paper we identify two major challenges. The first challenge is the need to describe a core disciplinary curriculum that can be articulated and mapped onto the new structure. We illustrate how the British Pharmacological Society (BPS) Guidelines are used to evaluate the curriculum coverage in the medical course at The University of Melbourne. The second challenge is to ensure that foundational concepts are given adequate emphasis within the new structure, and in particular, that students have the opportunity to pursue these concepts in their self-directed learning. We illustrate one approach to teaching important pharmacological concepts in an integrated curriculum with a case study from the first year curriculum at The University of Melbourne. Finally, we propose the features of an integrated curriculum that facilitates the learning of basic pharmacology in a situation where PBL and integration sets the curriculum framework.

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

Turkish Preschool Teachers' Beliefs on Integrated Curriculum: Integration of Visual Arts with Other Activities

Science.gov (United States)

Ozturk, Elif; Erden, Feyza Tantekin

2011-01-01

This study investigates preschool teachers' beliefs about integrated curriculum and, more specifically, their beliefs about integration of visual arts with other activities. The participants of this study consisted of 255 female preschool teachers who are employed in preschools in Ankara, Turkey. For the study, teachers were asked to complete…

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.

Higher Education Curriculum for Sustainability: Course Contents Analyses of Purchasing and Supply Management Programme of Polytechnics in Ghana

Science.gov (United States)

Etse, Daniel; Ingley, Coral

2016-01-01

Purpose: The purpose of this study is to determine the degree of attention to and the nature of sustainability issues in the curriculum of the Higher National Diploma (HND) Purchasing and Supply Management programme of Ghana. Design/Methodology/Approach: Documentary research is the approach used to analyse the curriculum document for the programme…

Nursing curriculum and bullying: An integrative literature review.

Science.gov (United States)

Sidhu, Sharan; Park, Tanya

2018-06-01

The purpose of this integrative review was to identify and synthesize key concepts that inform curriculum which increase nursing students' competence, skills and strategies when addressing bullying. Specifically, the authors sought to examine the concepts informing educational interventions, skills, and strategies, which addressed the bullying of nursing students. Integrative literature review. A search of the electronic databases CINAHL, MEDLINE, ERIC, PsycINFO, Proquest, and PubMed was conducted in January 2016 using search terms such as 'bully' 'nursing student' 'education' and 'curriculum'. Articles were screened for relevance and eligibility and extracted onto a table. Critical appraisal was conducted using multiple tools. Papers were analysed using constant comparison and concept mapping. 61 articles were included in the synthesis. Concepts identified included: empowerment, socialization, support, self-awareness, awareness about bullying, collaboration, communication, and self-efficacy. All concepts linked to empowerment. Social Cognitive Theory was used by many studies. Active teaching methods which gave students opportunities to practice skills were the most effective. Empowered nursing students have the potential to address bullying more effectively and competently. Empowerment of nursing students is a powerful concept that educators must consider when developing curriculum and educational interventions to address bullying. Copyright © 2018 Elsevier Ltd. All rights reserved.

Analyzing Primary Social Studies Curriculum of Turkey in Terms of UNESCO Educational for Sustainable Development Theme

OpenAIRE

Elvan YALÇINKAYA

2013-01-01

These three terms have been used at website of UNESCO: Sustainable development(SD), education for sustainable development (ESD) and the United Nations Decade ofEducation for Sustainable Development (DESD). In this website, it is mentioned that thethree terms have the same goal; creating abetter world for this generation and futuregenerations of all living things on planet Earth. The aim of this study is to analyzePrimary Social Studies Curriculum of Turkeyin terms of UNESCO ESD Theme. Datawas...

Organising Sustainability Competencies through Quality Management: Integration or Specialisation

Directory of Open Access Journals (Sweden)

Vanajah Siva

2018-04-01

Full Text Available A significant step in integrating environmental sustainability into daily operations is through product development. One way to achieve such integration of environmental considerations into product development is by relating sustainability competencies to practices of Quality Management. However, practices seem to vary for how competencies within environmental sustainability are organised in order to make sustainability more actionable. This study explores two ways of organising sustainability competencies in product development: integration and specialisation. The organisation of sustainability competency is illustrated through two cases; one case in which sustainability is integrated with the quality management competency, and the other in which a new competency focusing on sustainability has been added as a separate function in product development. It is suggested that the organisation of sustainability competency influences the extent of environmental impact. Further, trade-offs, such as material source versus weight may not be exploited when sustainability is integrated as one area of responsibility for another specialty competency, suggesting a lack of sufficient competency within environmental sustainability to recognise potential trade-offs between—for example—quality and environmental impact.

Computer integration in the curriculum: promises and problems

NARCIS (Netherlands)

Plomp, T.; van den Akker, Jan

1988-01-01

This discussion of the integration of computers into the curriculum begins by reviewing the results of several surveys conducted in the Netherlands and the United States which provide insight into the problems encountered by schools and teachers when introducing computers in education. Case studies

Exploring Corn-Ethanol As A Complex Problem To Teach Sustainability Concepts Across The Science-Business-Liberal Arts Curriculum

Science.gov (United States)

Oches, E. A.; Szymanski, D. W.; Snyder, B.; Gulati, G. J.; Davis, P. T.

2012-12-01

stakeholders in developing and implementing policy on renewable fuels standards and ethanol production targets for the U.S. In Microeconomics students learn cost-benefit analysis and other concepts by applying economics principles to the corn ethanol problem. Following the disciplinary activities, students are asked to reconsider the central corn ethanol problem and evaluate it from a sustainability perspective. Assessment is ongoing, although initial results suggest that undergraduate students have difficulty integrating knowledge across multiple disciplines when evaluating a complex sustainability problem. Based on our initial assessment, we are exploring ways to modify the corn ethanol module as well as fine-tune the assessment instruments to provide the most effective outcomes possible. Because there are commonly institutional barriers to team teaching and other methods of cross-disciplinary instruction, we are recruiting faculty from additional disciplines to adapt and implement the corn ethanol module as a way of integrating sustainability concepts across the curriculum. Our goal is to teach complex, trans-disciplinary problem-solving and have students explore ways in which sustainability issues must be addressed through the application of concepts from the environmental and social sciences, public policy, and economics.

Integration of School Features into Taiwanese Elementary School New English Curriculum

Science.gov (United States)

Chien, Chin-Wen

2014-01-01

Elementary school English activation curriculum, an additional two culture classes, has been implemented only in New Taipei City in Taiwan starting from 2010, so only a few studies focus on it. This is a case study of an English teacher's integration of a school's features into the activation curriculum in a rural elementary school. This study…

Integrating Gender into the Political Science Core Curriculum

Science.gov (United States)

Cassese, Erin C.; Bos, Angela L.; Duncan, Lauren E.

2012-01-01

The New Research on Gender in Political Psychology Conference brought together new and experienced teachers with interests in gender politics. The conference session "Teaching Gender throughout the Curriculum" generated a great deal of discussion concerning the pedagogical practice of gender mainstreaming. Gender mainstreaming--the integration of…

The Integrated Approach versus the Traditional Approach: Analyzing the Benefits of a Dance and Transportation Integrated Curriculum

Science.gov (United States)

LaMotte, Megan

2018-01-01

The purpose of the study was to examine the effects of a dance and transportation integrated curriculum on student learning and engagement. The curriculum, entitled Consequences of Our Actions: Dance and Transportation, synthesized transportation content with the art form of dance. The experimental and control groups were comprised of fifth-grade…

A two-year experience of an integrated simulation residency curriculum.

Science.gov (United States)

Wittels, Kathleen A; Takayesu, James K; Nadel, Eric S

2012-07-01

Human Patient Simulation (HPS) is increasingly used in medical education, but its role in Emergency Medicine (EM) residency education is uncertain. The objective of this study was to evaluate the perceived effectiveness of HPS when fully integrated into an EM residency didactic curriculum. The study design was a cross-sectional survey performed in 2006, 2 years after the implementation of an integrated simulation curriculum. Fifty-four residents (postgraduate year [PGY] 1-4) of a 4-year EM residency were surveyed with demographic and curricular questions on the perceived value of simulation relative to other teaching formats. Survey items were rated on a bipolar linear numeric scale of 1 (strongly disagree) to 9 (strongly agree), with 5 being neutral. Data were analyzed using Student t-tests. Forty residents responded to the survey (74% response rate). The perceived effectiveness of HPS was higher for junior residents than senior residents (8.0 vs. 6.2, respectively, peffectiveness of lectures (7.8 vs. 7.9, respectively, p=0.1), morbidity and mortality conference (8.5 vs. 8.7, respectively, p=0.3), and trauma conference (8.4 vs. 8.8, respectively, p=0.2) between junior and senior residents. Scores for perceptions of improvement in residency training (knowledge acquisition and clinical decision-making) after the integration of HPS into the curriculum were positive for all residents. Residents' perceptions of HPS integration into an EM residency curriculum are positive for both improving knowledge acquisition and learning clinical decision-making. HPS was rated as more effective during junior years than senior years, while the perceived efficacy of more traditional educational modalities remained constant throughout residency training. Copyright © 2012. Published by Elsevier Inc.

Sustainability Assessment of Higher Education Institutions in Saudi Arabia

OpenAIRE

Habib M. Alshuwaikhat; Yusuf A. Adenle; Bilal Saghir

2016-01-01

Universities are paramount change drivers in bringing about a culture of sustainability in society by setting themselves up as models and nurseries for sustainable development. Thus, assessment of sustainability integration within universities is key to their impact on sustainable development. This study conducted an assessment of different public sector universities of Saudi Arabia based on five components: (i) Teaching and Curriculum; (ii) Research and Scholarship; (iii) Campus Operations; ...

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…

The Sustainability Cone - A holistic framework to integrate sustainability thinking into manufacturing

DEFF Research Database (Denmark)

Rödger, Jan-Markus; Bey, Niki; Alting, Leo

2016-01-01

Integrating sustainability into manufacturing is a multifaceted endeavour. Global sustainability aspects and specific manufacturing success factors have to be combined with life cycle thinking in order to get the holistic view on manufacturing which is needed to make truly sustainability-oriented......Integrating sustainability into manufacturing is a multifaceted endeavour. Global sustainability aspects and specific manufacturing success factors have to be combined with life cycle thinking in order to get the holistic view on manufacturing which is needed to make truly sustainability...... - as the missing link which closes these gaps by providing necessary holistic and consistent overview while being aligned with established stage-gate project execution models, thus ensuring practical applicability as shown for a highly automated production cell. The paper shows how to apply life cycle target...

Sustainability Index with Integrated Indicator Dependencies

Directory of Open Access Journals (Sweden)

Sabine Wagenhals

2014-06-01

Full Text Available Sustainability is a growing concern worldwide. While companies used to focus on financial performance, now the focus has shifted to considering envi- ronmental and social performance as well. This trend is not only based on ‘image’, but recent research has proven that a complex approach regarding sustainability could significantly increase a company’s performance. The selection of sustainability indicators as well as the development of sustainabil- ity frameworks has been analysed by researchers already. The authors argue that interdependencies exist between different sustainability indicators and concepts. To address this issue, the fuzzy set method has been used and integrated into as- sessment methods, making it possible to develop a sustainability index which is able to consider the dependencies of the integrated variables. The proposed method can prove that indicator dependencies have a significant influence on the sustain - ability performance of a company and therefore on its overall performance.

Integrating geriatrics into medical school: student journaling as an innovative strategy for evaluating curriculum.

Science.gov (United States)

Shield, Renée R; Farrell, Timothy W; Nanda, Aman; Campbell, Susan E; Wetle, Terrie

2012-02-01

The Alpert Medical School of Brown University began to integrate geriatrics content into all preclerkship courses and key clerkship cases as part of a major medical school curriculum redesign in 2006. This study evaluates students' responses to geriatrics integration within the curriculum using journals kept by volunteer preclerkship and clerkship students between 2007 and 2010. The journals were used to assess the quality of curricular integration of geriatrics didactic and clinical content, to gather information for shaping the evolving curriculum, and to elicit students' responses about their professional development and caring for older adults. Student "journalers" wrote narrative reactions to and evaluations of aging-related content and exposure to older patients in response to written semistructured questions. An interdisciplinary team (including a health services researcher, gerontologist, medical anthropologist, and 2 geriatricians) used qualitative analysis to code the 405 journal entries. The team identified 10 themes within the following domains: (a) evaluation of efforts to integrate geriatrics within the medical school curriculum, (b) recognition and application of geriatrics principles, (c) student attitudes and cultural experiences regarding aging and the care of older patients, and (d) personal and professional development over time. Themes emerging within these domains reflect the effectiveness of geriatrics integration within the new curriculum as well as students' professional development. Journaling provides a novel and effective method for capturing medical students' responses to curricular content in real time, allowing for midcourse corrections and identifying key components of their professional development.

Integration of ICTs into the Basic Curriculum in Primary Schools in ...

International Development Research Centre (IDRC) Digital Library (Canada)

Integration of ICTs into the Basic Curriculum in Primary Schools in Sénégal - Phase II ... for integrating ICTs at various stages of the teaching and learning process. ... première cohorte de chercheuses en science des changements climatiques.

Sustainability considerations for integrated biorefineries.

Science.gov (United States)

Azapagic, Adisa

2014-01-01

Integrated biorefineries have the potential to contribute towards sustainable production of transportation fuels, energy, and chemicals. However, because there are currently no commercial biorefining plants in operation, it is not clear how sustainable they really are. This paper sets out to examine key issues associated with biorefining that should be considered carefully along the whole supply chain to ensure sustainable development of the sector. Copyright © 2013 Elsevier Ltd. All rights reserved.

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…

Flood Rescue: A Gender-Inclusive Integrated STEM Curriculum Unit

Directory of Open Access Journals (Sweden)

Emily A. Dare

2017-04-01

Full Text Available As national reform documents and movements in the United States, such as Next Generation Science Standards (NGSS Lead States, 2013, push K-12 educators to begin to include engineering and integration of the STEM disciplines, there is a need to create curricula that meet a multitude of different standards. Additionally, there is a need to engage a more diverse population of students to pursue STEM careers. The 6th grade curriculum presented here focuses on an example of a teacher-created integrated STEM curriculum that combines girl-friendly instructional strategies (Häussler et al., 1998; Newbill & Cennamo, 2008 with an integrated STEM framework (Moore et al., 2014. An engineering design challenge that asks students to create a prototype of a watercraft used by the National Guard to rescue people during floods engages students in learning various physics concepts (forces, buoyancy, volume, and maximum capacity. In this article, we describe the lessons of the unit with respect to the frameworks, as well as key areas that particularly impacted 6th grade girls and boys.

Integrative Report on a culture-sensitive quality & curriculum framework

NARCIS (Netherlands)

Sylva, Kathy; Ereky-Stevens, Katharina; Pastori, Giulia; Slot, P.L.; Lerkkanen, Marja-Kristiina

This report draws together research findings that support a comprehensive culture-sensitive European curriculum and quality assessment framework that can inform practice, teacher education and policy. The aim of this integrative report is to inform the development of a comprehensive,

Integrating Professional Development across the Curriculum: An Effectiveness Study

Science.gov (United States)

Ciarocco, Natalie J.; Dinella, Lisa M.; Hatchard, Christine J.; Valosin, Jayde

2016-01-01

The current study empirically tested the effectiveness of a modular approach to integrating professional development across an undergraduate psychology curriculum. Researchers conducted a two-group, between-subjects experiment on 269 undergraduate psychology students assessing perceptions of professional preparedness and learning. Analysis…

Mutual Workshops enhancing Curriculum Integration

DEFF Research Database (Denmark)

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

2011-01-01

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

Integrating sustainability in interior design studio

OpenAIRE

Karslı, Umut Tuğlu

2013-01-01

Teaching methods on concept of sustainability are frequently searched in the interior architecture education. The purpose of this study is to propose a model for integrating sustainability in interior design studio. In this context, the first part of the research defines relationship between sustainability and interior architecture and determines sustainable interior design principles. In the second part, an interior design studio model is proposed and principles determined in the first part ...

Curriculum integrated information literacy: a challenge

DEFF Research Database (Denmark)

Bønløkke, Mette; Kobow, Else; Kristensen, Anne-Kirstine Østergaard

2012-01-01

Information literacy is a competence needed for students and for practitioners in the nursing profession. A curriculum integrated intervention was qualitatively evaluated by focus group interviews of students, lecturers and the university librarian. Information literacy makes sense for students...... when it is linked to assignments, timed right, prepared, systematic and continuous. Support is needed to help students understand the meaning of seeking information, to focus their problem and to make them reflect on their search and its results. Feedback on materials used is also asked for...

Process framework for identifying sustainability aspects in university curricula and integrating education for sustainable development

DEFF Research Database (Denmark)

Holm, Tove; Sammalisto, Kaisu; Grindsted, Thomas Skou

2015-01-01

Sustainability aspects in higher education must be enhanced with more concrete actions. Universities are globally required to have quality assurance to secure and improve teaching and learning, and they use management systems to this aim. Integrating education for sustainable development...... and management systems are alike in that they are based on continuous improvement and systematic thinking; for both processes all stakeholders need to be involved. Although quality assurance is compulsory for higher education, education for sustainable development has barely been examined or integrated...... in this context. This article examines how voluntary integration of education for sustainable development into management systems at universities could facilitate a scheme to overcome the challenges to integrating education for sustainable development that were identified in previous research. For this, a process...

Education for Sustainable Development in Malaysia's National Curriculum Reformation: A Theoretical Exploration

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Aai Sheau Yean

2014-10-01

Full Text Available This article aims to examine the feasibility and potential of including appropriate Education for Sustainable Development (ESD elements in the National Curriculum Reformation of Malaysia that is set to be introduced in the year 2017. This is done through the proposal of a theoretical approach for understanding ESD fit for Malaysia from an environmental epistemology. To start with, this article outlines dominant ideologies and epistemologies revolving around the concept of Sustainable Development (SD and focuses on critiquing the underlying anthropocentric tendencies found within. Drawing principally from the ideas of Schumacher (1973, Orr (2004, and Sterling (1992, the article then sets out to examine the ideologies and epistemologies needed to support education reformation that are more environmentally sensitive in nature.

Clinical leadership as an integral curriculum thread in pre-registration nursing programmes.

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Brown, Angela; Dewing, Jan; Crookes, Patrick

2016-03-01

In recent years there has been a growth in leadership development frameworks in health for the existing workforce. There has also been a related abundance of leadership programmes developed specifically for qualified nurses. There is a groundswell of opinion that clinical leadership preparation needs to extend to preparatory programmes leading to registration as a nurse. To this end a doctoral research study has been completed that focused specifically on the identification and verification of the antecedents of clinical leadership (leadership and management) so they can shape the curriculum content and the best way to deliver the curriculum content as a curriculum thread. To conceptualise how the curriculum content, identified and verified empirically, can be structured within a curriculum thread and to contribute to the discussion on effective pedagogical approaches and educational strategies for learning and teaching of clinical leadership. A multi-method design was utilised in the research in Australia. Drawing on core principles in critical social theory, an integral curriculum thread is proposed for pre-registration nursing programmes that identifies the antecedents of clinical leadership; the core concepts, together with the continuum of enlightenment, empowerment, and emancipation. The curriculum content, the effective pedagogical approaches and the educational strategies are supported theoretically and we believe this offers a design template for action and a way of thinking about this important aspect of preparatory nursing education. Moreover, we hope to have created a process contributing to a heighten sense of awareness in the nursing student (and other key stakeholders) of the what, how and when of clinical leadership for a novice registered nurse. The next stage is to further test through research the proposed integral curriculum thread. Copyright © 2015 Elsevier Ltd. All rights reserved.

Psychiatry in the Harvard Medical School-Cambridge Integrated Clerkship: An Innovative, Year-Long Program

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Griswold, Todd; Bullock, Christopher; Gaufberg, Elizabeth; Albanese, Mark; Bonilla, Pedro; Dvorak, Ramona; Epelbaum, Claudia; Givon, Lior; Kueppenbender, Karsten; Joseph, Robert; Boyd, J. Wesley; Shtasel, Derri

2012-01-01

Objective: The authors present what is to their knowledge the first description of a model for longitudinal third-year medical student psychiatry education. Method: A longitudinal, integrated psychiatric curriculum was developed, implemented, and sustained within the Harvard Medical School-Cambridge Integrated Clerkship. Curriculum elements…

A template for integrated community sustainability planning.

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Ling, Christopher; Hanna, Kevin; Dale, Ann

2009-08-01

This article describes a template for implementing an integrated community sustainability plan. The template emphasizes community engagement and outlines the components of a basic framework for integrating ecological, social and economic dynamics into a community plan. The framework is a series of steps that support a sustainable community development process. While it reflects the Canadian experience, the tools and techniques have applied value for a range of environmental planning contexts around the world. The research is case study based and draws from a diverse range of communities representing many types of infrastructure, demographics and ecological and geographical contexts. A critical path for moving local governments to sustainable community development is the creation and implementation of integrated planning approaches. To be effective and to be implemented, a requisite shift to sustainability requires active community engagement processes, political will, and a commitment to political and administrative accountability, and measurement.

Integrating the ChE Curriculum via a Recurring Laboratory

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Kubilius, Matthew B.; Tu, Raymond S.; Anderson, Ryan

2014-01-01

A recurring framework has been integrated throughout the curriculum via a Continuously Stirred Tank Reactor (CSTR) platform. This laboratory is introduced during the material and energy balance course, and subsequent courses can use these results when explaining more advanced concepts. Further, this laboratory gives students practical experience…

Embedding of Authentic Assessment in Work-Integrated Learning Curriculum

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Bosco, Anna Maria; Ferns, Sonia

2014-01-01

Contemporary perspectives of higher education endorse a work integrated learning (WIL) approach to curriculum content, delivery and assessment. It is agreed that authenticity in learning relates to real-world experience, however, differentiating and strategically linking WIL provision and facilitation to assessment tasks and collation of authentic…

Education and Training for Sustainable Tourism: Problems, Possibilities and Cautious First Steps.

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Gough, Stephen; Scott, William

1999-01-01

Advances a possible theoretical approach to education for sustainable tourism and describes a small-scale research project based on this approach. Seeks to integrate education for sustainable tourism into an established management curriculum using an innovative technique based on the idea of an adaptive concept. (Author/CCM)

Integrating Informatics into the Undergraduate Curriculum: A Report on a Pilot Project.

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Ingram, D; Murphy, J

1996-01-01

Previous case reports in this series on Education and Training have looked at specialist courses for postgraduate students seeking an in-depth knowledge of informatics and a career in the field. By contrast, this review describes a project designed to pilot a series of learning opportunities for undergraduate medical students. Although some UK medical colleges have opted to introduce informatics into the curriculum as a discipline in its own right, the Informatics Department at St Bartholomew's Hospital Medical College chose a different approach. When a new curriculum was introduced at St Bartholomew's and at The London Hospital Medical College, the Head of the Informatics Department saw this as an ideal opportunity to explore ways of integrating informatics into the curriculum. The initiatives described in this paper were made possible as a result of an award from the UK government Department of Employment. Money from an Enterprise in Higher Education grant funded a range of programmes, one of which was designed to introduce students to selected aspects of informatics and to demonstrate what is feasible in the undergraduate curriculum. The work carried out over a period of three and a half years was intended to provide the basis for the next phase of curriculum development. However, in the wake of the restructuring which has taken place in London medical colleges, the Informatics Department at what was St Bartholomew's has relocated to University College London Medical School, and is now called The Centre for Health Informatics and Multiprofessional Education (CHIME). University College is designing a new medical curriculum and CHIME is drawing on the experience gained through the Enterprise Project to find the best way to integrate informatics into this curriculum.

Integrated Pest Management: A Curriculum for Early Care and Education Programs

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California Childcare Health Program, 2011

2011-01-01

This "Integrated Pest Management Toolkit for Early Care and Education Programs" presents practical information about using integrated pest management (IPM) to prevent and manage pest problems in early care and education programs. This curriculum will help people in early care and education programs learn how to keep pests out of early…

Building an Evaluation Strategy for an Integrated Curriculum in Chemical Engineering

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McCarthy, Joseph J.; Parker, Robert S.; Abatan, Adetola; Besterfield-Sacre, Mary

2011-01-01

Increasing knowledge integration has gained wide-spread support as an important goal in engineering education. The Chemical Engineering Pillars curriculum at the University of Pittsburgh, unique for its use of block scheduling, is one of the first four-year, integrated curricula in engineering, and is specifically designed to facilitate knowledge…

"Paideia Kyriou": Biblical and Patristic Models for an Integrated Christian Curriculum

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Turley, Stephen Richard

2009-01-01

In recent years, a number of studies corroborate the importance of an integrated or interdisciplinary curriculum for an effective education. However, contemporary proposals for the function of theology as the integrative center have been limited mainly to sectarian communities and remain a work in progress. Noting the fruitfulness of historical…

Residents' perceptions of an integrated longitudinal curriculum: a qualitative study.

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Lubitz, Rebecca; Lee, Joseph; Hillier, Loretta M

2015-01-01

The purpose of this study was to explore family medicine residents' perceptions of a newly restructured integrated longitudinal curriculum. A purposeful sample of 16 family medicine residents participated in focus group interviews conducted from a grounded theory perspective to identify the characteristics of this training model that contribute to and that challenge learning. Eight key themes were identified: continuity of care, relevance to family medicine, autonomy, program-focused preparation, professional development as facilitated by role modeling, patient volume, clarity of expectations for learners, and logistics. Positive learning experiences were marked by high levels of autonomy, continuity, and relevance to family medicine. Less favorable learning experiences were characterized by limited opportunities for continuity of care, limited relevance to family medicine practice and unclear expectations for the resident's role. Family physician-led learning experiences contributed to residents' understanding of the full scope of family medicine practice, more so than specialist-led experiences. The logistics of implementing the integrated block were challenging and negatively impacted continuity and learning. This study suggests that an integrated longitudinalized family medicine block training model has the potential to support the principles of a longitudinal integrated competency-based curriculum to effectively prepare residents for family medicine practice.

PLACE-BASED EDUCATION APPROACH AS AN INNOVATION OF AN INTEGRATED CURRICULUM

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fidyati sulaiman

2015-05-01

Full Text Available Curriculum design is aimed to promote equality of empowerment. In most practice, however, the curriculum purposes confront conflicts especially between national and local needs. Consequently, there are many insightful and innovative educational work which has relatively small advantages for students and schools in its flexibility and opportunity. This leads to a situation in which some groups have lack of opportunities in getting benefit from the educational curriculum application. This essay presents an appproch as an innovation of an integrated curriculum called as place-based education. The significance of this strategy is believed to be able to promote the content of learning to the level of local’s relevance and engagement. Finally, the more relevant of the learning content to the students’ socio-cultural life the broader participation they can play in the community and future career.

Engineering the curriculum: Towards an adaptive curriculum

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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

The integration of blended learning into an occupational therapy curriculum: a qualitative reflection.

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Barnard-Ashton, Paula; Rothberg, Alan; McInerney, Patricia

2017-08-17

This paper presents a critical reflection of the integration of Blended Learning (BL) into an undergraduate occupational therapy curriculum which was delivered through Problem Based Learning (PBL). This is a qualitative reflection of a Participatory Action Research (PAR) study using Brookfield's model for critical reflection of an educator's practice. The model uses four 'lenses' through which to focus enquiry: Lens 1) our autobiography as a learner of practice; Lens 2) our learners' eyes; Lens 3) our colleagues' experiences; and Lens 4) the theoretical literature. Grounded theory analysis was applied to the data. The factors that contributed to successful integration of technology and e-Learning into an existing curriculum, the hurdles that were navigated along the way, and how these influenced decisions and innovation are explored. The core categories identified in the data were "drivers of change" and "outcomes of BL integration". Key situations and pivotal events are highlighted for their role in the process that led to the project maturing. Each lens reflects the successes and hurdles experienced during the study. Brookfield's model provides an objective method of reflection which showed that despite the hurdles, e-Learning was successfully integrated into the curriculum.

Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum.

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Brynhildsen, J; Dahle, L O; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M

2002-05-01

Important elements in the curriculum at the Faculty of Health Sciences in Linköping are vertical integration, i.e. integration between the clinical and basic science sections of the curriculum, and horizontal integration between different subject areas. Integration throughout the whole curriculum is time-consuming for both teachers and students and hard work is required for planning, organization and execution. The aim was to assess the importance of vertical and horizontal integration in an undergraduate medical curriculum, according to opinions among students and teachers. In a questionnaire 102 faculty teachers and 106 students were asked about the importance of 14 different components of the undergraduate medical curriculum including vertical and horizontal integration. They were asked to assign between one and six points to each component (6 points = extremely important for the quality of the curriculum; 1 point = unimportant). Students as well as teachers appreciated highly both forms of integration. Students scored horizontal integration slightly but significantly higher than the teachers (median 6 vs 5 points; p=0.009, Mann-Whitney U-test), whereas teachers scored vertical integration higher than students (6 vs 5; p=0.019, Mann-Whitney U-test). Both students and teachers considered horizontal and vertical integration to be highly important components of the undergraduate medical programme. We believe both kinds of integration support problem-based learning and stimulate deep and lifelong learning and suggest that integration should always be considered deeply when a new curriculum is planned for undergraduate medical education.

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

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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,…

The Integrated Scorecard in support of corporate sustainability strategies.

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Journeault, Marc

2016-11-01

Organizations have increasingly recognized the importance and benefits of developing a sustainability strategy that incorporates environmental and social responsibilities. However, the simultaneous integration of the economic, environmental and social aspects remains a major concern for organizations. The Sustainability Balanced Scorecard (SBSC) represents one of the most promising strategic tools to help organizations face these challenges and support their sustainability strategy. However, past research has provided unclear, incomplete and even contradictory SBSC frameworks while offering little knowledge about how to integrate stakeholder management as well as environmental and social performance within the balanced scorecard to successfully support a corporate sustainability strategy. The aim of this study is to address these issues and limitations by proposing the Integrated Scorecard, a specific SBSC that integrates the three pillars of sustainability performance within four different perspectives, namely environmental, social and economic performance, stakeholder management, internal business processes, and skills and capabilities. This study provides a conceptual approach to the Integrated Scorecard and illustrates, through the use of two practical illustrations, the ability of this framework to support the corporate sustainability strategy by identifying the core sustainability objectives that organizations should achieve when creating value, facilitating the understanding of the contribution of environmental and social initiatives on economic performance, allowing the monitoring and measurement of the strategy's level of achievement, and creating synergy between sustainability performance management and reporting. Copyright © 2016 Elsevier Ltd. All rights reserved.

An Integrated Sustainable Business and Development System: Thoughts and Opinions

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Rachel J. C. Chen

2014-09-01

Full Text Available Companies understand the importance of monitoring and managing their environmental impacts and aim to integrate, with consistent quality control, effective reduce-reuse-recycle programs and risk preventions. By building an integrated sustainable business and development system to meet certain environmental standards, many companies are eligible to be “green” certified. Companies may consider recognizing global visions on sustainability while implementing local best practices. An integrated sustainable business and development system includes talent management, sustainable supply chain, practicing strategies of leveraging resources effectively, implementing social responsibilities, initiating innovative programs of recycling, reducing, and reusing, advancing leaders’ perceptions towards sustainability, reducing innovation barriers, and engaging sustainable practices strategically.

Egyptian Art: An Integrated Curriculum Guide for the Intermediate and Middle School Student.

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Fuerst, Ann Heidt, Ed.

This curriculum guide offers instructional materials to integrate the study of ancient Egyptian art across the curriculum. It is designed to be used in coordination with a student field trip to a related exhibit at the San Diego (California) Museum of Man. Materials can be adapted for use independent of the exhibition. Designed for students and…

Psychiatry in the Harvard Medical School-Cambridge Integrated Clerkship: an innovative, year-long program.

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Griswold, Todd; Bullock, Christopher; Gaufberg, Elizabeth; Albanese, Mark; Bonilla, Pedro; Dvorak, Ramona; Epelbaum, Claudia; Givon, Lior; Kueppenbender, Karsten; Joseph, Robert; Boyd, J Wesley; Shtasel, Derri

2012-09-01

The authors present what is to their knowledge the first description of a model for longitudinal third-year medical student psychiatry education. A longitudinal, integrated psychiatric curriculum was developed, implemented, and sustained within the Harvard Medical School-Cambridge Integrated Clerkship. Curriculum elements include longitudinal mentoring by attending physicians in an outpatient psychiatry clinic, exposure to the major psychotherapies, psychopharmacology training, acute psychiatry "immersion" experiences, and a variety of clinical and didactic teaching sessions. The longitudinal psychiatry curriculum has been sustained for 8 years to-date, providing effective learning as demonstrated by OSCE scores, NBME shelf exam scores, written work, and observed clinical work. The percentage of students in this clerkship choosing psychiatry as a residency specialty is significantly greater than those in traditional clerkships at Harvard Medical School and greater than the U.S. average. Longitudinal integrated clerkship experiences are effective and sustainable; they offer particular strengths and opportunities for psychiatry education, and may influence student choice of specialty.

Veterinary student attitudes toward curriculum integration at James Cook University.

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Cavalieri, John

2009-01-01

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

Integrating Business Analytics in the Marketing Curriculum: Eight Recommendations

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LeClair, Dan

2018-01-01

Advances in technology and marketing practice have left little doubt that analytics must be integrated into the marketing curriculum, the question for many educators now is how to best to do so. While the response for each school will depend on its mission and context, as well as its strategies and resources, there already is much that can be…

Integration of Computers into the Medical School Curriculum: An Example from a Microbiology Course.

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Platt, Mark W.; And Others

1994-01-01

While the use of computers has become widespread in recent years, a unified, integrated approach to their use in the medical school curriculum has not yet emerged. Describes a program at the University of New Mexico that will phase-in computerization of its curriculum beginning in the fall of 1993. (LZ)

SUSTAINABILITY OF SUSTAINABLE PALM OIL: A MARKET INTEGRATION ANALYSIS

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Diana Chalil

2016-07-01

Full Text Available Crude Palm Oil (CPO is the biggest consumed vegetable oil in the world. The increase in CPO production raises concern on the environmental impact even outside the producing countries. As a response to this matter, the EU has made a requirement to only import certified CPO (CSPO. India and China, the two biggest importers in the world, are less restrictive to the environmental issues, and their demands are more influenced by CPO price levels. These countries are the main export markets for Indonesia and Malaysia, the two biggest CPO exporters in the world. This research using monthly price data from the Netherlands, Germany, Italy, EU28, India, China, Indonesia and Malaysia. Market integrations are tested with Cointegration Test, Vector Error Correction Model and Seemingly Unrelated Regression. The results show that these markets are integrated, but European countries are unlikely to lead the price movement. Therefore, the concern on sustainable certification from the European countries still slowly spreads to other main importers, resulting in low absorption of CSPO. Keywords: market integration; sustainable palm oil; seemingly unrelated regression; vector Error correction model

The integration of “building information modeling” (BIM in sustainable architecture and construction education: case study in Pristina University

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Violeta Nushi

2017-10-01

Full Text Available After a comparative review of articles published for used types of “Building Information Modeling” (BIM software, this study provides a wider understanding and critical reflection on integration and synthesis of BIM developments into Kosovo education system in order to provide important guidance to academic researchers, students, and practitioners. As the effectiveness of BIM has been widely accepted in the worldwide “Architecture, Engineering, Construction” (AEC industry, there is an urgent need to establish a synergy between BIM educated and practitioners in Kosovo likewise. This necessarily leads towards finding more intensive and suitable approaches and tools, for an integrated solution through the education system; in particular, to offer worldwide BIM's practices into sustainable AEC education programs, curricula and/or courses. Virtually, the most of the Technical Faculties within universities of Kosovo pretermit viability of BIM in teaching strategy and plan to overcome the barriers to integration of BIM into the curriculum. Through conducted questionnaire to students was surveyed the current state of BIM integration at higher education curricula of Sustainable Architecture and Construction (SAC programs. Based upon their answers, came out the recommendation to increase the appraiser's knowledge for BIM in curricula, followed up by new sustainable didactical concepts and awareness, which will energize the commencement of BIM into SAC programs and establish graduates, equipped with the necessary knowledge and skills for BIM software before they get promoted in professional calling.

Integrated policy analysis of sustainable urban and transportation development

NARCIS (Netherlands)

Zhang, J.; Feng, T.; Fujiwara, A.; Fujiwara, A.; Zhang, Junyi

2013-01-01

Sustainable urban and transportation development needs to balance economic sustainability, environmental sustainability, and social equity. This study conducts integrated policy analyses by explicitly incorporating these sustainability goals and optimizing the performance of transportation networks.

Teacher Preparedness in the Implementation of the Integrated Business Studies Curriculum in Public Secondary Schools in Kenya

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Jerotich, Florah; Kurgat, Susan J.; Kimutai, Chris K.

2017-01-01

The main purpose of this paper was to assess teacher preparedness in the implementation of the integrated Business Studies curriculum in public secondary schools in Kenya. Specifically, the study sought to: find out the level of preservice training of the Business Studies teachers implementing the integrated Business Studies curriculum and to find…

Teaching Sustainability and Resource Management Using NOAA's Voices Of The Bay Community Fisheries Education Curriculum

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Hams, J. E.; Uttal, L.; Hunter-Thomson, K.; Nachbar, S.

2010-12-01

This presentation highlights the implementation of the NOAA VOICES OF THE BAY education curriculum at a two-year college. The VOICES OF THE BAY curriculum provides students with an understanding of the marine ecology, economy, and culture of fisheries through three interdisciplinary modules that use hands-on activities while meeting a wide range of science, math, social science, and communications standards. In the BALANCE IN THE BAY module, students use critical-thinking skills and apply principles of ecosystem-based management to analyze data, debate and discuss their findings, and make decisions that recognize the complex dynamics associated with maintaining a balance in fisheries. Through role-playing, teamwork, and a little fate, the FROM OCEAN TO TABLE module provides students with an opportunity to get an insider’s view of what it takes to be an active stakeholder in a commercial fishery. In the CAPTURING THE VOICES OF THE BAY module, students research, plan, and conduct personal interviews with citizens of the local fishing community and explore the multiple dimensions of fisheries and how they inter-connect through the lives of those who live and work in the region. The VOICES OF THE BAY modules were introduced into the curriculum at Los Angeles Valley College during the Fall 2009 semester and are currently being used in the introductory Oceanography lecture, introductory Oceanography laboratory, and Environmental Science laboratory courses. Examples of curriculum materials being used (power point presentations, module worksheets and simulated fishing activities) will be presented. In addition, samples of completed student worksheets for the three interdisciplinary modules are provided. Students commented that their overall awareness and knowledge of the issues involved in sustainable fishing and managing fishery resources increased following completion of the VOICES OF THE BAY education curriculum. Students enrolled in the laboratory sections commented

Integrating clinical communication with clinical reasoning and the broader medical curriculum.

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Cary, Julie; Kurtz, Suzanne

2013-09-01

The objectives of this paper are to discuss the results of a workshop conducted at EACH 2012. Specifically, we will (1) examine the link between communication, clinical reasoning, and medical problem solving, (2) explore strategies for (a) integrating clinical reasoning, medical problem solving, and content from the broader curriculum into clinical communication teaching and (b) integrating communication into the broader curriculum, and (3) discuss benefits gained from such integration. Salient features from the workshop were recorded and will be presented here, as well as a case example to illustrate important connections between clinical communication and clinical reasoning. Potential links between clinical communication, clinical reasoning, and medical problem solving as well as strategies to integrate clinical communication teaching and the broader curricula in human and veterinary medicine are enumerated. Participants expressed enthusiasm and keen interest in integration of clinical communication teaching and clinical reasoning during this workshop, came to the idea of the interdependence of these skills easily, and embraced the rationale immediately. Valuing the importance of communication as clinical skill and embracing the interdependence between communication and thought processes related to clinical reasoning and medical problem solving will be beneficial in teaching programs. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Knowledge that Counts in a Global Community: Exploring the Contribution of Integrated Curriculum

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Rennie, Leonie J.; Venville, Grady; Wallace, John

2011-01-01

As the third millennium progresses, we are faced with increasing pressures relating to climate change and the sustainability of life on Earth. Concerned citizens are realizing that the responsibility to respond is both local and global. There is an increasing sense of urgency about the need to reform the processes of schooling and curriculum to…

Integration of ICTs into the Basic Curriculum in Primary Schools in ...

International Development Research Centre (IDRC) Digital Library (Canada)

Integration of ICTs into the Basic Curriculum in Primary Schools in Sénégal - Phase ... Special journal issue highlights IDRC-supported findings on women's paid work ... A new website and resource library will help improve developing country ...

NASA Goddard Space Flight Center presents Enhancing Standards Based Science Curriculum through NASA Content Relevancy: A Model for Sustainable Teaching-Research Integration Dr. Robert Gabrys, Raquel Marshall, Dr. Evelina Felicite-Maurice, Erin McKinley

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Marshall, R. H.; Gabrys, R.

2016-12-01

NASA Goddard Space Flight Center has developed a systemic educator professional development model for the integration of NASA climate change resources into the K-12 classroom. The desired outcome of this model is to prepare teachers in STEM disciplines to be globally engaged and knowledgeable of current climate change research and its potential for content relevancy alignment to standard-based curriculum. The application and mapping of the model is based on the state education needs assessment, alignment to the Next Generation Science Standards (NGSS), and implementation framework developed by the consortium of district superintendents and their science supervisors. In this presentation, we will demonstrate best practices for extending the concept of inquiry-based and project-based learning through the integration of current NASA climate change research into curriculum unit lessons. This model includes a significant teacher development component focused on capacity development for teacher instruction and pedagogy aimed at aligning NASA climate change research to related NGSS student performance expectations and subsequent Crosscutting Concepts, Science and Engineering Practices, and Disciplinary Core Ideas, a need that was presented by the district steering committee as critical for ensuring sustainability and high-impact in the classroom. This model offers a collaborative and inclusive learning community that connects classroom teachers to NASA climate change researchers via an ongoing consultant/mentoring approach. As a result of the first year of implementation of this model, Maryland teachers are implementing NGSS unit lessons that guide students in open-ended research based on current NASA climate change research.

INTEGRATED SUSTAINABLE MANGROVE FOREST MANAGEMENT

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Cecep Kusmana

2015-07-01

Full Text Available Mangrove forest as a renewable resource must be managed based on sustainable basis in which the benefits of ecological, economic and social from the forest have to equity concern in achieving the optimum forest products and services in fulfill the needs of recent generation without destruction of future generation needs and that does not undesirable effects on the physical and social environment. This Sustainable Forest Management (SFM practices needs the supporting of sustainability in the development of social, economic and environment (ecological sounds simultaneously, it should be run by the proper institutional and regulations. In operational scale, SFM need integration in terms of knowledge, technical, consultative of stakeholders, coordination among sectors and other stakeholders, and considerations of ecological inter-relationship in which mangroves as an integral part of both a coastal ecosystem and a watershed (catchment area. Some tools have been developed to measure the performent of SFM, such as initiated by ITTO at 1992 and followed by Ministry of Forestry of Indonesia (1993, CIFOR (1995, LEI (1999, FSC (1999, etc., however, the true nuance of SFM’s performance is not easy to be measured. 

Business Analytics in the Marketing Curriculum: A Call for Integration

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Mintu-Wimsatt, Alma; Lozada, Héctor R.

2018-01-01

Marketing education has responded, to some extent, to the academic challenges emanating from the Big Data revolution. To provide a forum to specifically discuss how business analytics has been integrated into the marketing curriculum, we developed a Special Issue for "Marketing Education Review." We start with a call to action that…

Capacity Development and Strengthening for Energy Policy formulation and implementation of Sustainable Energy Projects in Indonesia CASINDO. Deliverable No. 13. Integration of Renewable Energy Technologies in the national curriculum SPECTRUM

Energy Technology Data Exchange (ETDEWEB)

Kamphuis, E. [ETC Nederland, Leusden (Netherlands); Permana, I. [Technical Education Development Centre TEDC, Bandung (Indonesia)

2011-11-15

The overall objective of the CASINDO programme is to establish a self-sustaining and self-developing structure at both the national and regional level to build and strengthen human capacity to enable the provinces of North Sumatra, Yogyakarta, Central Java, West Nusa Tenggara and Papua to formulate sound policies for renewable energy and energy efficiency and to develop and implement sustainable energy projects. This report focuses on the achievements for settling a national curriculum for Renewable Energy Technologies (RET) within the framework of national programme SPECTRUM, which includes all curricula of the medium technical schools in Indonesia.

Engaging Sustainability Good Practice within the Curriculum Design and Property Portfolio in the Australian Higher Education Sector

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Poon, Joanna

2017-01-01

Purpose: The purpose of this paper is to evaluate the extent to which universities' strategic plans affect the level of incorporation of sustainability within the curriculum design and property portfolio. Design/Methodology/Approach: This research adopted a case study approach. The case study institution was Deakin University in Australia. This…

Incorporating Sustainability Content and Pedagogy through Faculty Development

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Hurney, Carol A.; Nash, Carole; Hartman, Christie-Joy B.; Brantmeier, Edward J.

2016-01-01

Purpose: Key elements of a curriculum are presented for a faculty development program that integrated sustainability content with effective course design methodology across a variety of disciplines. The study aims to present self-reported impacts for a small number of faculty participants and their courses. Design/methodology/approach: A yearlong…

Integrating Resources into Curriculum with the Systems Connect Planning Guide

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Oshry, A.; Bean, J. R.

2017-12-01

A broadly applicable and guided approach for planning curriculum and instruction around new academic standards or initiatives is critical for implementation success. Curriculum and assessment differs across schools and districts, so built-in adaptability is important for maximal adoption and ease of use by educators. The Systems Connect Planning Guide directs the flow of instruction for building conceptual links between topics in a unit/curriculum through critical vetting and integration of relevant resources. This curricular template is flexible for use in any setting or subject area, and ensures applicability, high impact and responsiveness to academic standards while providing inquiry-based, real-world investigations and action that incorporate authentic research and data. These needs are what informed the creation of the three components of the planning guide:• Curriculum Anchor: alignment with academic standards & learning outcomes and setting the context of the topic• Issues Investigations: informing how students explore topics, and incorporate authentic research and data into learning progressions• Civic Action: development of how students could apply their knowledgeThe Planning Guide also incorporates criteria from transdisciplinary practices, cross-cutting concepts, and organizational charts for outlining guiding questions and conceptual links embedded in the guide. Integration of experiential learning and real-world connections into curricula is important for proficiency and deeper understanding of content, replacing discrete, stand-alone experiences which are not explicitly connected. Rather than information being dispelled through individual activities, relying on students to make the connections, intentionally documenting explicit connections provides opportunities to foster deeper understanding by building conceptual links between topics, which is how fundamental knowledge about earth and living systems is gained. Through the critical vetting

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…

Seeking a Higher Level of Arts Integration across the Curriculum

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Sotiropoulou-Zormpala, Marina

2016-01-01

To seek a higher level of arts integration across the education curriculum, I investigated designs of teaching through arts activities that would motivate educators to adopt the spirit of "aesthetic teaching." Two different designs were tested, with the second as a continuation of the first. Each ascribes a different educational role to…

Preparing residents for family practice: role of an integrated “Triple C” curriculum

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Joseph Lee

2013-03-01

Full Text Available Background: There is limited understanding of the impact of Triple C competency-based curriculums on the preparation of residents for family practice. This paper describes a competency-based curriculum within an integrated longitudinal block design and presents preliminary evaluation data on the impact of this curriculum on preparedness for family practice. Methods: First and second year family medicine residents were surveyed as a component of a year-end program evaluation to assess the extent to which the residency program is preparing them to engage in a variety of practice domains, the likelihood that they would engage in these domains, and the extent to which this residency program is comprehensive, relevant to their development as a family physician, and promotes interprofessional practice. Results: Residents perceived themselves as prepared to engage in most practice areas and their intentions to engage in various practice domains were positively correlated to their ratings of preparedness. Ratings reflected that residents perceived this program as comprehensive and relevant to their development as a family physician and they perceived a high degree of encouragement for interprofessional practice. Conclusions: This study provides some preliminary evidence that an integrated competency-based curriculum, with an emphasis on interprofessional practice has the potential to effectively prepare residents for practice in family medicine.

Simulation-based ureteroscopy skills training curriculum with integration of technical and non-technical skills: a randomised controlled trial.

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Brunckhorst, Oliver; Shahid, Shahab; Aydin, Abdullatif; McIlhenny, Craig; Khan, Shahid; Raza, Syed Johar; Sahai, Arun; Brewin, James; Bello, Fernando; Kneebone, Roger; Khan, Muhammad Shamim; Dasgupta, Prokar; Ahmed, Kamran

2015-09-01

Current training modalities within ureteroscopy have been extensively validated and must now be integrated within a comprehensive curriculum. Additionally, non-technical skills often cause surgical error and little research has been conducted to combine this with technical skills teaching. This study therefore aimed to develop and validate a curriculum for semi-rigid ureteroscopy, integrating both technical and non-technical skills teaching within the programme. Delphi methodology was utilised for curriculum development and content validation, with a randomised trial then conducted (n = 32) for curriculum evaluation. The developed curriculum consisted of four modules; initially developing basic technical skills and subsequently integrating non-technical skills teaching. Sixteen participants underwent the simulation-based curriculum and were subsequently assessed, together with the control cohort (n = 16) within a full immersion environment. Both technical (Time to completion, OSATS and a task specific checklist) and non-technical (NOTSS) outcome measures were recorded with parametric and non-parametric analyses used depending on the distribution of our data as evaluated by a Shapiro-Wilk test. Improvements within the intervention cohort demonstrated educational value across all technical and non-technical parameters recorded, including time to completion (p technical and non-technical skills teaching is both educationally valuable and feasible. Additionally, the curriculum offers a validated simulation-based training modality within ureteroscopy and a framework for the development of other simulation-based programmes.

Building Integrated Design Practice under the Concept of Sustainable Development

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Liu, Xuexin

2018-03-01

With the continuous development of social economy, people are more demanding for architecture. Some advanced design concepts are gradually applied to the design of buildings. Under the concept of sustainable development, building integration design has also been widely used to promote the rapid development of architectural design. Integrated design concepts and sustainable development concepts play an important role to meet people’s requirements. This article will explore the concept of sustainable development under the concept of integrated architectural design and practice analysis, propose appropriate measures.

Embedding Sustainability and Renewable Energy Concepts into Undergraduate Curriculum

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Belu, R.; Cioca, L.

2017-12-01

Human society is facing an uncertain future due to the present unsustainable use of natural resources and the growing imbalance with our natural environment. Creation of a sustainable society is a complex multi-disciplinary and multi-stage project, believed to dominate our century, requiring collaboration, teamwork, and abilities to work with respect and learn from other disciplines and professions. Sustainable development means technological progress meeting the present needs without compromising future generation ability to meet its needs and aspirations. It has four aspects: environment, technology, economy, and societal organizations. Students are often taught to deal with technological developments and economic analysis to assess the process or product viability, but are not fully familiar with sustainability and optimization of technology development benefits and the environment. Schools in many disciplines are working to include sustainability concepts into their curricula. Teaching sustainability and renewable energy has become an essential feature today higher education. Sustainable and green design is about designs recognizing the constraints of the natural resource uses and the environment. It applies to all of engineering and science areas, as all systems interact with the environment in complex and important ways. Our project goals are to provide students with multiple and comprehensive exposures to sustainability and renewable energy concepts, facilitating the development of passion and skills to integrate them into practice. The expected outcomes include an increased social responsibility; development of innovative thinking skills; understanding of sustainability issues, and increasing student interests in the engineering and science programs. The project aims to incorporate sustainability and renewable energy concepts into our undergraduate curricula, employing the existing course resources, and developing new courses and laboratory experiments

Integrating Mobile Technologies into Very Young Second Language Learners' Curriculum

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Sadykova, Gulnara; Gimaletdinova, Gulnara; Khalitova, Liliia; Kayumova, Albina

2016-01-01

This report is based on an exploratory case study of a private multilingual preschool language program that integrated a Mobile-Assisted Language Learning (MALL) project into the curriculum of five/six year-old children whose native language(s) is/are Russian and/or Tatar. The purpose of the study was to reveal teachers' and parents' perceptions…

Art-science integration: Portrait of a residency

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Feldman, Rhoda Lynn

This dissertation is based on a year-long study of an arts integration residency at Hampton, a public elementary school in the Midwest. The study examined residency curriculum and pedagogies, factors facilitating and constraining the integration, and the perception of the artist, teachers, and students of the program and arts integration within it. The Hampton residency, "Art and Science: A Shared Evolution," represented a historical approach to the linking of the two disciplines within the framework of a survey extending from the origins of the universe to relativity theory, from cave paintings to Picasso. Findings indicate that integration encompassed more than issues of curriculum and pedagogy---that it was closely linked to the nature and extent of artist-teacher collaboration (importance of the interpersonal element); that multiple factors seemed to militate against integration and collaboration, including differing expectations of teachers and artist for the residency and integration, the lack of sustained professional development to support the integration of disciplines and collaboration of participants, and the pressure upon teachers of high stakes testing; that a common prep period was a necessary but not sufficient condition for collaboration to occur; and that the pedagogy of the artist while at Hampton was different than while at another school with similar demographics. The experience at Hampton seems to support conceiving of integration as a partnership capitalizing on the strengths of each partner, including teachers in the planning and development of curriculum, establishing structures to support teachers and artists in integrating curriculum and building/sustaining collaborative relationships, and insuring alignment of residency units with subject-area teaching. The study revealed that while integration in theory can offer an antidote for fragmentation of the school curriculum, in practice it is difficult to execute in a way that is meaningful to

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

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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

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.

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.

Integrating health literacy and ESL: an interdisciplinary curriculum for Hispanic immigrants.

Science.gov (United States)

Soto Mas, Francisco; Mein, Erika; Fuentes, Brenda; Thatcher, Barry; Balcázar, Héctor

2013-03-01

Adult Hispanic immigrants are at a greater risk of experiencing the negative outcomes related to low health literacy, as they confront cultural and language barriers to the complex and predominately monolingual English-based U.S. health system. One approach that has the potential for simultaneously addressing the health, literacy, and language needs of Hispanics is the combination of health literacy and English as a second language (ESL) instruction. The purpose of the project was to evaluate the feasibility of using ESL instruction as a medium for improving health literacy among Hispanic immigrants. Objectives included the development, implementation, and evaluation of an interdisciplinary health literacy/ESL curriculum that integrates theories of health literacy and health behavior research and practice, sociocultural theories of literacy and communication, and adult learning principles. This article describes the curriculum development process and provides preliminary qualitative data on learners' experiences with the curriculum. Results indicate that the curriculum was attractive to participants and that they were highly satisfied with both the format and content. The curriculum described here represents one example of an audience-centered approach designed to meet the specific health and literacy needs of the Hispanic population on the U.S.-Mexico border. The combination of ESL and health literacy contributed to a perceived positive learning experience among participants. Interdisciplinary approaches to health literacy are recommended.

Curriculum Integration in Distance Learning at Primary and Secondary Educational Levels on the Example of eTwinning Projects

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Elżbieta Gajek

2017-12-01

Full Text Available Curriculum integration is one of the concepts which has been discussed for years. Telecollaborative projects, which employ elements of distance learning, provide opportunities for putting the idea into practice. Analysis of eTwinning projects undertaken in Polish schools aims at demonstrating the integrative role of distance learning approaches and their contribution to integration of various themes in educational context. As the eTwinning framework is very flexible, allowing for teacher and students autonomy the projects may vary in the topics, age and number of participants, duration scope within curriculum etc. The study shows various levels and perspectives of curriculum integration which take place in eTwinning projects. It also discusses the role of distance learning at primary and secondary educational levels. The challenge is to transform international collaboration of selected schools an everyday practice for all learners and teachers.

The effects of an integrated Algebra 1/physical science curriculum on student achievement in Algebra 1, proportional reasoning and graphing abilities

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Lawrence, Lettie Carol

1997-08-01

The purpose of this investigation was to determine if an integrated curriculum in algebra 1/physical science facilitates acquisition of proportional reasoning and graphing abilities better than a non-integrated, traditional, algebra 1 curriculum. Also, this study was to ascertain if the integrated algebra 1/physical science curriculum resulted in greater student achievement in algebra 1. The curriculum used in the experimental class was SAM 9 (Science and Mathematics 9), an investigation-based curriculum that was written to integrate physical science and basic algebra content. The experiment was conducted over one school year. The subjects in the study were 61 ninth grade students. The experimental group consisted of one class taught concurrently by a mathematics teacher and a physical science teacher. The control group consisted of three classes of algebra 1 students taught by one mathematics teacher and taking physical science with other teachers in the school who were not participating in the SAM 9 program. This study utilized a quasi-experimental non-randomized control group pretest-posttest design. The investigator obtained end-of-algebra 1 scores from student records. The written open-ended graphing instruments and the proportional reasoning instrument were administered to both groups as pretests and posttests. The graphing instruments were also administered as a midtest. A two sample t-test for independent means was used to determine significant differences in achievement on the end-of-course algebra 1 test. Quantitative data from the proportional reasoning and graphing instruments were analyzed using a repeated measures analysis of variance to determine differences in scores over time for the experimental and control groups. The findings indicate no significant difference between the experimental and control groups on the end-of-course algebra 1 test. Results also indicate no significant differences in proportional reasoning and graphing abilities between

Preparing Future Leaders: An Integrated Quality Improvement Residency Curriculum.

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Potts, Stacy; Shields, Sara; Upshur, Carole

2016-06-01

The Accreditation Council for Graduate Medical Education (ACGME) has recognized the importance of quality improvement (QI) training and requires that accredited residencies in all specialties demonstrate that residents are "integrated and actively participate in interdisciplinary clinical quality improvement and patient safety activities." However, competing demands in residency training may make this difficult to accomplish. The study's objective is to develop and evaluate a longitudinal curriculum that meets the ACGME requirement for QI and patient safety training and links to patient-centered medical home (PCMH) practices. Residents in the Worcester Family Medicine Residency (WFMR) participated in a faculty-developed quality improvement curriculum that included web-based tutorials, quality improvement projects, and small-group sessions across all 3 years of residency. They completed self-evaluations of knowledge and use of curricular activities annually and at graduation, and comparisons were made between two graduating classes, as well as comparison of end of PGY2 to end of PGY3 for one class. Graduating residents who completed the full 3 years of the curriculum rated themselves as significantly more skilled in nine of 15 areas assessed at end of residency compared to after PGY2 and reported confidence in providing future leadership in a focus group. Five areas were also rated significantly higher than prior-year residents. Involving family medicine residents in a longitudinal curriculum with hands-on practice in implementing QI, patient safety, and chronic illness management activities that are inclusive of PCMH goals increased their self-perceived skills and leadership ability to implement these new and emerging evidence-based practices in primary care.

Sustainability Education in Indian Business Schools: A Status Review

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PD JOSE

Full Text Available Sustainability issues, given their potential scale of impact and urgency, have captured the imagination of both corporations and academic institutions everywhere. This paper examines how such problems and their potential solutions have been incorporated into higher education, particularly business school education in India. With over 3,600 business schools in the public and private sector, business education in India has proliferated. However, students by and large still remain unexposed to sustainability and disaster management concepts in their curriculum. The underlying factors for this include, lack of institutional capacity, issues related to faculty motivation and incentives, lack of recruiter interest and limited availability to high quality resource material. Further, while several schools in India focus on sectors relevant to sustainability, inter-organizational linkages have not developed and business school generally operate independently. This paper examines the way forward to deeply integrate sustainability principles into the core curriculum of business schools. Measures suggested include creating communities of practice among academia and industry, building a resource base of teaching materials for easy access by faculty, and several measures to strengthen institutional capacity.

The Integration of Psychomotor Skills in a Hybrid-PBL Dental Curriculum: The Clinical Clerkships.

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Walton, Joanne N.; MacNeil, M. A. J.; Harrison, Rosamund L.; Clark, D. Christopher

1998-01-01

Describes the restructuring of clinical clerkships at the University of British Columbia (Canada) dental school as part of a new, hybrid, problem-based learning (PBL) curriculum, focusing on strategies for integrating development of psychomotor skills. Methods of achieving both horizontal and vertical integration of competencies through grouping…

Sustainability Assessment of Higher Education Institutions in Saudi Arabia

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Habib M. Alshuwaikhat

2016-08-01

Full Text Available Universities are paramount change drivers in bringing about a culture of sustainability in society by setting themselves up as models and nurseries for sustainable development. Thus, assessment of sustainability integration within universities is key to their impact on sustainable development. This study conducted an assessment of different public sector universities of Saudi Arabia based on five components: (i Teaching and Curriculum; (ii Research and Scholarship; (iii Campus Operations; (iv Management and Community; and (v Financial Management. The sustainability assessment questionnaire (SAQ was utilized as a tool to discern the component-wise sustainability assessment for Saudi universities. The outcomes of the survey reveal that, in stark contrast with the universities of the developed world, offerings of sustainability relevant academic courses in Saudi Arabia are still lacking. Most Saudi universities still need to integrate research and scholarship in the area of sustainability; sustainable-campus operations in the current scenario are not sufficient. The results also reveal that sustainability-related projects are not prioritized within universities and sustainable financial management practices are not significant. This article concludes by proposing some recommendations emphasizing the importance of adopting sustainability practices in Saudi universities.

Integrating Content on Feminism and Racism into the Social Work Curriculum

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Loewenstein, Sophie F.

1976-01-01

It is suggested that power relationships among people have become a unifying concept of human behavior in modern society, replacing the Freudian libido, and that this concept can function as a unifying principle for integrating racism, sexism and other key relationship concerns into the human behavior curriculum sequence. (Editor/JT)

Sustainable Design Re-Examined: Integrated Approach to Knowledge Creation for Sustainable Interior Design

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Lee, Young S.

2014-01-01

The article focuses on a systematic approach to the instructional framework to incorporate three aspects of sustainable design. It also aims to provide an instruction model for sustainable design stressing a collective effort to advance knowledge creation as a community. It develops a framework conjoining the concept of integrated process in…

SUSTAINABLE FARMS: INTEGRATION OF AGRICULTURAL SYSTEMS

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Manolo Muñoz-Espinosa

2016-08-01

Full Text Available The inappropriate use of agrochemicals and technologies in farming systems can cause an accelerated deterioration of agricultural and soil pollution. Thus, agriculture and livestock are becoming an environmental problem in the world, which implies the need to assess the efficiency of agricultural production systems related to sustainability. The traditional peasant system is apparently unsustainable, while farm with an integral production approach have better opportunities for development over time as they tend to sustainability. This type of farms incorporate productive alternatives that improve as a whole, the system and the livelihood of the peasants. The trends towards sustainability of farms are mainly due to a better land use. As well as, implementing systems adapted to each soil and production type to ensure profitability and persistence, achieving the highest possible agricultural productivity. The urgency to produce food for a growing population is almost a paradigm that reinforces the imperative for maximum yield per unit area, and creates a vision of the rural world aimed at increasing profit at the expense of the attributes and core values of livelihood in rural areas. It can be concluded that the integrated farming articulate various subsystems, which working together could allow higher sustainability of agricultural production practices, environmentally friendly, safeguarding the food sovereignty of the population and improving the quality of life of farmers

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

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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…

Challenges of Integrating Affordable and Sustainable Housing in Malaysia

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Syed Jamaludin, S. Z. H.; Mahayuddin, S. A.; Hamid, S. H. A.

2018-04-01

Developing countries including Malaysia have begun to comprehend the needs for affordable and sustainable housing development. The majority of the population is still aspiring for a comfortable, safe and reasonably priced house. Households in the low-middle income range face difficulties to find housing that can satisfy their needs and budget. Unfortunately, most of the housing development programs are considering affordability rather than sustainable aspects. Furthermore, developers are more interested in profit and neglect sustainability issues. Thus, the aim of this paper is to review the challenges in integrating affordable housing and sustainable practices in Malaysia. This paper is produced based on an extensive literature review as a basis to develop strategies of integrated affordable and sustainable housing in Malaysia. The challenges are divided into four sections, namely market challenges, professional challenges, societal challenges and technological challenges. The outcomes of this paper will assist in the decision making involving housing development and in enhancing quality of life for sustainable communities.

The Role of Work-Integrated Learning in Student Preferences of Instructional Methods in an Accounting Curriculum

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Abeysekera, Indra

2015-01-01

The role of work-integrated learning in student preferences of instructional methods is largely unexplored across the accounting curriculum. This study conducted six experiments to explore student preferences of instructional methods for learning, in six courses of the accounting curriculum that differed in algorithmic rigor, in the context of a…

Big data integration: scalability and sustainability

KAUST Repository

Zhang, Zhang

2016-01-26

Integration of various types of omics data is critically indispensable for addressing most important and complex biological questions. In the era of big data, however, data integration becomes increasingly tedious, time-consuming and expensive, posing a significant obstacle to fully exploit the wealth of big biological data. Here we propose a scalable and sustainable architecture that integrates big omics data through community-contributed modules. Community modules are contributed and maintained by different committed groups and each module corresponds to a specific data type, deals with data collection, processing and visualization, and delivers data on-demand via web services. Based on this community-based architecture, we build Information Commons for Rice (IC4R; http://ic4r.org), a rice knowledgebase that integrates a variety of rice omics data from multiple community modules, including genome-wide expression profiles derived entirely from RNA-Seq data, resequencing-based genomic variations obtained from re-sequencing data of thousands of rice varieties, plant homologous genes covering multiple diverse plant species, post-translational modifications, rice-related literatures, and community annotations. Taken together, such architecture achieves integration of different types of data from multiple community-contributed modules and accordingly features scalable, sustainable and collaborative integration of big data as well as low costs for database update and maintenance, thus helpful for building IC4R into a comprehensive knowledgebase covering all aspects of rice data and beneficial for both basic and translational researches.

Technology in Education: Technology Integration into the School's Curriculum

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Culver, Bobby L., Jr.

2017-01-01

Integrating technology into the school's curriculum is a very contentious issue. However, it is an important issue that schools need to consider and assess. The purpose of this study was to examine the relationship between K-5th grade teachers' perceptions of proficiency of technology equipment, experience with technology in education, and…

Integration of computer technology into the medical curriculum: the King's experience

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Vickie Aitken

1997-12-01

Full Text Available Recently, there have been major changes in the requirements of medical education which have set the scene for the revision of medical curricula (Towle, 1991; GMC, 1993. As part of the new curriculum at King's, the opportunity has been taken to integrate computer technology into the course through Computer-Assisted Learning (CAL, and to train graduates in core IT skills. Although the use of computers in the medical curriculum has up to now been limited, recent studies have shown encouraging steps forward (see Boelen, 1995. One area where there has been particular interest is the use of notebook computers to allow students increased access to IT facilities (Maulitz et al, 1996.

Supply Chain Management and Sustainability: Procrastinating Integration in Mainstream Research

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Marisa P. de Brito

2010-03-01

Full Text Available Research has pointed out opportunities and research agendas to integrate sustainability issues with supply chain and operations management. However, we find that it is still not mainstream practice to systematically take a sustainability approach in tackling supply chain and operations management issues. In this paper, we make use of behavioral theory to explain the current lack of integration. We conclude through abductive reasoning that the reasons for procrastinating integration of sustainability in supply chain and operations management research are the conflicting nature of the task and the inherent context, which is the focus on operations rather than environmental or social issues.

Integrating Sustainability into the Real Estate Valuation Process: A ...

African Journals Online (AJOL)

This paper sought the perception of Nigerian real estate valuers on sustainable development and how sustainability can be integrated into the real estate valuation process in Nigeria. One hundred and sixty Estate Surveyors and Valuers were asked, among others, to rate the significance of a range of sustainability features ...

Integrated Assessment for an Integrated Curriculum.

Science.gov (United States)

Mockrish, Rob

1989-01-01

In a sixth grade science classroom for able students, major grades are broken down into four categories: lab reports, projects, creative writing, and written tests. These four components of assessment structure how the curriculum content is presented. (JDD)

EVALUATION OF SUSTAINABLE DEVELOPMENT FRAMEWORK FOR VOCATIONAL COLLEGES: IMPLEMENTATION AND CHALLENGES

OpenAIRE

Minghat, Asnul Dahar; Safie, Siti Nadia Mohd; Mustakim, Siti Salina

2018-01-01

The main purpose of this study was to explore the extensive growth of courses among the Vocational Colleges developed by the Ministry of Education since 2012. In order to determine the sustainability of the development, this study specifically seeks to explore the scope and quality of Vocational Colleges’ Curriculum Standard implementation via the integration of sustainability development among educators, and to investigate challenges occurred during the implementation of the college ever sin...

Integrating Sustainable Development into Operations Management Courses

Science.gov (United States)

Fredriksson, Peter; Persson, Magnus

2011-01-01

Purpose: It is widely acknowledged that aspects of sustainable development (SD) should be integrated into higher level operations management (OM) education. The aim of the paper is to outline the experiences gained at Chalmers University of Technology in Sweden from integrating aspects of SD into OM courses. Design/methodology/approach: The paper…

Developing Integrated Arts Curriculum in Hong Kong: Chaos Theory at Work?

Science.gov (United States)

Wong, Marina

2013-01-01

This article reports the development of integrated arts curriculum in two Hong Kong secondary schools over a 9-year period. Initial findings display a range of individual responses to educational change that are both non-predictable and non-linear. Chaos theory is used to explain these varied responses in terms of bifurcations. The findings of…

Integrated co-operative governance in the context of sustainable development

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Eric Nealer

2011-07-01

Keywords:Sustainable development, governance, co-operative governance, integrated,organising, and communication. Disciplines:Public Administration, Public Management, Social Welfare, Environmental Management, Municipal public service delivery, Social Development, Organisational Behaviour, Co-operative Governance, Communication, Sustainable Development, Sustainable Organisational Development

How to Deliver Open Sustainable Innovation: An Integrated Approach for a Sustainable Marketable Product

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Francesco Cappa

2016-12-01

Full Text Available The adoption of open innovation and peer production, powered by 3D printing technology, is transforming traditional manufacturing methods towards a “third industrial revolution”. The purpose of this research is to provide empirical evidence for an integrated approach, based on collaborative product development and peer production, combined with 3D printing, to deliver more sustainable, yet competitive, marketable products. In particular, this experimental study is conducted in the context of mobile forensics, an emerging market where limited expensive products exist and alternative solutions are needed. The technical viability and economic feasibility of the prototype developed in this research validate the proposed integrated approach, which could be a game-changer in the field of mobile forensics, as well as in other sectors. The sustainability improvements with this approach are a reduction of the total cost, thereby making it affordable for lower income users, and a decrease in energy consumption and pollutant emissions. The validated integrated approach offers start-up opportunities to develop and deliver more sustainable, marketable products, towards the paradigm of Open Sustainable Innovation. While the device developed and tested in this research has similar features to existing products, the methodology, implementation, and motivation are original.

Supply Chain Management and Business Sustainability Synergy: A Theoretical and Integrated Perspective

Directory of Open Access Journals (Sweden)

Zabihollah Rezaee

2018-01-01

Full Text Available Global business organizations face the challenges of adapting proper sustainability strategies and practices to effectively respond to social, ethical, environmental, and governance issues while improving financial performance in creating value for their shareholders. Business sustainability enables the integration of financial economic sustainability performance and non-financial environmental, social, ethical, and governance sustainability performance dimensions into the corporate culture, supply chain management and business models in creating shared value for all stakeholders. Business literature has provided mixed evidence of the tension, and possible link, between financial and non-financial sustainability performance dimensions and sustainability theories have yet to sufficiently address this tension. This paper attempts to fill this void by shedding light on the link between various dimensions of sustainability performance, their integrated effect on creating shared value for all stakeholders and their implications for supply chain sustainability. This paper examines the synergy between business sustainability and supply chain management by presenting a framework consisting of sustainability theories, sustainability performance dimensions, sustainability shared value concept, and sustainability best practices. Companies can use the suggested framework in integrating both financial and non-financial sustainability initiatives into their supply chain sustainability from production design, purchasing and inbound logistics, and manufacturing process to distribution and outbound logistics.

Curriculum

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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.

Integrating Sustainability into Management Education: A Dean's Perspective

Science.gov (United States)

Walck, Christa

2009-01-01

The integration of sustainability and environmental ethics into management education has improved in the past decade. This is partly a response to external pressure, as societal concerns about sustainability grow and businesses have made greater efforts to green their processes and products. But it is also a response to internal pressure from…

Assessing Corporate Sustainability integration for corporate self-reflection

NARCIS (Netherlands)

Witjes, Sjors; Vermeulen, Walter J.V.|info:eu-repo/dai/nl/072613335; Cramer, Jacqueline M.|info:eu-repo/dai/nl/069242518

2017-01-01

This article aims to shed light on mechanisms to integrate a strategy on Corporate Sustainability in companies. The analysis is based on a holistic method derived from organisation theory, organisational behaviour theory and strategic management theory. The process of integration into the

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

Science.gov (United States)

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

2017-04-01

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

Integrated sustainable urban infrastructures in building projects

DEFF Research Database (Denmark)

Nielsen, Susanne Balslev; Quitzau, Maj-Britt; Elle, Morten

2007-01-01

Current strategies in urban planning and development merely promote standardized building solutions, while failing to prioritize innovative approaches of integration between building projects and sustainable urban infrastructures. As a result of this, urban infrastructures – the urban veins...... – are outdated from a sustainability perspective. This paper looks into more holistic ways of approaching building projects and discuss whether this provide a basis for an increased integration of urban infrastructures within building projects. In our study, we especially emphasise how conventional ways...... of approaching building projects are influenced by lock-in of existing infrastructural systems and compare this with two examples of more holistic ways of approaching building projects, developed by two architecture firms. The paper points out that such holistic perspective in building projects provide...

Advancing Integrated Systems Modelling Framework for Life Cycle Sustainability Assessment

Directory of Open Access Journals (Sweden)

Anthony Halog

2011-02-01

Full Text Available The need for integrated methodological framework for sustainability assessment has been widely discussed and is urgent due to increasingly complex environmental system problems. These problems have impacts on ecosystems and human well-being which represent a threat to economic performance of countries and corporations. Integrated assessment crosses issues; spans spatial and temporal scales; looks forward and backward; and incorporates multi-stakeholder inputs. This study aims to develop an integrated methodology by capitalizing the complementary strengths of different methods used by industrial ecologists and biophysical economists. The computational methodology proposed here is systems perspective, integrative, and holistic approach for sustainability assessment which attempts to link basic science and technology to policy formulation. The framework adopts life cycle thinking methods—LCA, LCC, and SLCA; stakeholders analysis supported by multi-criteria decision analysis (MCDA; and dynamic system modelling. Following Pareto principle, the critical sustainability criteria, indicators and metrics (i.e., hotspots can be identified and further modelled using system dynamics or agent based modelling and improved by data envelopment analysis (DEA and sustainability network theory (SNT. The framework is being applied to development of biofuel supply chain networks. The framework can provide new ways of integrating knowledge across the divides between social and natural sciences as well as between critical and problem-solving research.

Integrating radiology vertically into an undergraduate medical education curriculum: a triphasic integration approach

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Al Qahtani F

2014-06-01

Full Text Available Fahd Al Qahtani,1 Adel Abdelaziz2,31Radiology Department, Faculty of Medicine, Al-Baha University, Al-Baha, Saudi Arabia; 2Medical Education Development Unit, Faculty of Medicine, Al-Baha University, Al-Baha, Saudi Arabia; 3Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, EgyptAbstract: Fulfilling the goal of integrating radiology into undergraduate medical curricula is a real challenge due to the enduring faith assuming that traditional medical disciplines are worthy of consuming the available study time. In this manner, radiology is addressed occasionally and with relevance to these traditional disciplines. In Al-Baha University Faculty of Medicine, Al-Baha, Saudi Arabia, efforts have been made to integrate radiology vertically and in a structured manner into the undergraduate curriculum from the first year to the sixth year. For achieving convenient integration of radiology, a triphasic approach to integration is adopted. This approach consists of the integration of radiology foundations into the basic sciences phase, development of a distinct 4-week module in year 4, and finally, integration of clinical applications of radiology in the clinical phase modules. Feedback of students and inferences obtained through assessment and program evaluation are in favor of this approach to integration. Minor reform and some improvement related to time allocated and content balancing are still indicated.Keywords: radiology foundations, radiology module, students assessment

Organization and Integration of Learning Experiences in a Curriculum: A Case Study.

Science.gov (United States)

Everwijn, S. E. M.

1983-01-01

The literature on "organizers" by Ausubel, Earl, and Tyler provides clues to help teachers and students relate what has been learned in one subject to what is being learned in another. Problems of integration in a curriculum for student nurses are examined, and a solution to these problems is described. (RM)

Taking Responsibility: The integration of Sustainability and Project Management

NARCIS (Netherlands)

Jasper van den Brink; Gilbert Gilbert Silvius

2011-01-01

Sustainability is one of the most important challenges of our time. How can we develop prosperity, without compromising the life of future generations? Companies are integrating ideas of sustainability in their marketing, corporate communications, annual reports and in their actions. Projects as

The quest for balanced curriculum: The perceptions of secondary students and teachers who experienced an integrated art and science curriculum

Science.gov (United States)

Schramm, Susan Lynn

The purpose of this study was to describe how an integrated high school curriculum unit connecting the different subject areas of art and science could be used to give students a voice in the decisions about learning. Through the data generated I examined the obstacles of integrating curriculum in a traditionally subject-centered high school. Forty-one students, nineteen biology students in the ninth grade, and twenty-two art students ranging from the tenth grade through the twelfth grade, along with their two teachers and a student teacher, were the subjects of the research. An integrated curricular unit, "Genetic Robotics," was designed specifically for this research to enable students to integrate scientific and artistic processes such as communication skills, problem-solving, critical thinking, creativity and responsiveness to the aesthetic; thus empowering them for future learning. Semi-structured interviews, surveys, questionnaires, informal conversations, reaction journals, field observations, video tapes, and official documents from the school, provided the data for this research. Data were collected using a strategy of participant-observation. The constant comparative analysis method was employed to explore emerging themes. Oak Park students' adaptability to an integrated art and science unit was found to be limited because of their inability to conceptualize curricular structures that are different from the traditional ones to which they are accustomed. Students typically scored high on standardized proficiency tests and college entrance exams. Therefore, for them to experience an innovation that is not based on the memorize-and-recall mode of learning is to risk failure and many are unwilling to do so, especially the high achieving students.

Figure/ground analogy for integrated sustainability & planning

CSIR Research Space (South Africa)

Beyers, C

2006-12-01

Full Text Available This article proposes a figure ground analogy as alternative way of conceptually integrating sustainability and planning. Within this framework planners are challenged to creatively consider planning practice and thought against a background...

Stress predictors in two Asian dental schools with an integrated curriculum and traditional curriculum.

Science.gov (United States)

Nguyen, T T T; Seki, N; Morio, I

2018-05-01

This study explored stress predictors and the role of instructional methods and institutional differences in perceived stress levels amongst students at two Asian dental schools. An anonymous questionnaire was distributed to undergraduate dental students at Tokyo Medical and Dental University (TMDU), Japan and the University of Medicine and Pharmacy (UMP), Hochiminh City, Vietnam in 2016. Data concerning the students' demographic information and grades, and responses to the Perceived Stress Scale (PSS) and Dental Environment Stress questionnaire (DES) were collected. The questionnaires were prepared in English and translated into Japanese and Vietnamese following a forward-backward translation process. Altogether 684 students answered the questionnaire with a response rate of 97% for TMDU and 89% for UMP. The mean DES score of UMP students was significantly higher than TMDU (P stress scores in several areas than UMP preclinical students. Having dentistry as their first choice of educational programme was a significant stress predictor for Japanese students whilst the clinical practicum was a significant stress predictor for Vietnamese students. Previous academic performance was not a significant stress predictor for students at either dental school. Dental students of an integrated, active-learning curriculum reported lower stress levels than students of a traditional, discipline-based curriculum. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Sustainable energy development as an integral part of hydroelectric business management

International Nuclear Information System (INIS)

Lee, W.; Yu, M.; Young, C.

1996-01-01

Elements of Ontario Hydro's strategy for sustainable energy development were discussed, highlighting key developments in the business management practices in Ontario Hydro's Hydroelectric Business Unit. Sustainable development considerations are now integral part of any business case analysis; management of the environment also has been integrated into the Utilities' business management process. Several environmental management practices intended to enhance sustainability have been introduced, including a full-fledged environmental management system based on ISO 14001 standards. Energy efficiency opportunities are aggressively pursued, including turbine upgrades, and energy efficient lighting. Experience to date indicates that business performance and progress towards sustainable energy development need not be mutually exclusive

Promoting healthy eating, active play and sustainability consciousness in early childhood curricula, addressing the Ben10™ problem: a randomised control trial.

Science.gov (United States)

Skouteris, Helen; Edwards, Susan; Rutherford, Leonie; Cutter-MacKenzie, Amy; Huang, Terry; O'Connor, Amanda

2014-06-03

This paper details the research protocol for a study funded by the Australian Research Council. An integrated approach towards helping young children respond to the significant pressures of '360 degree marketing' on their food choices, levels of active play, and sustainability consciousness via the early childhood curriculum is lacking. The overall goal of this study is to evaluate the efficacy of curriculum interventions that educators design when using a pedagogical communication strategy on children's knowledge about healthy eating, active play and the sustainability consequences of their toy food and toy selections. This cluster-randomised trial will be conducted with 300, 4 to 5 year-old children attending pre-school. Early childhood educators will develop a curriculum intervention using a pedagogical communication strategy that integrates content knowledge about healthy eating, active play and sustainability consciousness and deliver this to their pre-school class. Children will be interviewed about their knowledge of healthy eating, active play and the sustainability consequences of their food and toy selections. Parents will complete an Eating and Physical Activity Questionnaire rating their children's food preferences, digital media viewing and physical activity habits. All measures will be administered at baseline, the end of the intervention and 6 months post intervention. Informed consent will be obtained from all parents and the pre-school classes will be allocated randomly to the intervention or wait-list control group. This study is the first to utilise an integrated pedagogical communication strategy developed specifically for early childhood educators focusing on children's healthy eating, active play, and sustainability consciousness. The significance of the early childhood period, for young children's learning about healthy eating, active play and sustainability, is now unquestioned. The specific teaching and learning practices used by early

Decentralized peri-urban wastewater treatment technologies assessment integrating sustainability indicators.

Science.gov (United States)

Mena-Ulecia, Karel; Hernández, Heykel Hernández

2015-01-01

Selection of treatment technologies without considering the environmental, economic and social factors associated with each geographical context risks the occurrence of negative impacts that were not properly foreseen, working against the sustainable performance of the technology. The principal aim of this study was to evaluate 12 technologies for decentralized treatment of domestic wastewater applicable to peri-urban communities using sustainability approaches and, at the same time, continuing a discussion about how to address a more integrated assessment of overall sustainability. For this, a set of 13 indicators that embody the environmental, economic and social approach for the overall sustainability assessment were used by means of a target plot diagram as a tool for integrating indicators that represent a holistic analysis of the technologies. The obtained results put forward different degrees of sustainability, which led to the selection of: septic tank+land infiltration; up-flow anaerobic reactor+high rate trickling filter and septic tank+anaerobic filter as the most sustainable and attractive technologies to be applied in peri-urban communities, according to the employed indicators.

An integrated framework for sustainable development goals

Directory of Open Access Journals (Sweden)

David Griggs

2014-12-01

Full Text Available The United Nations (UN Rio+20 summit committed nations to develop a set of universal sustainable development goals (SDGs to build on the millennium development goals (MDGs set to expire in 2015. Research now indicates that humanity's impact on Earth's life support system is so great that further global environmental change risks undermining long-term prosperity and poverty eradication goals. Socioeconomic development and global sustainability are often posed as being in conflict because of trade-offs between a growing world population, as well as higher standards of living, and managing the effects of production and consumption on the global environment. We have established a framework for an evidence-based architecture for new goals and targets. Building on six SDGs, which integrate development and environmental considerations, we developed a comprehensive framework of goals and associated targets, which demonstrate that it is possible, and necessary, to develop integrated targets relating to food, energy, water, and ecosystem services goals; thus providing a neutral evidence-based approach to support SDG target discussions. Global analyses, using an integrated global target equation, are close to providing indicators for these targets. Alongside development-only targets and environment-only targets, these integrated targets would ensure that synergies are maximized and trade-offs are managed in the implementation of SDGs.

Knowledge and Perceptions of Visual Communications Curriculum in Arkansas Secondary Agricultural Classrooms: A Closer Look at Experiential Learning Integrations

Science.gov (United States)

Pennington, Kristin; Calico, Carley; Edgar, Leslie D.; Edgar, Don W.; Johnson, Donald M.

2015-01-01

The University of Arkansas developed and integrated visual communications curriculum related to agricultural communications into secondary agricultural programs throughout the state. The curriculum was developed, pilot tested, revised, and implemented by selected secondary agriculture teachers. The primary purpose of this study was to evaluate…

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

Exploring the Associations Among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food-Based Curriculum.

Science.gov (United States)

Stage, Virginia C; Kolasa, Kathryn M; Díaz, Sebastián R; Duffrin, Melani W

2018-01-01

Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across North Carolina and Ohio; mean age 10 years old; gender (I = 53.2% female; C = 51.6% female). Dependent variable = post-test-nutrition knowledge; independent variables = baseline-nutrition knowledge, and post-test science and mathematics knowledge. Analyses included descriptive statistics and multiple linear regression. The hypothesized model predicted post-nutrition knowledge (F(437) = 149.4, p mathematics knowledge were predictive of nutrition knowledge indicating use of an integrative science and mathematics curriculum to improve academic knowledge may also simultaneously improve nutrition knowledge among fourth-grade students. Teachers can benefit from integration by meeting multiple academic standards, efficiently using limited classroom time, and increasing nutrition education provided in the classroom. © 2018, American School Health Association.

An integrative approach to cultural competence in the psychiatric curriculum.

Science.gov (United States)

Fung, Kenneth; Andermann, Lisa; Zaretsky, Ari; Lo, Hung-Tat

2008-01-01

As it is increasingly recognized that cultural competence is an essential quality for any practicing psychiatrist, postgraduate psychiatry training programs need to incorporate cultural competence training into their curricula. This article documents the unique approach to resident cultural competence training being developed in the Department of Psychiatry at the University of Toronto, which has the largest residency training program in North America and is situated in an ethnically diverse city and country. The authors conducted a systematic review of cultural competence by searching databases including PubMed, PsycINFO, PsycArticles, CINAHL, Social Science Abstracts, and Sociological Abstracts; by searching government and professional association publications; and through on-site visits to local cross-cultural training programs. Based on the results of the review, a resident survey, and a staff retreat, the authors developed a deliberate "integrative" approach with a mindful, balanced emphasis on both generic and specific cultural competencies. Learning objectives were derived from integrating the seven core competencies of a physician as defined by the Canadian Medical Education Directions for Specialists (CanMEDS) roles framework with the tripartite model of attitudes, knowledge, and skills. The learning objectives and teaching program were further integrated across different psychiatric subspecialties and across the successive years of residency. Another unique strategy used to foster curricular and institutional change was the program's emphasis on evaluation, making use of insights from modern educational theories such as formative feedback and blueprinting. Course evaluations of the core curriculum from the first group of residents were positive. The authors propose that these changes to the curriculum may lead to enhanced cultural competence and clinical effectiveness in health care.

Integrated sustainable development and energy resource planning

OpenAIRE

Virgiliu NICULA

2011-01-01

Integrated sustainable development of a country cannot be conceived and begun without considering in an intricate tandem environmental protection and economic development. No one can exist without a natural material support of the life he or she enjoys. All economic development plans must include environmental and human civilization’s protection implicitly. Integrated resource planning must be done in an absolutely judicious manner, so we can all leave as a legacy for future generations both ...

Application of Life Cycle Assessment for Corporate Sustainability : Integrating environmental sustainability in business for value creation

NARCIS (Netherlands)

Manda, B.M.K.

2014-01-01

The main objective of this research is to make a contribution to bridge the gap between sustainability science and business management by improving the integration of sustainability in core business of corporations. The core business of corporations is to provide products and services to meet

Public Health and Preventive Medicine Meet Integrative Health: Applications of Competency Mapping to Curriculum Education at the University of Michigan.

Science.gov (United States)

Wells, Eden V; Benn, Rita K; Warber, Sara L

2015-11-01

The University of Michigan School of Public Health Preventive Medicine Residency (UMSPH PMR) Integrative Medicine Program (IMP) was developed to incorporate integrative medicine (IM), public health, and preventive medicine principles into a comprehensive curriculum for preventive medicine residents and faculty. The objectives of this project were to (1) increase the preventive medicine workforce skill sets based in complementary and alternative medicine and IM that would address individual and population health issues; (2) address the increasing demand for evidence-based IM by training physicians to implement cost-effective primary and secondary prevention services and programs; and (3) share lessons learned, curriculum evaluations, and best practices with the larger cohort of funded IM PMR programs. The UMSPH PMR collaborated with University of Michigan IM faculty to incorporate existing IM competencies with those already established for preventive medicine and public health residency training as the first critical step for IMP curriculum integration. Essential teaching strategies incorporated didactic and practicum methods, and made use of seasoned IM faculty, along with newly minted preventive medicine integrative teaching faculty, and PMR resident learners as IM teachers. The major components of the IMP curriculum included resident participation in IMP Orientation Sessions, resident leadership in epidemiology graduate IM seminars, resident rotations in IM month-long clinical practicums, resident participation in interprofessional health system-wide IM clinical case conferences, and PMR faculty enrollment in the renowned Faculty Scholars Program in Integrative Healthcare. This paper describes the novel interdisciplinary collaborations and key curriculum components that resulted in the IMP, as well as evaluation of strengths, weaknesses, and lessons learned. Copyright © 2015 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Supporting the Integration of Sustainability into Higher Education Curricula—A Case Study from Switzerland

Directory of Open Access Journals (Sweden)

Sandra Wilhelm Hamiti

2014-05-01

Full Text Available From the perspective of different stakeholders, education for sustainable development (ESD in higher education is highly desirable. In practice, however, this may present challenges, as it involves systemic and cultural changes as well as organizational transformation. A working group at the Zurich University of Applied Sciences supported such a transformative process with the aim of fostering, linking and subsequently deepening the dimensions of sustainable development in the existing curricula. By means of an assessment tool (spider diagram developed through a bottom-up action research procedure, the working group initiated a discussion on sustainability among university lecturers, research associates and students. Results support the hypothesis that resistance to incorporating dimensions of sustainability into the curriculum can effectively be avoided by such an approach. The effectiveness of the assessment tool increased the commitment and the willingness of lecturers to share a common goal of demonstrating the relevance of sustainability in higher education.

Integrating gender into a basic medical curriculum.

NARCIS (Netherlands)

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

2005-01-01

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

An integrated life cycle sustainability assessment of electricity generation in Turkey

International Nuclear Information System (INIS)

Atilgan, Burcin; Azapagic, Adisa

2016-01-01

This paper presents for the first time an integrated life cycle sustainability assessment of the electricity sector in Turkey, considering environmental, economic and social aspects. Twenty life cycle sustainability indicators (11 environmental, three economic and six social) are used to evaluate the current electricity options. Geothermal power is the best option for six environmental impacts but it has the highest capital costs. Small reservoir and run-of-river power has the lowest global warming potential while large reservoir is best for the depletion of elements and fossil resources, and acidification. It also has the lowest levelised costs, worker injuries and fatalities but provides the lowest life cycle employment opportunities. Gas power has the lowest capital costs but it provides the lowest direct employment and has the highest levelised costs and ozone layer depletion. Given these trade-offs, a multi-criteria decision analysis has been carried out to identify the most sustainable options assuming different stakeholder preferences. For all the preferences considered, hydropower is the most sustainable option for Turkey, followed by geothermal and wind electricity. This work demonstrates the importance for energy policy of an integrated life cycle sustainability assessment and how tensions between different aspects can be reconciled to identify win-win solutions. - Highlights: •First integrated life cycle sustainability assessment of the electricity sector in Turkey. •11 environmental, three economic and six social sustainability indicators estimated. •Multi-criteria decision analysis carried out to identify most sustainable options. •Hydro is the most sustainable option for Turkey, followed by geothermal and wind. •This work demonstrates how tensions among sustainability aspects can be reconciled.

Tourism development in Serbia: On the way to sustainability and European integration

Directory of Open Access Journals (Sweden)

Orlović-Lovren Violeta

2013-01-01

Full Text Available The aim of the paper is to contribute to improvement of tourism policy and practice in Serbia towards defining and implementing sustainability principles and meeting European integration requirements. It encompasses short review of international implications on Serbian tourism policy and legislation. Current policy and its sustainability are analyzed using two indicators: application of integrated (cross sector and local community approach, with particular focus on tourism, environmental and planning documents. There is general orientation towards sustainability and involvement of local community into the planning and implementation of projects in the field. Precisely defined mechanisms for public participation and integrated approach, first of all mainstreaming of environmental issues into tourism strategic document, are preconditions for reaching country’s sustainability goals and EU integration orientation. Points that should be improved are suggested and the need for mutual cooperation and capacity development of stakeholders at all levels, including further international support, strongly advocated.

Supply Chain Management and Sustainability : Procrastinating Integration in Mainstream Research

NARCIS (Netherlands)

De Brito, M.P.; Van der Laan, E.A.

2010-01-01

Research has pointed out opportunities and research agendas to integrate sustainability issues with supply chain and operations management. However, we find that it is still not mainstream practice to systematically take a sustainability approach in tackling supply chain and operations management

Supply Chain Management and Sustainability: Procrastinating Integration in Mainstream Research

NARCIS (Netherlands)

M.P. de Brito (Marisa); E.A. van der Laan (Erwin)

2010-01-01

textabstractResearch has pointed out opportunities and research agendas to integrate sustainability issues with supply chain and operations management. However, we find that it is still not mainstream practice to systematically take a sustainability approach in tackling supply chain and operations

Integrating security issues in nuclear engineering curriculum in Indonesia. Classical vs policy approaches

International Nuclear Information System (INIS)

Putero, Susetyo Hario; Rosita, Widya; Sihana, Fnu; Ferdiansjah; Santosa, Haryono Budi; Muharini, Anung

2015-01-01

Recently, risk management for nuclear facilities becomes more complex due to security issue addressed by IAEA. The harmonization between safety, safeguards and security is still questionable. It also challenges to nuclear engineering curriculum in the world how to appropriately lecture the new issue. This paper would like to describe how to integrate this issue in developing nuclear engineering curriculum in Indonesia. Indonesia has still no nuclear power plant, but there are 3 research reactors laid in Indonesia. As addition, there are several hospitals and industries utilizing radioisotopes in their activities. The knowledge about nuclear security of their staffs is also not enough for handling radioactive material furthermore the security officers. Universitas Gadjah Mada (UGM) is the only university in Indonesia offering nuclear engineering program, as consequently the university should actively play the role in overcoming this issue not only in Indonesia, but also in Southeast Asia. In the other hand, students has to have proper knowledge in order to complete in the global nuclear industry. After visited several universities in USA and participated in INSEN meeting, we found that most of universities in the world anticipate this issue by giving the student courses related to policy (non-technical) study based on IAEA NSS 12. In the other hand, the rest just make nuclear security as a case study on their class. Furthermore, almost all of programs are graduate level. UGM decided to enhance several present related undergraduate courses with security topics as first step to develop the awareness of student to nuclear security. The next (curriculum 2016) is to integrate security topics into the entire of curriculum including designing a nuclear security elective course for undergraduate level. The first trial has successfully improved the student knowledge and awareness on nuclear security. (author)

Integrating Information Literacy and Evidence-Based Medicine Content within a New School of Medicine Curriculum: Process and Outcome.

Science.gov (United States)

Muellenbach, Joanne M; Houk, Kathryn M; E Thimons, Dana; Rodriguez, Bredny

2018-01-01

This column describes a process for integrating information literacy (IL) and evidence-based medicine (EBM) content within a new school of medicine curriculum. The project was a collaborative effort among health sciences librarians, curriculum deans, directors, and faculty. The health sciences librarians became members of the curriculum committees, developed a successful proposal for IL and EBM content within the curriculum, and were invited to become course instructors for Analytics in Medicine. As course instructors, the librarians worked with the other faculty instructors to design and deliver active learning class sessions based on a flipped classroom approach using a proprietary Information Mastery curriculum. Results of this collaboration may add to the knowledge base of attitudes and skills needed to practice as full faculty partners in curricular design and instruction.

The Integrated Model of Sustainability Perspective in Spermatophyta Learning Based on Local Wisdom

Science.gov (United States)

Hartadiyati, E.; Rizqiyah, K.; Wiyanto; Rusilowati, A.; Prasetia, A. P. B.

2017-09-01

In present condition, culture is diminished, the change of social order toward the generation that has no policy and pro-sustainability; As well as the advancement of science and technology are often treated unwisely so as to excite local wisdom. It is therefore necessary to explore intra-curricular local wisdom in schools. This study aims to produce an integration model of sustainability perspectives based on local wisdom on spermatophyta material that is feasible and effective. This research uses define, design and develop stages to an integration model of sustainability perspectives based on local wisdom on spermatophyta material. The resulting product is an integration model of socio-cultural, economic and environmental sustainability perspective and formulated with preventive, preserve and build action on spermatophyta material consisting of identification and classification, metagenesis and the role of spermatophyta for human life. The integration model of sustainability perspective in learning spermatophyta based on local wisdom is considered proven to be effective in raising sustainability’s awareness of high school students.

FOREN 2004. Sustainable Energy Development and European Integration

International Nuclear Information System (INIS)

Iancu Iulian

2004-01-01

The 7th Regional Energy Forum- FOREN 2004 with the main topic 'Sustainable Energy Development and European Integration' took place in Neptun-Olimp, on 13th to 17th June 2004. The event was organized by WEC Romanian National Committee, under the auspices of the World Energy Council (WEC). The event was accompanied by several related manifestation as: An up to date Technical Programme designed to explore key issues concerning the ability of the Romanian energy industry to integrate in the European Union; An Exhibition providing first hand access to service and equipment providers; A Partnership Programme, to present the achievements and developments of power companies in round tables, film projections, technical visits and advertising; Social events giving to participants the opportunity to establish direct connections with the Romanian colleagues. The Forum was open to members of the World Energy Council, energy industry leaders, government ministers and officials, heads of international organizations like: UNECE, EC, IEA, Eurelectric, IGU, EUROgas, USAID, academics, media, individual and corporate members interested in sustainable energy development. For further details concerning the agenda and registration. Forum 2004 was structured on five sections each containing a key issue a panel session, communication session and poster presentation on the following items: 1. Energy legislation and institutional framework; 2. The technological dimension of sustainable energy; 3. The ecological dimension of sustainable development; 4. The social dimension of sustainable development; 5. The power equipment manufacturing industry

Validation of the integration of HIV and AIDS related nursing competencies into the undergraduate nursing curriculum in South Africa

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Regis R. Marie Modeste

2015-12-01

Full Text Available Background: Being in its fourth decade, HIV remains an epidemic that requires combined efforts for the global fight. The strategies planned and implemented in the fight against HIV include reversing and halting the spread of HIV, increasing health care access, and strengthening the health care system. South Africa has made the fight one of its top priorities, and has developed plans to increase the role of nurses in the management of HIV, demonstrating its willingness, commitment and progress in the fight against HIV. Objective: This article presents the validation process conducted to confirm the integration and mapping of the HIV and AIDS related nursing competencies into the four-year Bachelor of Nursing programme at a university in South Africa. Methods: This study adopted a constructivist paradigm, using a qualitative approach, applyingthe design step of the process model of curriculum development, to validate the inte gration of the mapped HIV and AIDS related nursing competencies into the undergraduate nursing curriculum. Results: For each competency, outcomes were developed for each year. Participants confirmed completeness of outcomes and appropriateness of the mapping of the HIV and AIDS related outcomes into the nursing curriculum, as well as the feasibility and practicability of the integration. Conclusion: Required resources for integration of HIV and AIDS related nursing competencies, such as human resources and nurse educators’ continued personal development were identified, as well as barriers to integration, and measures to eliminate them were discussed. The importance of integration of HIV and AIDS nursing competencies into the curriculum was reiterated.

Integration: valuing stakeholder input in setting priorities for socially sustainable egg production.

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Swanson, J C; Lee, Y; Thompson, P B; Bawden, R; Mench, J A

2011-09-01

Setting directions and goals for animal production systems requires the integration of information achieved through internal and external processes. The importance of stakeholder input in setting goals for sustainable animal production systems should not be overlooked by the agricultural animal industries. Stakeholders play an integral role in setting the course for many aspects of animal production, from influencing consumer preferences to setting public policy. The Socially Sustainable Egg Production Project (SSEP) involved the development of white papers on various aspects of egg production, followed by a stakeholder workshop to help frame the issues for the future of sustainable egg production. Representatives from the environmental, food safety, food retail, consumer, animal welfare, and the general farm and egg production sectors participated with members of the SSEP coordination team in a 1.5-d workshop to explore socially sustainable egg production. This paper reviews the published literature on values integration methodologies and the lessons learned from animal welfare assessment models. The integration method used for the SSEP stakeholder workshop and its outcome are then summarized. The method used for the SSEP stakeholder workshop can be used to obtain stakeholder input on sustainable production in other farm animal industries.

Integrated farm sustainability assessment for the environmental management of rural activities

International Nuclear Information System (INIS)

Stachetii Rodrigues, Geraldo; Aparecida Rodrigues, Izilda; Almeida Buschinelli, Claudio Cesar de; Barros, Inacio de

2010-01-01

Farmers have been increasingly called upon to respond to an ongoing redefinition in consumers' demands, having as a converging theme the search for sustainable production practices. In order to satisfy this objective, instruments for the environmental management of agricultural activities have been sought out. Environmental impact assessment methods are appropriate tools to address the choice of technologies and management practices to minimize negative effects of agricultural development, while maximizing productive efficiency, sound usage of natural resources, conservation of ecological assets and equitable access to wealth generation means. The 'system for weighted environmental impact assessment of rural activities' (APOIA-NovoRural) presented in this paper is organized to provide integrated farm sustainability assessment according to quantitative environmental standards and defined socio-economic benchmarks. The system integrates sixty-two objective indicators in five sustainability dimensions - (i) Landscape ecology, (ii) Environmental quality (atmosphere, water and soil), (iii) Sociocultural values, (iv) Economic values, and (v) Management and administration. Impact indices are expressed in three integration levels: (i) specific indicators, that offer a diagnostic and managerial tool for farmers and rural administrators, by pointing out particular attributes of the rural activities that may be failing to comply with defined environmental performance objectives; (ii) integrated sustainability dimensions, that show decision-makers the major contributions of the rural activities toward local sustainable development, facilitating the definition of control actions and promotion measures; and (iii) aggregated sustainability index, that can be considered a yardstick for eco-certification purposes. Nine fully documented case studies carried out with the APOIA-NovoRural system, focusing on different scales, diverse rural activities/farming systems, and contrasting

Agricultural Awareness Activities and Their Integration into the Curriculum as Perceived by Elementary Teachers.

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Knobloch, Neil A.; Martin, Robert A.

2000-01-01

Responses from 281 of 689 elementary teachers indicated they had positive perceptions of the agriculture industry and integration of agriculture into the curriculum. Over 80% used agriculture activities, especially the study of animals, plants, food, nutrition, environment, wildlife, and insects. (Contains 38 references.) (SK)

Students' perception of an integrated approach of teaching entire sequence of medicinal chemistry, pharmacology, and pharmacotherapeutics courses in PharmD curriculum.

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Islam, Mohammed A; Schweiger, Teresa A

2015-04-01

To develop an integrated approach of teaching medicinal chemistry, pharmacology, and pharmacotherapeutics and to evaluate students' perceptions of integration as they progress through the PharmD curriculum. Instructors from each discipline jointly mapped the course contents and sequenced the course delivery based on organ systems/disease states. Medicinal chemistry and pharmacology contents were integrated and aligned with respective pharmacotherapeutics contents to deliver throughout second and third year of the curriculum. In addition to classroom lectures, active learning strategies such as recitation, case studies, online-discussion boards, open book quizzes, and writing patient progress notes were incorporated to enhance student learning. Student learning was assessed by examination scores, patient progress notes, and writing assignments. The impact of course integration was evaluated by a Web-based survey. One hundred and sixty-nine students completed the survey. Students exhibited positive attitude toward the integrated approach of teaching medicinal chemistry, pharmacology, and therapeutics. The P3 and P4 students better appreciated the benefits of integration compared to P2 students (P < .05). Students perceived the course integration as an effective way of learning. This study supports course improvement and the viability of expanding the concept of integration to other courses in the curriculum. © The Author(s) 2014.

Sustainable mobility considered integratively; Nachhaltige Mobilitaet integrativ betrachtet

Energy Technology Data Exchange (ETDEWEB)

Keimel, H.; Berghof, R.; Borken, J.; Klann, U.

2004-07-01

The book investigates a status quo and possible development paths of the activity field mobility and traffic in the frame of an integrative sustainability concept of the Helmholtz community. The authors offer on a very broad and actual data base a structured inventory of many facets and aspects, related directly or indirectly to mobility. It is an analysis of sustainability deficits and estimations of the future development taking into account different politic-social, economical and technical boundary conditions. (GL)

JOURNAL CLUB: Redefining the Radiology Curriculum in Medical School: Vertical Integration and Global Accessibility.

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Retrouvey, Michele; Trace, Anthony Paul; Goodmurphy, Craig W; Shaves, Sarah

2018-01-01

Radiology interconnects medical disciplines given that a working understanding of imaging is essential to clinicians of every specialty. Using online education, we created a globally accessible, web-based undergraduate medical radiology curriculum modeled after the National Medical Student Curriculum in Radiology program of the Alliance of Medical Student Educators in Radiology. Seventy-four radiology faculty-mentored video modules were produced, 50 of which were integrated into the 1st-year anatomy course. We administered tests to medical students before and after students saw the videos to assess the effectiveness of the modules. We surveyed students on their interests in pursuing radiology as a career before and after participating in this curriculum. On the preexamination questions, the mean score was 58.0%, which increased to 83.6% on the pair-matched imaging-related questions on the actual examination. Before participating in the new curriculum, 88% of students did not express an interest in radiology, and 9% were undecided about radiology as a future career. There was an increase in students who reported that they would definitely or most likely pursue a career in radiology (7%) after they had viewed the lectures. Radiology education is now available to a greater number of multidisciplinary learners worldwide. This project produced a comprehensive, globally accessible radiology curriculum in a self-paced, flexible learning format for new generations of physicians.

Integration of Geospatial Technologies into K-12 Curriculum: An Investigation of Teacher and Student Perceptions and Student Academic Achievement

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Goldstein, Donna L.

2010-01-01

The purpose of this study was to explore outcomes of a GIS/GPS integration process: to (a) examine student responses to GIS and GPS inclusion in their curriculum, (b) determine whether a relationship exists between inclusion of GIS into existing K-12 curriculum and student achievement, (c) examine the effectiveness of GIS professional development…

Curriculum-Integrated Information Literacy (CIIL) in a Community College Nursing Program: A Practical Model

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Argüelles, Carlos

2016-01-01

This article describes a strategy to integrate information literacy into the curriculum of a nursing program in a community college. The model is articulated in four explained phases: preparatory, planning, implementation, and evaluation. It describes a collaborative process encouraging librarians to work with nursing faculty, driving students to…

Motivating Students on ICT-Related Study Programs to Engage with the Subject of Sustainable Development

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Hilty, Lorenz M.; Huber, Patrizia

2018-01-01

Purpose: Sustainable development (SD) does not usually form part of the curriculum of ICT-related study programs such as Computer Science, Information Technology, Information Systems, and Informatics. However, many topics form a bridge between SD and ICT and could potentially be integrated into ICT-related study programs. This paper reports the…

INTEGRATION OF SUSTAINABLE DEVELOPMENT AND QUALITY ON ORGANISATIONAL AND REGIONAL LEVEL

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Aleksandra Kokic Arsic

2016-09-01

Full Text Available Subject of the article is an integration of quality management and sustainable development, with the basis of considerations of sustainable development and the structure of the key quality factors pointed to the possibility of achieving synergy of action on the most important variables, as well as the established model of integration of these two complex concepts. Areas of our study were 83 organizations in the region of Central Serbia. The study was based on questionnaires which contained 50 questions about the level of quality and sustainable development in the companies surveyed. Results of research highlights the most influenced variables in condition of constraints related to transition economy characteristics.

Constructing the integral concept on the basis of the idea of accumulation: suggestion for a high school curriculum

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Kouropatov, Anatoli; Dreyfus, Tommy

2013-07-01

Students have a tendency to see integral calculus as a series of procedures with associated algorithms and many do not develop a conceptual grasp giving them the desirable versatility of thought. Thus, instead of a proceptual view of the symbols in integration, they have, at best, a process-oriented view. On the other hand, it is not surprising that many students find concepts such as the integral difficult when they are unable to experience these processes directly in the classroom. With a view towards improving this situation, constructing the integral concept on the basis of the idea of accumulation has been proposed (Educ Stud Math. 1994;26:229-274; Integral as accumulation: a didactical perspective for school mathematics; Thessaloniki: PME; 2009. p. 417-424). In this paper, we discuss a curriculum that is based on this idea and a design for curriculum materials that are intended to develop an improved cognitive base for a flexible proceptual understanding of the integral and integration in high school. The main focus is on how we (mathematics teachers and mathematics educators) might teach the integral concept in order to help high school students to construct meaningful knowledge alongside acquiring technical abilities.

Nursing curriculums may hinder a career in gerontological nursing: An integrative review.

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Garbrah, William; Välimäki, Tarja; Palovaara, Marjo; Kankkunen, Päivi

2017-09-01

To investigate what prevents undergraduate nursing students from choosing gerontological nursing as a career option. This study utilised an integrative literature review, which allows the inclusion of previous studies with diverse research designs to gain a broader view of the reasons why nursing students do not choose a gerontological nursing career. An electronic database search of CINAHL (Ebsco), Scopus and Eric elicited 251 scientific peer-reviewed empirical studies, published from 2006 to March 2016 in English. After meeting the inclusion criteria, 97 qualified for closer examination. Following exclusion, the final analysis and synthesis included 21 articles. Four main themes described nursing students' contributing reasons for not selecting gerontological nursing as a career option: socio-demographic factors; experiences, perceptions and knowledge about ageing; perceptions concerning the nature or status of gerontological nursing; and theoretical studies and practical education of nursing curriculum. Lack of positive experiences with older people before and during nursing students' studies led to their disinterest in gerontological nursing as a career option. The nursing curriculum also reinforces the perception of modern nursing as technical, with more emphasis on acute and critical care. The findings emphasise the need to implement an age-friendly curriculum and have nurses that specialise in gerontology to serve as mentors and role models. It is important to assist nursing students in identifying the potentials for career advancement in terms of gerontological nursing. There is also a need for nursing faculties to liaise with other stakeholders to develop or improve upon the clinical atmosphere for nursing students during gerontological nursing placement. Nursing faculties must review their curriculum to ensure that there is sufficient focus on the needs of older people within the curriculum for every student. Furthermore, respected role models who are

Sustainability and integration of radioecology-position paper.

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Muikku, M; Beresford, N A; Garnier-Laplace, J; Real, A; Sirkka, L; Thorne, M; Vandenhove, H; Willrodt, C

2018-03-01

This position paper gives an overview of how the COMET project (COordination and iMplementation of a pan-European instrumenT for radioecology, a combined Collaborative Project and Coordination and Support Action under the EC/Euratom 7th Framework Programme) contributed to the integration and sustainability of radioecology in Europe via its support to and interaction with the European Radioecology ALLIANCE. COMET built upon the foundations laid by the FP7 project STAR (Strategic Network for Integrating Radioecology) Network of Excellence in radioecology. In close association with the ALLIANCE, and based on the Strategic Research Agenda (SRA), COMET developed innovative mechanisms for joint programming and implementation of radioecological research. To facilitate and foster future integration under a common federating structure, research activities developed within COMET were targeted at radioecological research needs identified in the SRA. Furthermore, COMET maintained and developed strong mechanisms for knowledge exchange, dissemination and training to enhance and maintain European capacity, competence and skills in radioecology. In the short term the work to promote radioecology will continue under the H2020 project EJP-CONCERT (European Joint Programme for the Integration of Radiation Protection Research). The EJP-CONCERT project (2015-2020) aims to develop a sustainable structure for promoting and administering joint programming and open research calls in the field of radiation protection research for Europe. In the longer term, radioecological research will be facilitated by the ALLIANCE. External funding is, however, required in order to be able to answer emerging research needs.

Integrating SFA Technology into the Sales Curriculum: Helping Students Understand What, Why, and When

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Jelinek, Ronald

2018-01-01

While sales force automation (SFA) and customer relationship management are important concepts in business-to-business selling, many instructors struggle to effectively integrate these topics into their curriculum. The research described in this article offers a role play and two coordinating sets of slides that aim to help students better…

Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views

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Gisela Cebrián

2015-03-01

Full Text Available In the context of higher education, over 100 universities have signed international declarations and have committed to embed sustainability within their operations, outreach, education and research. However, despite the declaration of good intentions and policy developments at the national, regional and international level, little has been achieved in terms of embedding education for sustainable development holistically in the curriculum. To date, a number of research studies have focused on the perceptions and views of university students in relation to sustainable development knowledge, skills and competencies; however, few studies have focused on student teachers’ perceptions of education for sustainable development. The aim of this study was to explore the perceptions and views of a group of thirty-two student teachers in relation to education for sustainable development competencies. The research instrument used was a questionnaire. This study provides evidence on the education for sustainable development (ESD competencies that student teachers would prioritize in a school project related to ESD: acquisition of knowledge and practical skills related to nature and natural sciences, to the detriment of other types of learning, such as the promotion of ethical values, positive attitudes towards sustainability and the management of emotions among their future primary school students. Existing ESD theoretical frameworks need to become more alive and integrated within the existing teacher education curriculum to promote the awareness and development of ESD competencies amongst student teachers.

DISEÑO CURRICULAR: DE LA INTEGRACIÓN A LA COMPLEJIDAD (CURRICULUM DESIGN: FROM INTEGRATION TO COMPLEXITY

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Badilla Saxe Eleonora

2009-08-01

Full Text Available Resumen:En este ensayo se muestra un tránsito que podría seguir el diseño curricular desde la integración hacia la complejidad. Se parte de las ideas de James Beane y John Deswey sobre la Integración Curricular y las Actividades Ocupacionales respectivamente para pasar por los llamados Ejes Transversales y el Enfoque por Proyectos, con miras a evolucionar hacia la Pedagogía de la Complejidad, tomando como base las ideas para promover el pensamiento complejo que propone Edgar Morin. Como conclusión se propone un cambio en la metáfora con la cual se diseñan currículos y planes de estudio.Abstract:This essay shows a path that can be taken when designing curriculum, that goes from Integration onto Complexity. It starts with Jeames Beane´s Curriculum Integration and John Dewey´s Occupational Activities, going through Transversal Axis and Project Approach, with the goal to evolve into the Pedagogy of Complexity, based on Edgar Morin´s ideas to stimulate complex thinking. A change of metaphor for curriculum design is proposed, as a conclusion.

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

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Ross, David A; Rohrbaugh, Robert

2014-04-01

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

SUSTAIN:Urban Modeling Systems Integrating Optimization and Economics

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The System for Urban Stormwater Treatment and Analysis INtegration (SUSTAIN) was developed by the U.S. Environmental Protection Agency to support practitioners in developing cost-effective management plans for municipal storm water programs and evaluating and selecting Best Manag...

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

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

2016-10-01

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

Horizontal and vertical integration of academic disciplines in the medical school curriculum.

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Vidic, Branislav; Weitlauf, Harry M

2002-05-01

A rapid expansion of new scientific information and the introduction of new technology in operative and diagnostic medicine has marked the last several decades. Medical educators, because of and parallel to these developments, initiated a search for a more effective system of presenting core material to medical students. The new educational trends, although varying somewhat from one institution to another, concentrated on the following pedagogical shifts: 1) expansion of conceptual presentation of material at the expense of detail-oriented education; 2) amplification of an integrated approach, as opposed to subject-oriented instruction; 3) scheduling of elective courses to compliment required courses in the curriculum; and 4) institution of small group instruction (i.e., problem-based learning) to actively involve students in the educational process and to develop deductive reasoning based on clinical cases. The future pedagogical system in medical schools will most likely be a combination of "classical" presentation of material combined with concept-oriented, subject-integrated and small group instruction based on either hypothetical or real clinical cases. It is imperative for the success of the new curriculum, however, that certain criteria are satisfied: 1) reorganize basic science departments to determine course ownership; 2) establish a reward system for teaching faculty; and 3) establish new course objectives. Copyright 2002 Wiley-Liss, Inc.

Integrated weed management for sustainable rice production: concepts, perspectives and options

International Nuclear Information System (INIS)

Amartalingam Rajan

2002-01-01

Weed management has always been in some way integrated with cultural and biological methods, probably occurring more fortuitously than purposefully. Experience has shown that repeated use of any weed control technique especially in monocultures production systems results in rapid emergence of weeds more adapted to the new practice. In intensive high input farming systems, heavy selection pressure for herbicide tolerant weeds and the environmental impacts of these inputs are important tissues that require a good understanding of agroecosystem for successful integration of available options. Rice culture, in particular flooded rice culture has always employed integration through an evolution of management practices over the generations. However, a vast majority office farmers in Asia have yet to achieve the high returns realised by farmers elsewhere, where a near optimum combination of high inputs are being effectively integrated for maximum productivity. In addition to technological and management limitations, farmers in developing countries are faced with social, economic and policy constraints. On the other hand, farmers who had achieved considerable increases in productivity through labour replacing technologies, in particular direct seeding with the aid of herbicides, are now faced with issues related to environmental concerns due to high levels of these inputs. The issues facing weed scientists and farmers alike in managing weeds effectively and in a manner to ensure sustainability have become more challenging than ever before. In the last two decades, no issue has been discussed so. intensively as Sustainable Farming, Sustainable Agriculture or Alternative Agriculture within the broader global concept of Sustainable Development. To address these challenges a clear perspective of sustainable farming is essential. This paper addresses these concepts, perspectives and options for choices in weed management for sustainable rice production. (Author)

Developing a Participatory Pedagogical and Multidisciplinary Approach for Integrating HIV/AIDS into University Curriculum

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Mulwo, Abraham Kiprop; Chemai, Lemmy

2015-01-01

The current framework for integrating HIV/AIDS into university curriculum is mainly informed by the need to make HIV/AIDS education relevant to specific disciplines, and to equip graduates with necessary skills to respond to HIV/AIDS in their professional capacities. This strategy mainly emphasizes content and knowledge and largely ignores the…

Sustainability Policy and Sustainability in Higher Education Curricula: The Educational Developer Perspective

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Baughan, Patrick

2015-01-01

Various studies have investigated the views of higher education staff and students about sustainability, yet educational developer perspectives are under-represented in the research. This project gathered educational developer perspectives about sustainability in the curriculum. It sought to capture their views about a national sustainability…

Integrated Metrics for Improving the Life Cycle Approach to Assessing Product System Sustainability

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Wesley Ingwersen

2014-03-01

Full Text Available Life cycle approaches are critical for identifying and reducing environmental burdens of products. While these methods can indicate potential environmental impacts of a product, current Life Cycle Assessment (LCA methods fail to integrate the multiple impacts of a system into unified measures of social, economic or environmental performance related to sustainability. Integrated metrics that combine multiple aspects of system performance based on a common scientific or economic principle have proven to be valuable for sustainability evaluation. In this work, we propose methods of adapting four integrated metrics for use with LCAs of product systems: ecological footprint, emergy, green net value added, and Fisher information. These metrics provide information on the full product system in land, energy, monetary equivalents, and as a unitless information index; each bundled with one or more indicators for reporting. When used together and for relative comparison, integrated metrics provide a broader coverage of sustainability aspects from multiple theoretical perspectives that is more likely to illuminate potential issues than individual impact indicators. These integrated metrics are recommended for use in combination with traditional indicators used in LCA. Future work will test and demonstrate the value of using these integrated metrics and combinations to assess product system sustainability.

Final Year Undergraduates' Perceptions of the Integration of Soft Skills in the Formal Curriculum: A Survey of Malaysian Public Universities

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Devadason, Evelyn Shyamala; Subramaniam, Thirunaukarasu; Daniel, Esther Gnanamalar Sarojini

2010-01-01

A recent initiative or skill bridging measure taken by the Malaysian public universities is to build into the formal curriculum soft skills to produce graduates with a right balance of diverse abilities. However, to date, there is no comprehensive attempt to review the integration of soft skills in the formal curriculum (both coursework and…

INTEGRATED ASSESSMENT OF BUILDINGS QUALITY IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT PRINCIPLES

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Mária Kozlovská

2014-12-01

Full Text Available Purpose: The aim of the paper is to analyse the assumptions for integrated assessment of buildings quality in the context of sustainable development principles. The sustainable (or “green” buildings are cost effective, environmentally friendly and conserving natural resources. The buildings are comfortable for the users, are also healthy and optimally integrated into socio-cultural environment; thereby have long maintained their high added value – for investors, owners as well as users.Design methodology/approach: The methodology of the paper consists in analyses of certification systems that assess buildings sustainability within wider environmental, economic and social relations. An effort to increase the quality of construction and to provide objectified assessment with measurable and comparable results has evoked the origin and development of the tools for buildings sustainability assessment. In the case study, there are analysed the approaches into assessment of one from few certified sustainable projects in Slovakia “EcoPoint Office Center Kosice”. The results are destined for potential investors perhaps even for present owners that have ambitions and responsibility for building sustainability principles performance when designing and using their properties.Findings: The results of the research imply identification of the key characteristics expressing the comprehensive quality of the building and are leading to specification of practical and social implications that are provided by the sustainability philosophy.Originality/value: The force of the paper is to mention the approaches into integrated assessment of construction quality in the context of sustainability principles and the importance of their more extensive implementation in Slovakia. The approaches into the sustainability principles performance as well as the real benefits of the sustainable building are declared through case study of the building EcoPoint Office

Exploring the Associations among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food-Based Curriculum

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Stage, Virginia C.; Kolasa, Kathryn M.; Díaz, Sebastián R.; Duffrin, Melani W.

2018-01-01

Background: Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. Methods: Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across…

Curriculum Integration in Distance Learning at Primary and Secondary Educational Levels on the Example of eTwinning Projects

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Gajek, Elzbieta

2018-01-01

Curriculum integration is one of the concepts which has been discussed for years. Telecollaborative projects, which employ elements of distance learning, provide opportunities for putting the idea into practice. Analysis of eTwinning projects undertaken in Polish schools aims at demonstrating the integrative role of distance learning approaches…

Integration Research for Shaping Sustainable Regional Landscapes

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David J. Brunckhorst

2005-01-01

Full Text Available Ecological and social systems are complex and entwined. Complex social-ecological systems interact in a multitude of ways at many spatial scales across time. Their interactions can contribute both positive and negative consequences in terms of sustainability and the context in which they exist affecting future landscape change. Non-metropolitan landscapes are the major theatre of interactions where large-scale alteration occurs precipitated by local to global forces of economic, social, and environmental change. Such regional landscape effects are critical also to local natural resource and social sustainability. The institutions contributing pressures and responses consequently shape future landscapes and in turn influence how social systems, resource users, governments, and policy makers perceive those landscapes and their future. Science and policy for “sustainable” futures need to be integrated at the applied “on-ground” level where products and effects of system interactions are fully included, even if unobserved. Government agencies and funding bodies often consider such research as “high-risk.” This paper provides some examples of interdisciplinary research that has provided a level of holistic integration through close engagement with landholders and communities or through deliberately implementing integrative and innovative on-ground experimental models. In retrospect, such projects have to some degree integrated through spatial (if not temporal synthesis, policy analysis, and (new or changed institutional arrangements that are relevant locally and acceptable in business, as well as at broader levels of government and geography. This has provided transferable outcomes that can contribute real options and adaptive capacity for suitable positive futures.

Building reactor operator sustain expert system with C language integrated production system

International Nuclear Information System (INIS)

Ouyang Qin; Hu Shouyin; Wang Ruipian

2002-01-01

The development of the reactor operator sustain expert system is introduced, the capability of building reactor operator sustain expert system is discussed with C Language Integrated Production System (Clips), and a simple antitype of expert system is illustrated. The limitation of building reactor operator sustain expert system with Clips is also discussed

The Effects of Curriculum Integration on the Academic Achievement of Secondary Career and Technical Students

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Jones, Patricia Anders

2012-01-01

Using a causal-comparative design, this quantitative study investigated whether or not the curriculum integration of academic subjects with career and technical education classes affected secondary students' academic performance as assessed by scores on standardized tests. The purposive sample was drawn from students in Trade and Industry classes…

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.

The Role of Integrated Indicators in Exhibiting Business Contribution to Sustainable Development: a Survey of Sustainability Reporting Initiatives

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Fernando Azcárate

2011-12-01

Full Text Available Pag. THE ROLE OF INTEGRATED INDICATORS IN EXHIBITING BUSINESS CONTRIBUTION TO SUSTAINABLE DEVELOPMENT: A SURVEY OF SUSTAINABILITY REPORTING INITIATIVESEL PAPEL DE LOS INDICADORES INTEGRADOS EN LA CONTRIBUCIÓN EMPRESARIAL AL DESARROLLO SOSTENIBLE: UN ESTUDIO DE LAS INICIATIVAS PARA EL REPORTING DE SOSTENIBILIDADEl papel de los indicadores integrados en la contribución empresarial al desarrollo sostenible: un estudio de las iniciativas para el reporting de sostenibilidadThis paper aims to analyse the role of integrated indicators included in sustainability reporting initiatives in exhibiting business contribution to Sustainable Development.Content analysis of five core initiatives has been carried out to identify strong or weak sustainability arguments within the whole set of indicators. According to the findings, the analyzed initiatives raise a collection of integrated indicators that suggest managerial capture of the concept of Sustainable Development.El presente trabajo aborda el estudio de los indicadores integrados como elemento central para conseguir que las memorias de sostenibilidad cumplan el objetivo de mostrar la contribución que una organización realiza a la consecución del Desarrollo Sostenible. Para ello se ha realizado un análisis de contenido de cinco de las principales iniciativas internacionales que las empresas pueden utilizar como guía para elaborar sus memorias de sostenibilidad con el objetivo de identificar los indicadores integrados que proponen y evidenciar cuál es la visión de la sostenibilidad que en ellos subyace. Los resultados muestran que las iniciativas analizadas plantean un conjunto de indicadores integrados que favorece que las organizaciones puedan capturar el concepto de Desarrollo Sostenible.

Integrating Medical Simulation Into the Physician Assistant Physiology Curriculum.

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Li, Lixin; Lopes, John; Zhou, Joseph Yi; Xu, Biao

2016-12-01

Medical simulation has recently been used in medical education, and evidence indicates that it is a valuable tool for teaching and evaluation. Very few studies have evaluated the integration of medical simulation in medical physiology education, particularly in PA programs. This study was designed to assess the value of integrating medical simulation into the PA physiology curriculum. Seventy-five students from the PA program at Central Michigan University participated in this study. Mannequin-based simulation was used to simulate a patient with hemorrhagic shock and congestive heart failure to demonstrate the Frank-Starling force and cardiac function curve. Before and after the medical simulation, students completed a questionnaire as a self-assessment. A knowledge test was also delivered after the simulation. Our study demonstrated a significant improvement in student confidence in understanding congestive heart failure, hemorrhagic shock, and the Frank-Starling curve after the simulation. Medical simulation may be an effective way to enhance basic science learning experiences for students and an ideal supplement to traditional, lecture-based teaching in PA education.

Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden.

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Dahle, L O; Brynhildsen, J; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M

2002-05-01

Problem-based learning (PBL), combined with early patient contact, multiprofessional education and emphasis on development of communications skills, has become the basis for the medical curriculum at the Faculty of Health Sciences in Linköping (FHS), Sweden, which was started in 1986. Important elements in the curriculum are vertical integration, i.e. integration between the clinical and basic science parts of the curriculum and horizontal integration between different subject areas. This article discusses the importance of vertical integration in an undergraduate medical curriculum, according to experiences from the Faculty of Health Sciences in Linköping, and also give examples on how it has been implemented during the latest 15 years. Results and views put forward in published articles concerning vertical integration within undergraduate medical education are discussed in relation to the experiences in Linköping. Vertical integration between basic sciences and clinical medicine in a PBL setting has been found to stimulate profound rather than superficial learning, and thereby stimulates better understanding of important biomedical principles. Integration probably leads to better retention of knowledge and the ability to apply basic science principles in the appropriate clinical context. Integration throughout the whole curriculum entails a lot of time and work in respect of planning, organization and execution. The teachers have to be deeply involved and enthusiastic and have to cooperate over departmental borders, which may produce positive spin-off effects in teaching and research but also conflicts that have to be resolved. The authors believe vertical integration supports PBL and stimulates deep and lifelong learning.

Integrating critical thinking and evidence-based dentistry across a four-year dental curriculum: a model for independent learning.

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Marshall, Teresa A; Straub-Morarend, Cheryl L; Handoo, Nidhi; Solow, Catherine M; Cunningham-Ford, Marsha A; Finkelstein, Michael W

2014-03-01

Introducing critical thinking and evidence-based dentistry (EBD) content into an established dental curriculum can be a difficult and challenging process. Over the past three years, the University of Iowa College of Dentistry has developed and implemented a progressive four-year integrated critical thinking and EBD curriculum. The objective of this article is to describe the development and implementation process to make it available as a model for other dental schools contemplating introduction of critical thinking and EBD into their curricula. The newly designed curriculum built upon an existing problem-based learning foundation, which introduces critical thinking and the scientific literature in the D1 year, in order to expose students to the rationale and resources for practicing EBD in the D2 and D3 years and provide opportunities to practice critical thinking and apply the EBD five-step process in the D2, D3, and D4 years. All curricular content is online, and D3 and D4 EBD activities are integrated within existing clinical responsibilities. The curricular content, student resources, and student activities are described.

"INTEGRATED QUALITY MANAGEMENT" AS A SUBJECT IN HIGHER EDUCATION CURRICULUM

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Stevan Živojinović

2007-03-01

Full Text Available The importance of introduction of "Integrated quality management" into higher education curricula arises from the need for students to grasp synergetic application of new and advanced approaches to theoretical and practical management quality and process based management in particular as well as understanding a unified concept which improves conformity and linking of all levels in management hierarchy (normative, strategic and operational toward accomplishment of successful business performance. A curriculum is proposed (as a contribution to a map of necessary knowledge to be expected from prospective quality personnel with appropriate topics in accordance with studies objective and chosen up-to-date options of management concepts and methods.

Building a Competency-Based Curriculum in Social Work Education

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Bracy, Wanda

2018-01-01

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

Developing an integrated organ/system curriculum with community-orientation for a new medical college in Jazan, Saudi Arabia

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Mostafa M El-Naggar

2007-01-01

Conclusion: The new curriculum adopted by the Jazan Faculty of Medicine is an integrated, organ/ system based, community-oriented, with early clinical skills, elective modules, and innovative methods of instructions.

Integrated Nutrient and Water Management for Sustainable Food ...

International Development Research Centre (IDRC) Digital Library (Canada)

Integrated Nutrient and Water Management for Sustainable Food Production in the Sahel (CIFSRF). In the Sahel, agricultural production is strictly limited by drought and low soil fertility. In 2005 and 2010, these two factors led to food scarcity in Niger. However, innovative technologies such as microdose fertilization ...

Mentoring BUGS: An Integrated Science and Technology Curriculum

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Harrell, Pamela Esprivalo; Walker, Michelle; Hildreth, Bertina; Tyler-Wood, Tandra

2004-01-01

The current study describes an authentic learning experience designed to develop technology and science process skills through a carefully scaffolded curriculum using mealworms as a content focus. An individual mentor assigned to each 4th and 5th grade girl participating in the program delivered the curriculum. Results indicate mastery of science…

Research training in integrative medicine: how can we make teaching and learning in research methods more sustainable and engaging?

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Witt, Claudia M; Withers, Shelly Rafferty

2013-01-01

The aim of this project was to identify strategies for increasing learner engagement and knowledge retention in clinical research training of complementary and integrative medicine (CIM) practitioners, and to offer a conceptual framework to address clinical research training for CIM practitioners. In a featured large-group discussion (15min presentation and 30min discussion), two questions (strategies that are recommended to overcome these barriers; relevant aspects for a framework for building sustainable knowledge) were put to the audience. The sample consisted of 43 participants at the International Congress of Educators in Complementary and Alternative Medicine, in Washington, DC, in October 2012. The featured discussion was moderated and detailed notes were taken. Notes were synthesized and discussed by both authors until consensus was reached. Based on the results from the featured discussion session and a focused literature search, a framework for building sustainable knowledge and skills in clinical research for CIM practitioners was developed. Participants' responses to the questions of engagement and sustainability included curricular structures, pedagogical strategies for instruction, the use of digital tools to extend the learning experience, the necessity to ground instruction firmly in the medical literature of the field, and the relevance of mentoring. Key considerations for building sustainable knowledge in clinical research for CIM practitioners are as follows: (1) prioritizing clinical research training, (2) issues of curriculum and pedagogy, (3) technology/digital tools, (4) administrative challenges, (5) supporting the formation of communities of practice, and (6) cultural perspectives of CIM practitioners. © 2013 Elsevier Inc. All rights reserved.

A future task for health-promotion research: Integration of health promotion and sustainable development.

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Jelsøe, Erling; Thualagant, Nicole; Holm, Jesper; Kjærgård, Bente; Andersen, Heidi Myglegård; From, Ditte-Marie; Land, Birgit; Pedersen, Kirsten Bransholm

2018-02-01

Based on previous studies and reflections collected from participants in a workshop at the 8th Nordic Health Promotion Research Network conference, we reveal current tendencies and discuss future challenges for health-promotion research regarding integration of sustainable development principles. Despite obvious interfaces and interactions between the two, our contention is that strategies for health promotion are not sufficiently integrated with strategies for sustainable development and that policies aimed at solving health or sustainability problems may therefore cause new, undesired and unforeseen environmental and health problems. As illustrated in previous research and as deliberated in the above-mentioned workshop, a number of barriers are identified. These are believed to be related to historical segregation, the conceptual understandings of health promotion and sustainable development, as well as the politics and implementation of policy goals in both areas. Three focal points are proposed as important challenges to address in future research: (a) the duality of health promotion and sustainability and how it can be handled in order to enhance mutually supportive processes between them; (b) the social dimension of sustainability and how it can be strengthened in the development of strategies for health promotion and sustainable development; and (c) exploring and identifying policy approaches and strategies for integrating health promotion and sustainable development.

Integrating computation into the undergraduate curriculum: A vision and guidelines for future developments

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Chonacky, Norman; Winch, David

2008-04-01

There is substantial evidence of a need to make computation an integral part of the undergraduate physics curriculum. This need is consistent with data from surveys in both the academy and the workplace, and has been reinforced by two years of exploratory efforts by a group of physics faculty for whom computation is a special interest. We have examined past and current efforts at reform and a variety of strategic, organizational, and institutional issues involved in any attempt to broadly transform existing practice. We propose a set of guidelines for development based on this past work and discuss our vision of computationally integrated physics.

Integrating Mindfulness Practices into the Elementary Curriculum to Improve Attention-to-Task Behaviors and Social Relations

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Kanagy-Borofka, Lori

2013-01-01

This study examined effects of integrating mindfulness practices into the 5th grade curriculum to improve attention-to-task, including inattention and executive functioning, hyperactivity/impulsivity, and social relations. As academic requirements become more rigorous, students have been expected to demonstrate increased skills in…

Making a Literacy Plan: Developing an Integrated Curriculum That Meets Your School's Needs

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Schutte, Annie

2016-01-01

Literacy does not happen in a single lesson or course. There are no shortcuts to gaining mastery over a skill set, whether it is reading literacy, information literacy and research skills, online literacy and digital citizenship, or visual literacy. School librarians dream about a perfect integrated curriculum: there is ample time for…

Integration of Sustainable Development in Sanitary Engineering Education in Sweden

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Rydhagen, B.; Dackman, C.

2011-01-01

In the Swedish Act for higher education, as well as in the policies of technical universities, it is stated that sustainable development (SD) should be integrated into engineering education. Researchers argue that SD needs to be integrated into the overall course content rather than added as a specific course. In this paper, six engineering…

Sustainability and public health nutrition at school: assessing the integration of healthy and environmentally sustainable food initiatives in Vancouver schools.

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Black, Jennifer L; Velazquez, Cayley E; Ahmadi, Naseam; Chapman, Gwen E; Carten, Sarah; Edward, Joshua; Shulhan, Stephanie; Stephens, Teya; Rojas, Alejandro

2015-09-01

To describe the development and application of the School Food Environment Assessment Tools and a novel scoring system to assess the integration of healthy and environmentally sustainable food initiatives in elementary and secondary schools. The cross-sectional study included direct observations of physical food environments and interviews with key school personnel regarding food-related programmes and policies. A five-point scoring system was then developed to assess actions across six domains: (i) food gardens; (ii) composting systems; (iii) food preparation activities; (iv) food-related teaching and learning activities; and availability of (v) healthy food; and (vi) environmentally sustainable food. Vancouver, Canada. A purposive sample of public schools (n 33) from all six sectors of the Vancouver Board of Education. Schools scored highest in the areas of food garden and compost system development and use. Regular integration of food-related teaching and learning activities and hands-on food preparation experiences were also commonly reported. Most schools demonstrated rudimentary efforts to make healthy and environmentally sustainable food choices available, but in general scored lowest on these two domains. Moreover, no schools reported widespread initiatives fully supporting availability or integration of healthy or environmentally sustainable foods across campus. More work is needed in all areas to fully integrate programmes and policies that support healthy, environmentally sustainable food systems in Vancouver schools. The assessment tools and proposed indicators offer a practical approach for researchers, policy makers and school stakeholders to assess school food system environments, identify priority areas for intervention and track relevant changes over time.

Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics: Three Large-Scale Studies

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Roschelle, Jeremy; Shechtman, Nicole; Tatar, Deborah; Hegedus, Stephen; Hopkins, Bill; Empson, Susan; Knudsen, Jennifer; Gallagher, Lawrence P.

2010-01-01

The authors present three studies (two randomized controlled experiments and one embedded quasi-experiment) designed to evaluate the impact of replacement units targeting student learning of advanced middle school mathematics. The studies evaluated the SimCalc approach, which integrates an interactive representational technology, paper curriculum,…

Review of Multi-Criteria Decision Aid for Integrated Sustainability Assessment of Urban Water Systems - MCEARD

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Integrated sustainability assessment is part of a new paradigm for urban water decision making. Multi-criteria decision aid (MCDA) is an integrative framework used in urban water sustainability assessment, which has a particular focus on utilising stakeholder participation. Here ...

A New Methodology for the Integration of Performance Materials into the Clothing Curriculum

OpenAIRE

Power, Jess

2014-01-01

This paper presents a model for integrating the study of performance materials into the clothing curriculum. In recent years there has been an increase in demand for stylish, functional and versatile sports apparel. Analysts predict this will reach US$126.30 billion by 2015. This growth is accredited to dramatic lifestyle changes and increasing participation in sports/leisurely pursuits particularly by women. The desire to own performance clothing for specific outdoor pursuits is increasing a...

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...

Spaceship Earth: A partnership in curriculum writing

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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.

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.

Integrating Methods for Developing Sustainability Indicators to Facilitate Learning and Action

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Mark Reed

2005-06-01

Full Text Available Bossel's (2001 systems-based approach for deriving comprehensive indicator sets provides one of the most holistic frameworks for developing sustainability indicators. It ensures that indicators cover all important aspects of system viability, performance, and sustainability, and recognizes that a system cannot be assessed in isolation from the systems upon which it depends and which in turn depend upon it. In this reply, we show how Bossel's approach is part of a wider convergence toward integrating participatory and reductionist approaches to measure progress toward sustainable development. However, we also show that further integration of these approaches may be able to improve the accuracy and reliability of indicators to better stimulate community learning and action. Only through active community involvement can indicators facilitate progress toward sustainable development goals. To engage communities effectively in the application of indicators, these communities must be actively involved in developing, and even in proposing, indicators. The accuracy, reliability, and sensitivity of the indicators derived from local communities can be ensured through an iterative process of empirical and community evaluation. Communities are unlikely to invest in measuring sustainability indicators unless monitoring provides immediate and clear benefits. However, in the context of goals, targets, and/or baselines, sustainability indicators can more effectively contribute to a process of development that matches local priorities and engages the interests of local people.

An Integrated Approach to “Sustainable Community-Based Tourism”

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Tek B. Dangi

2016-05-01

Full Text Available Two rich knowledge domains have been evolving along parallel pathways in tourism studies: sustainable tourism (ST and community-based tourism (CBT. Within both lie diverse definitions, principles, criteria, critical success factors and benefits sought or outcomes desired, advocated by different stakeholders ranging from quasi-governmental and non-profit organizations to public-private sector and academic interests. This poses significant challenges to those interested in theory building, research and practice in the sustainable development and management of tourism. The paper builds on a previous article published in Sustainability by presenting an integrated framework based on a comprehensive, in-depth review and analysis of the tourism-related literature. The study reveals not just common ground and differences that might be anticipated, but also important sustainability dimensions that are lagging or require much greater attention, such as equity, justice, ethical and governance issues. A preliminary framework of “sustainable community-based tourism” (SCBT is forwarded that attempts to bridge the disparate literature on ST and CBT. Critical directions forward are offered to progress research and sustainability-oriented practices towards more effective development and management of tourism in the 21st century.

Creating and Sustaining an Experiential Learning Component on Aging in a BSW Course

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Jimmy A. Young

2016-11-01

Full Text Available Regardless of their particular field of practice, social workers increasingly serve the growing population of older adults in the United States. This article describes the process of integrating an experiential component into a Baccalaureate Social Work (BSW course involving 75 BSW students. Reflections on the strengths and challenges during 3 years of the course and a successful sustainability strategy are discussed. Three methods of curriculum infusion were added to a required course: (a guest speakers, (b required volunteer hours, and (c written reflections and class presentations. We discovered that students’ attitudes toward working with older adults were changed following their experience in this course. Cognizant of the difficulty introducing additional hours and content to a full course agenda, we advocate for curriculum change that includes an experiential component together with classroom discussion and activities. We provide details of our process of implementation and sustainability that might help guide similar course adaptations to increase BSW student exposure to working with older adults.

Climate change, energy, sustainability and pavements

International Nuclear Information System (INIS)

Gopalakrishnan, Kasthurirangan; Steyn, Wynand JvdM; Harvey, John

2014-01-01

Provides an integrated perspective on understanding the impacts of climate change, energy and sustainable development on transportation infrastructure systems. Presents recent technological innovations and emerging concepts in the field of green and sustainable transportation infrastructure systems with a special focus on highway and airport pavements. Written by leading experts in the field. Climate change, energy production and consumption, and the need to improve the sustainability of all aspects of human activity are key inter-related issues for which solutions must be found and implemented quickly and efficiently. To be successfully implemented, solutions must recognize the rapidly changing socio-techno-political environment and multi-dimensional constraints presented by today's interconnected world. As part of this global effort, considerations of climate change impacts, energy demands, and incorporation of sustainability concepts have increasing importance in the design, construction, and maintenance of highway and airport pavement systems. To prepare the human capacity to develop and implement these solutions, many educators, policy-makers and practitioners have stressed the paramount importance of formally incorporating sustainability concepts in the civil engineering curriculum to educate and train future civil engineers well-equipped to address our current and future sustainability challenges. This book will prove a valuable resource in the hands of researchers, educators and future engineering leaders, most of whom will be working in multidisciplinary environments to address a host of next-generation sustainable transportation infrastructure challenges.

Climate change, energy, sustainability and pavements

Energy Technology Data Exchange (ETDEWEB)

Gopalakrishnan, Kasthurirangan [Iowa State Univ., Ames, IA (United States). Dept. of Civil, Construction and Environmental Engineering; Steyn, Wynand JvdM [Pretoria Univ. (South Africa). Dept. of Civil Engineering; Harvey, John (ed.) [California Univ., Davis, CA (United States). Dept. of Civil and Environmental Engineering

2014-07-01

Provides an integrated perspective on understanding the impacts of climate change, energy and sustainable development on transportation infrastructure systems. Presents recent technological innovations and emerging concepts in the field of green and sustainable transportation infrastructure systems with a special focus on highway and airport pavements. Written by leading experts in the field. Climate change, energy production and consumption, and the need to improve the sustainability of all aspects of human activity are key inter-related issues for which solutions must be found and implemented quickly and efficiently. To be successfully implemented, solutions must recognize the rapidly changing socio-techno-political environment and multi-dimensional constraints presented by today's interconnected world. As part of this global effort, considerations of climate change impacts, energy demands, and incorporation of sustainability concepts have increasing importance in the design, construction, and maintenance of highway and airport pavement systems. To prepare the human capacity to develop and implement these solutions, many educators, policy-makers and practitioners have stressed the paramount importance of formally incorporating sustainability concepts in the civil engineering curriculum to educate and train future civil engineers well-equipped to address our current and future sustainability challenges. This book will prove a valuable resource in the hands of researchers, educators and future engineering leaders, most of whom will be working in multidisciplinary environments to address a host of next-generation sustainable transportation infrastructure challenges.

City-integrated renewable energy for urban sustainability.

Science.gov (United States)

Kammen, Daniel M; Sunter, Deborah A

2016-05-20

To prepare for an urban influx of 2.5 billion people by 2050, it is critical to create cities that are low-carbon, resilient, and livable. Cities not only contribute to global climate change by emitting the majority of anthropogenic greenhouse gases but also are particularly vulnerable to the effects of climate change and extreme weather. We explore options for establishing sustainable energy systems by reducing energy consumption, particularly in the buildings and transportation sectors, and providing robust, decentralized, and renewable energy sources. Through technical advancements in power density, city-integrated renewable energy will be better suited to satisfy the high-energy demands of growing urban areas. Several economic, technical, behavioral, and political challenges need to be overcome for innovation to improve urban sustainability. Copyright © 2016, American Association for the Advancement of Science.

From Differentiation to Concretisation: Integrative Experiments in Sustainable Architecture

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Graham Farmer

2017-12-01

Full Text Available It is widely recognised that the achievement of a sustainable built environment requires holistic design practices and approaches that are capable of balancing the varied, and often conflicting, demands of environmental, social and economic concerns. However, academics and practitioners have recently highlighted, and expressed concerns about the knowledge gap that currently exists within environmental policy, research and practice between understandings of the technical performance of buildings and their social meaning and relevance. This paper acknowledges these concerns and is developed from the author’s own direct experiences of practice-led research and active participation in design-build projects. It argues for a theoretically-informed and socially-engaged approach to built environment research, pedagogy and practice that seeks to encourage an integrative understanding of the design, realisation and use of sustainable architecture. The paper draws on the Philosophy of Technology and in particular the work of Andrew Feenberg to analyse the buildings and to propose an integrated and inclusive framework for understanding sustainable design that acknowledges not just what the built environment does, but also what it means. It also suggests that what a building means also informs what it can do, and for whom. Although the technical and social dimensions of design can be interpreted as distinct practices and are often institutionally separated, this paper argues that the realisation of sustainable design must seek a conscious interaction and interchange between these two differentiated dimensions.

A case study of translating ACGME practice-based learning and improvement requirements into reality: systems quality improvement projects as the key component to a comprehensive curriculum.

Science.gov (United States)

Tomolo, A M; Lawrence, R H; Aron, D C

2009-10-01

In 2002, the Accreditation Council for Graduate Medical Education (ACGME) introduced a new requirement: residents must demonstrate competency in Practice-Based Learning and Improvement (PBLI). Training in this domain is still not consistently integrated into programmes, with few, if any, adequately going beyond knowledge of basic content and addressing all components of the requirement. To summarise the implementation of a PBLI curriculum designed to address all components of the requirement and to evaluate the impact on the practice system. A case-study approach was used for identifying and evaluating the steps for delivering the curriculum, along with the Model for Improvement's successive Plan-Do-Study-Act (PDSA) cycles (July 2004-May 2006). Notes from curriculum development meetings, notes and presentation slides made by teams about their projects, resident curriculum exit evaluations curriculum and interviews. Residents reported high levels of comfort by applying PBLI-related knowledge and skills and that the curriculum improved their ability to do various PBLI tasks. The involvement of multiple stakeholders increased. Twelve of the 15 teams' suggestions with practical systems-relevant outcomes were implemented and sustained beyond residents' project periods. While using the traditional PDSA cycles was helpful, there were limitations. A PBLI curriculum that is centred around practice-based quality improvement projects can fulfil the objectives of this ACGME competency while accomplishing sustained outcomes in quality improvement. A comprehensive curriculum is an investment but offers organisational rewards. We propose a more realistic and informative representation of rapid PDSA cycle changes.

Pre-Service and Mentor Teachers' Perceptions Regarding the Level of Technology Integration in the Curriculum

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Moye, Gatsy A.

2017-01-01

The purpose of this phenomenological qualitative study was to explore perceptions of pre-service and mentor teachers regarding the level of integrating technology in the curriculum of 21 selected classrooms in eight rural school districts in Southeast Texas. The following research questions guided this phenomenological study: 1. What are…

Integrating Enterprise Resource Planning (SAP) in the Accounting Curriculum: A Systematic Literature Review and Case Study

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Blount, Yvette; Abedin, Babak; Vatanasakdakul, Savanid; Erfani, Seyedezahra

2016-01-01

This study investigates how an enterprise resource planning (ERP) software package SAP was integrated into the curriculum of an accounting information systems (AIS) course in an Australian university. Furthermore, the paper provides a systematic literature review of articles published between 1990 and 2013 to understand how ERP systems were…

A Theoretical Framework for Integrating Creativity Development into Curriculum: The Case of a Korean Engineering School

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Lim, Cheolil; Lee, Jihyun; Lee, Sunhee

2014-01-01

Existing approaches to developing creativity rely on the sporadic teaching of creative thinking techniques or the engagement of learners in a creativity-promoting environment. Such methods cannot develop students' creativity as fully as a multilateral approach that integrates creativity throughout a curriculum. The purpose of this study was to…

White Paper: Curriculum in Interventional Radiology.

Science.gov (United States)

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

2017-04-01

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

Clarifying the Imperative of Integration Research for Sustainable Environmental Management

Directory of Open Access Journals (Sweden)

Stephen Dovers

2005-01-01

Full Text Available This paper discusses why integration is important in doing research for developing policy and practice of sustainable environmental management. The imperative of integration includes environmental, social, economic, and other disciplinary considerations, as well as stakeholder interests. However, what is meant by integration is not always clear. While the imperative is being increasingly enunciated, the challenges it presents are difficult and indicate a long term pursuit. This paper clarifies the different dimensions of integration, as an important preliminary step toward advancing mutual understanding and the development of approaches. The paper identifies the driving forces for integration, discusses when integration is required, categorises forms of integration, and proposes principles to inform research programs and projects.

Integrating Sustainability in a PBL Environment for Electronics Engineering

DEFF Research Database (Denmark)

Arsat, Mahyuddin; Holgaard, Jette Egelund; de Graaff, Erik

2013-01-01

(PBL) has been put forward as a promising pedagogical model and emerged as an opportunity to implement sustainability successfully. Due to the almost forty years of experience in PBL, a case study was carried out at Aalborg University, Denmark to excerpt their experience of integrating sustainability...... in a problem based learning environment. Three electronics engineering project modules were selected as example and empirically supported by constructed interviews with staff and document analysis of selected material. The findings were analysed with a systems approach and presented with reference to three...

Integration of scholastic curriculum in computergames – impossible or a design challenge?

DEFF Research Database (Denmark)

Larsen, Lasse Juel

The present paper argues that integration of scholastic knowledge in computer games is a design challenge and one that will only work if you preserve the computer game as a game. This is important cause if you don’t adhere to or understand the dynamics of computer games you run the risk of destro......The present paper argues that integration of scholastic knowledge in computer games is a design challenge and one that will only work if you preserve the computer game as a game. This is important cause if you don’t adhere to or understand the dynamics of computer games you run the risk...... of destroying your own goal. In order to integrate the scholastic curriculum in computer games for a learning purpose it is and can not be stressed enough important to preserve the action-outcome circle inside the game world. Stated in simpler terms this means that users of learning games must see...

Integrating Field-Centered, Project Based Activities with Academic Year Coursework: A Curriculum Wide Approach

Science.gov (United States)

Kelso, P. R.; Brown, L. M.

2015-12-01

Based upon constructivist principles and the recognition that many students are motivated by hands-on activities and field experiences, we designed a new undergraduate curriculum at Lake Superior State University. One of our major goals was to develop stand-alone field projects in most of the academic year courses. Examples of courses impacted include structural geology, geophysics, and geotectonics, Students learn geophysical concepts in the context of near surface field-based geophysical studies while students in structural geology learn about structural processes through outcrop study of fractures, folds and faults. In geotectonics students learn about collisional and rifting processes through on-site field studies of specific geologic provinces. Another goal was to integrate data and samples collected by students in our sophomore level introductory field course along with stand-alone field projects in our clastic systems and sequence stratigraphy courses. Our emphasis on active learning helps students develop a meaningful geoscience knowledge base and complex reasoning skills in authentic contexts. We simulate the activities of practicing geoscientists by engaging students in all aspects of a project, for example: field-oriented project planning and design; acquiring, analyzing, and interpreting data; incorporating supplemental material and background data; and preparing oral and written project reports. We find through anecdotal evidence including student comments and personal observation that the projects stimulate interest, provide motivation for learning new concepts, integrate skill and concept acquisition vertically through the curriculum, apply concepts from multiple geoscience subdisiplines, and develop soft skills such as team work, problem solving, critical thinking and communication skills. Through this projected-centered Lake Superior State University geology curriculum students practice our motto of "learn geology by doing geology."

Integrated Systems Mitigate Land Degradation and Improve Agricultural System Sustainability

Science.gov (United States)

Landblom, Douglas; Senturklu, Songul; Cihacek, Larry; Brevik, Eric

2017-04-01

Rain-fed agricultural production supported by exogenous inputs is not sustainable because a continuous influx of expensive inputs (fertilizer, chemicals, fossil fuel, labor, tillage, and other) is required. Alternatives to traditional management allow natural occurring dynamic soil processes to provide the necessary microbial activity that supports nutrient cycling in balance with nature. Research designed to investigate the potential for integrated systems to replace expensive inputs has shown that healthy soils rich in soil organic matter (SOM) are the foundation upon which microbial nutrient cycling can reduce and eventually replace expensive fertilizer. No-till seed placement technology effectively replaces multiple-pass cultivation conserving stored soil water in semi-arid farming systems. In multi-crop rotations, cool- and warm-season crops are grown in sequence to meet goals of the integrated farming and ranching system, and each crop in the rotation complements the subsequent crop by supplying a continuous flow of essential SOM for soil nutrient cycling. Grazing animals serve an essential role in the system's sustainability as non-mechanized animal harvesters that reduce fossil fuel consumption and labor, and animal waste contributes soil nutrients to the system. Integrated systems' complementarity has contributed to greater soil nutrient cycling and crop yields, fertilizer reduction or elimination, greater yearling steer grazing net return, reduced cow wintering costs grazing crop residues, increased wildlife sightings, and reduced environmental footprint. Therefore, integrating crop and animal systems can reverse soil quality decline and adopting non-traditional procedures has resulted in a wider array of opportunities for sustainable agriculture and profitability.

Using InTeGrate materials to develop interdisciplinary thinking for a sustainable future

Science.gov (United States)

Awad, A. A.; Gilbert, L.; Iverson, E. A. R.; Manduca, C. A.; Steer, D. N.

2017-12-01

InTeGrate materials focus on societal grand challenges, sustainability, and interdisciplinary problems through developing geoscientific habits of mind, the use of credible data, and systems thinking. The materials are freely available 2-3 week modules and courses that allow instructors to focus on a wide variety of topics from regulating carbon emissions, changing biosphere, and storms and community resilience to environmental justice, ocean sustainability, and humans' dependence on mineral resources, integrating a variety of relevant interdisciplinary activities throughout. Presented with interdisciplinary approaches, students learn with tools to integrate engineering, policy, economics, and social aspects with the science to address the challenges. Students' ability to apply interdisciplinary approaches to address sustainability problems is made visible through the essays they write as a part of the materials assessment. InTeGrate modules have been adopted and implemented by faculty members interested in sustainability themes and innovative pedagogy, and have reached more than 50,000 students in all 50 states, Puerto Rico, India, and Micronesia. Student data were collected from 533 assessment essays in 57 undergraduate classes. The essays required students to describe a global challenge in an interdisciplinary manner through identifying scientific implications, and connecting it to economic, social and policy decisions. Students also completed a second essay assessing their systems thinking ability, a geoscience literacy exam (GLE), and demographic and attitudinal surveys. Scores for students enrolled in classes using InTeGrate materials were compared to scores from students in similar classes that did not use InteGrate materials. The InTeGrate and control groups had equivalent GLE scores and demographic characteristics. Essay scores for students in InTeGrate introductory or majors courses outperformed students in comparable level control courses as measured by

Sustainable Chemical Process Development through an Integrated Framework

DEFF Research Database (Denmark)

Papadakis, Emmanouil; Kumar Tula, Anjan; Anantpinijwatna, Amata

2016-01-01

This paper describes the development and the application of a general integrated framework based on systematic model-based methods and computer-aided tools with the objective to achieve more sustainable process designs and to improve the process understanding. The developed framework can be appli...... studies involve multiphase reaction systems for the synthesis of active pharmaceutical ingredients....

Macro-level integrated renewable energy production schemes for sustainable development

International Nuclear Information System (INIS)

Subhadra, Bobban G.

2011-01-01

The production of renewable clean energy is a prime necessity for the sustainable future existence of our planet. However, because of the resource-intensive nature, and other challenges associated with these new generation renewable energy sources, novel industrial frameworks need to be co-developed. Integrated renewable energy production schemes with foundations on resource sharing, carbon neutrality, energy-efficient design, source reduction, green processing plan, anthropogenic use of waste resources for the production green energy along with the production of raw material for allied food and chemical industries is imperative for the sustainable development of this sector especially in an emission-constrained future industrial scenario. To attain these objectives, the scope of hybrid renewable production systems and integrated renewable energy industrial ecology is briefly described. Further, the principles of Integrated Renewable Energy Park (IREP) approach, an example for macro-level energy production, and its benefits and global applications are also explored. - Research highlights: → Discusses the need for macro-level renewable energy production schemes. → Scope of hybrid and integrated industrial ecology for renewable energy production. → Integrated Renewable Energy Parks (IREPs): A macro-level energy production scheme. → Discusses the principle foundations and global applications of IREPs. → Describes the significance of IREPs in the carbon-neutral future business arena.

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

Science.gov (United States)

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

2012-04-01

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

Sustainability as the integration of economics and ethics? Baden, Vienna/Austria

DEFF Research Database (Denmark)

Madsen, Erik Kloppenborg

2000-01-01

In this study it is argued that the corporate pursuit of sustainability calls forth attitudes in the business world which seem to integrate economic, political and moral issues. The quest for sustainability calls forth reflection and reorientation in business life concerning visions, goals, role...... in society and practices. Evidence from two cases of corporate communication seems to indicate that the "language of sustainability" implicates a certain reorientation in business life. Whether this reorientation is merely "rhetorical" rather than "real" is not discussed in this paper, but when people use...

South-South Universities Curriculum Characteristics and Global Collaboration in the 21st Century

Science.gov (United States)

Obiekezie, Eucharia Obiageli; Essien, Margaret; Essien, Alexander Timothy

2013-01-01

Globalization imposes certain inescapable requirements on a university's curriculum. One such requirement is the elasticity of the curriculum to sustain local demands and accommodate global concerns. Using the ex post facto design, this paper examines the impact of global collaboration on the curriculum characteristics of selected universities in…

The hidden curriculum in radiology residency programs: A path to isolation or integration?

International Nuclear Information System (INIS)

Van Deven, T.; Hibbert, K.; Faden, L.; Chhem, R.K.

2013-01-01

Purpose: In this qualitative case study involving five academic Radiology centres across Canada, the authors seek to identify the hidden curriculum. Methods: A qualitative case study methodology was used for its potential to explore and provide rich descriptions and allow for the in-depth analysis of multiple data sources that include official institutional documents, surveys, observations and interviews (including undergraduate students, postgraduate, radiologists, imaging scientists, residents, faculty and administrators). This study relied on 48 interviews and involved primary data analysis by the core research team, and a secondary analysis by external examiners. Results: The results revealed that in four of the five major centres studied, a hidden curriculum of isolation prevailed, reinforcing an image of the radiologist as an independent operator within an organization dependent upon collaboration for optimal performance. The fifth site exhibited a hidden curriculum of collaboration and support, although the messages received were conflicting when addressing issues around teaching. Conclusions: The authors conclude by noting two possibilities for medical imaging departments to consider that of isolation or that of integration. They examine the implications of each and propose a way forward that situates Radiology as the crossroads of medicine. As such, the need for a new, generative metaphor reasserts the importance of recognizing the role and function of scholarship in teaching and learning contexts across Canada

The hidden curriculum in radiology residency programs: A path to isolation or integration?

Energy Technology Data Exchange (ETDEWEB)

Van Deven, T. [Department of Medical Imaging, Schulich School of Medicine and Dentistry (Canada); Hibbert, K., E-mail: khibbert@uwo.ca [Faculty of Education, Schulich School of Medicine and Dentistry (Canada); Faden, L. [Faculty of Education, The University of Western Ontario (Canada); Chhem, R.K. [Institute of History, Philosophy and Ethics of Medicine, Ulm University, Ulm (Germany)

2013-05-15

Purpose: In this qualitative case study involving five academic Radiology centres across Canada, the authors seek to identify the hidden curriculum. Methods: A qualitative case study methodology was used for its potential to explore and provide rich descriptions and allow for the in-depth analysis of multiple data sources that include official institutional documents, surveys, observations and interviews (including undergraduate students, postgraduate, radiologists, imaging scientists, residents, faculty and administrators). This study relied on 48 interviews and involved primary data analysis by the core research team, and a secondary analysis by external examiners. Results: The results revealed that in four of the five major centres studied, a hidden curriculum of isolation prevailed, reinforcing an image of the radiologist as an independent operator within an organization dependent upon collaboration for optimal performance. The fifth site exhibited a hidden curriculum of collaboration and support, although the messages received were conflicting when addressing issues around teaching. Conclusions: The authors conclude by noting two possibilities for medical imaging departments to consider that of isolation or that of integration. They examine the implications of each and propose a way forward that situates Radiology as the crossroads of medicine. As such, the need for a new, generative metaphor reasserts the importance of recognizing the role and function of scholarship in teaching and learning contexts across Canada.

Moral education and values education in curriculum reform In China

Institute of Scientific and Technical Information of China (English)

Zhu Xiaoman

2006-01-01

In the new curriculum reform in China,moral education and values education have been defined from the angles of the integrity and conformity of curriculum functions.Accordingly, a new education concept based on complete/integral curriculum functions is established.By discussing the essences of the curriculum,the basis of moral and values education,integrated curriculum setting in instruction structure,the presence of emotional and attitudinal goals in the subject standards,and teaching methods,this text points out that this curriculum reform looks to moral and values education in schools.The reform also emphasizes and will guarantee moral and values education in schools.Finally,the article recommends to elementary and secondary schools the studies on moral education in class conducted by the Research Institute of Moral Education of Nanjing Normal University,one of the Key Bases for Humanities and Social Sciences Research for the Ministry of Education.

Incorporating and evaluating an integrated gender-specific medicine curriculum: a survey study in Dutch GP training

Science.gov (United States)

Dielissen, Patrick W; Bottema, Ben JAM; Verdonk, Petra; Lagro-Janssen, Toine LM

2009-01-01

Background We recently set standards for gender-specific medicine training as an integrated part of the GP training curriculum. This paper describes the programme and evaluation of this training. Methods The programme is designed for GP registrars throughout the 3-year GP training. The modules emphasize interaction, application, and clinically integrated learning and teaching methods in peer groups. In 2005 - 2008, after completion of each tutorial, GP registrars were asked to fill in a questionnaire on a 5-point Likert scale to assess the programme's methods and content. GP registrars were also asked to identify two learning points related to the programme. Results The teaching programme consists of five 3-hour modules that include gender themes related to and frequently seen by GPs such as in doctor-patient communication and cardiovascular disease. GP registrars evaluated the training course positively. The written learning points suggest that GP registrars have increased their awareness of why attention to gender-specific information is relevant. Conclusion In summary, gender-specific medicine training has been successfully integrated into an existing GP training curriculum. The modules and teaching methods are transferable to other training institutes for postgraduate training. The evaluation of the teaching programme shows a positive impact on GP registrars' gender awareness. PMID:19737396

Incorporating and evaluating an integrated gender-specific medicine curriculum: a survey study in Dutch GP training

Directory of Open Access Journals (Sweden)

Lagro-Janssen Toine LM

2009-09-01

Full Text Available Abstract Background We recently set standards for gender-specific medicine training as an integrated part of the GP training curriculum. This paper describes the programme and evaluation of this training. Methods The programme is designed for GP registrars throughout the 3-year GP training. The modules emphasize interaction, application, and clinically integrated learning and teaching methods in peer groups. In 2005 - 2008, after completion of each tutorial, GP registrars were asked to fill in a questionnaire on a 5-point Likert scale to assess the programme's methods and content. GP registrars were also asked to identify two learning points related to the programme. Results The teaching programme consists of five 3-hour modules that include gender themes related to and frequently seen by GPs such as in doctor-patient communication and cardiovascular disease. GP registrars evaluated the training course positively. The written learning points suggest that GP registrars have increased their awareness of why attention to gender-specific information is relevant. Conclusion In summary, gender-specific medicine training has been successfully integrated into an existing GP training curriculum. The modules and teaching methods are transferable to other training institutes for postgraduate training. The evaluation of the teaching programme shows a positive impact on GP registrars' gender awareness.

The observation of biology implemented by integrated religion values in integrated Islamic school (Decriptive Study in X Integrated Senior Hight School Tasikmalaya)

Science.gov (United States)

Nurjanah, E.; Adisendjaja, Y. H.; Kusumastuti, M. N.

2018-05-01

The learning Integrated Religious value is one of the efforts to increase the motivation of learning and building the student character. This study aims to describe the application of Biology learning integrated religion values in Integrated Islamic School. Research methods used in this research is descriptive. Participants in this study involved the headmaster, headmaster of curriculum, biology teachers, boarding school teachers, the lead of boarding schools, and students. The instruments used are interview, observation and the student questionnaire about learning biology. The results showed that learning in X school consists of two curriculums, there was the curriculum of national education and curriculum of boarding school. The curriculum of national education referred to 2013 curriculum and boarding school curriculum referred to the curriculum of Salafi boarding school (Kitab Kuning). However, in its learning process not delivered integrated. The main obstacle to implementing the learning integrated religious values are 1) the background of general teacher education did not know of any connection between biology subject and subject that are studied in boarding school; 2) schools did not form the teaching team; 3) unavailability of materials integrated religious values.

Agroecology as a Science of Integration for Sustainability in Agriculture

Directory of Open Access Journals (Sweden)

Fabio Caporali

2007-06-01

Full Text Available A knowledge contribution is provided in order to understand agroecology as both a scientific discipline and a philosophical paradigm for promoting sustainability in agriculture. The peculiar character of agroecology as an applied science based on the systems paradigm is explored in the fields of research and tuition. As an organisational capability of connecting different hierarchical levels in accordance with the goal of sustainability, integration is shown as an emergent property of the evolution of agriculture as a human activity system.

Integrating student feedback during "Dental Curriculum Hack-A-thon".

Science.gov (United States)

Saffari, Shawheen S; Frederick Lambert, R; Dang, Lucy; Pagni, Sarah; Dragan, Irina F

2018-05-02

The future of dental education is at crossroads. This study used the parameter of the 2016 Dental Curriculum Hack-a-Thon to assess intra- and inter-institutional agreement between student and faculty views regarding dental curriculums to determine if there is an impact in student perceptions towards dental education from before and after the event. This exploratory, cross-sectional study involved two surveys, with Survey 1 being distributed among four faculty-student pairs of the four participating dental schools answering 14 questions. Survey 2 assessed the views of 20 participating dental students through 26 questions in a pre- and post- event survey design. Descriptive statistics were used to explore differences in perceptions towards dental education across both instrument surveys. The results revealed valuable student insights regarding intra- and inter-institutional agreement relevant for the change in dental curriculum that needs to occur. Survey 2 revealed that mandatory attendance in didactic courses, electronic based examination preferences, and the preference of preclinical courses being held in the first and second years of a four-year dental curriculum were of particular importance to student participants. The results of this study indicate that exposure and participation in subjects pertaining to dental education can be influential on student preferences and opinions on how dental education should be delivered in a four-year curriculum.

A future task for Health Promotion research: Integration of Health Promotion and sustainable development

DEFF Research Database (Denmark)

Jelsøe, Erling; Thualagant, Nicole; Holm, Jesper

2018-01-01

Based on previous studies and reflections collected from participants in a workshop at the 8th Nordic Health Promotion Research Network conference, we reveal current tendencies and discuss future challenges for health promotion research regarding integration of sustainable development principles....... Despite obvious interfaces and interactions between the two, our contention is that strategies for health promotion are not sufficiently integrated with strategies for sustainable development and that policies aimed at solving health or sustainability problems may therefore cause new, undesired...... and unforeseen environmental and health problems. As illustrated in previous research and as deliberated in the above-mentioned workshop, a number of barriers are identified: these are believed to be related to historical segregation, the conceptual understandings of health promotion and sustainable development...

The SUSTAIN Project: A European Study on Improving Integrated Care for Older People Living at Home

Science.gov (United States)

Stoop, Annerieke; Billings, Jenny; Leichsenring, Kai; Ruppe, Georg; Tram, Nhu; Barbaglia, María Gabriela; Ambugo, Eliva A.; Zonneveld, Nick; Paat-Ahi, Gerli; Hoffmann, Henrik; Khan, Usman; Stein, Viktoria; Wistow, Gerald; Lette, Manon; Jansen, Aaltje P.D.; Nijpels, Giel; Baan, Caroline A.

2018-01-01

Introduction: Integrated care programmes are increasingly being put in place to provide care to older people who live at home. Knowledge of how to further develop integrated care and how to transfer successful initiatives to other contexts is still limited. Therefore, a cross-European research project, called Sustainable Tailored Integrated Care for Older People in Europe (SUSTAIN), has been initiated with a twofold objective: 1. to collaborate with local stakeholders to support and monitor improvements to established integrated care initiatives for older people with multiple health and social care needs. Improvements focus on person-centredness, prevention orientation, safety and efficiency; 2. to make these improvements applicable and adaptable to other health and social care systems, and regions in Europe. This paper presents the overall structure and approach of the SUSTAIN project. Methods: SUSTAIN uses a multiple embedded case study design. In three phases, SUSTAIN partners: (i) conduct interviews and workshops with stakeholders from fourteen established integrated care initiatives to understand where they would prefer improvements to existing ways of working; (ii) collaborate with local stakeholders to support the design and implementation of improvement plans, evaluate implementation progress and outcomes per initiative, and carry out overarching analyses to compare the different initiatives, and; (iii) translate knowledge and experience to an online roadmap. Discussion: SUSTAIN aims to generate evidence on how to improve integrated care, and apply and transfer the knowledge gained to other health and social care systems, and regions. Lessons learned will be brought together in practical tools to inform and support policy-makers and decision-makers, as well as other stakeholders involved in integrated care, to manage and improve care for older people living at home. PMID:29632456

Integration of Cognitive Skills as a Cross-Cutting Theme Into the Undergraduate Medical Curriculum at Tehran University of Medical Sciences

Directory of Open Access Journals (Sweden)

Akbar Soltani

2017-02-01

Full Text Available Nowadays, improvement of thinking skills of students is one of the universally supported aims in the majority of medical schools. This study aims to design longitudinal theme of reasoning, problem-solving and decision-making into the undergraduate medical curriculum at Tehran University of Medical Sciences (TUMS. A participatory approach was applied to design the curriculum during 2009-2011. The project was conducted by the contribution of representatives of both basic and clinical faculty members, students and graduates at Tehran University of Medical Sciences. The first step toward integrating cognitive skills into the curriculum was to assemble a taskforce of different faculty and students, including a wide variety of fields with multidisciplinary expertise using nonprobability sampling and the snowball method. Several meetings with the contribution of experts and some medical students were held to generate the draft of expected outcomes. Subsequently, the taskforce also determined what content would fit best into each phase of the program and what teaching and assessment methods would be more appropriate for each outcome. After a pilot curriculum with a small group of second-year medical students, we implemented this program for all first-year students since 2011 at TUMS. Based on findings, the teaching of four areas, including scientific and critical thinking skills (Basic sciences, problem-solving and reasoning (Pathophysiology, evidence-based medicine (Clerkship, and clinical decision-making (Internship were considered in the form of a longitudinal theme. The results of this study could be utilized as a useful pattern for integration of psycho-social subjects into the medical curriculum.

The importance of TVET and its contribution to sustainable development

Science.gov (United States)

Paryono

2017-09-01

Technical and Vocational Education and Training (TVET) has been gaining its popularity and considered as the driving force for sustainable development. TVET is also considered highly in strategic and operational priorities of the G20, the Organisation for Economic Co-operation and Development (OECD), and of multilateral organizations such as the International Labour Organization (ILO), UNESCO, ASEAN, and SEAMEO. As reflected in Shanghai Consensus, TVET systems need sustained transformation and revitalization if TVET is to realize its enormous potential to impact development. This paper will elaborate relevant policies considered as major drivers for promoting TVET at global, regional, and national levels. The paper also shares TVET initiatives in response the policies, especially in meeting the labour market demands in the 21st century. Lastly, the paper highlights TVET contribution to sustainable development, particularly on the sustainable environmental development, including green jobs. The integration of sustainable development into TVET curriculum, learning contents, and also school policies and practices are important indicators to consider. The paper was based secondary data and documents from the meetings and also reports.

Developing a Curriculum for On-Line International Business Degree: An Integrated Approach Using Systems and ERP Concepts

Science.gov (United States)

Desai, Mayur S.; Pitre, Richard

2009-01-01

The world today can be characterized by constant change. One such change is globalization: the integration of world economies into a single economy. Because of globalization, it is necessary for colleges and universities to respond with appropriate curriculum changes that addresses this new world phenomenon. Several institutions of higher…

Sustainable urban development, the Dutch method: best practice for the European integrated approach?

NARCIS (Netherlands)

Boeve, M.N.; van Middelkoop, L.

2010-01-01

An important European environmental policy aim is to create "sustainable cities". The aim of this article is to explore the possible tensions between environmental measures and urban spatial planning law that can arise in creating such sustainable cities and examine opportunities for integrated

A True Delphi Approach: Developing a Tailored Curriculum in Response to Local Agriscience Need

Energy Technology Data Exchange (ETDEWEB)

Rubenstein, Eric; Thoron, Andrew; Burleson, Sarah

2012-02-07

The Delphi approach is a structured communication technique, developed as a systematic, interactive forecasting method which relies on a panel of experts. In this specific case experts from Industry, Education and Extension fields addressed needs for educational programs in a traditional agriculturally-based community, environmentally conscious practices in order to restore environmental integrity and multi-disciplinary approach to solve sustainability problems facing the agricultural industry. The experts were divided into two main groups, (A) Secondary and (B) Post-secondary, and answered questionnaires in three rounds: • 1st Round – Participants generated a list of knowledge, skills, and competencies followed • 2nd Round – Panelists rated each item • 3rd Round – Panelists were given the opportunity to combine and add additional items As a result, top six items from both groups were not found similar, secondary panelists centralized around employment skills and post-secondary panelists focused on content areas. Implications include a need for content-based curriculum for post-secondary graduates, utilization of true-Delphi technique for future curriculum development research and further examination of students that complete secondary and post-secondary programs in biofuels/sustainable agriculture.

Integrated Sustainability Reporting at HNE Eberswalde--A Practice Report

Science.gov (United States)

Kräusche, Kerstin; Pilz, Stefanie

2018-01-01

Purpose: The purpose of this paper is to present the development of an integrated sustainability reporting. In this paper success criteria are named and empirical values when dealingwith specific challenges are formulated. The focus is on the development of criteria for reporting, the involvement of university members and quality assurance.…

Primary exploration of the application of case based learning method in clinical probation teaching of the integrated curriculum of hematology

Institute of Scientific and Technical Information of China (English)

Zi-zhen XU; Ye-fei WANG; Yan WANG; Shu CHENG; Yi-qun HU; Lei DING

2015-01-01

Objective To explore the application and the effect of the case based learning(CBL)method in clinical probation teaching of the integrated curriculum of hematology among eight-year-program medical students.Methods The CBL method was applied to the experimental group,and the traditional approach for the control group.After the lecture,a questionnaire survey was conducted to evaluate the teaching effect in the two groups.Results The CBL method efficiently increased the students’interest in learning and autonomous learning ability,enhanced their ability to solve clinical problems with basic theoretic knowledge and cultivated their clinical thinking ability.Conclusion The CBL method can improve the quality of clinical probation teaching of the integrated curriculum of hematology among eight-year-program medical students.

Trans-Disciplinary Education for Sustainable Marine and Coastal Management: A Case Study in Taiwan

Directory of Open Access Journals (Sweden)

Hsiao-Chien Lee

2016-10-01

Full Text Available The present study aims to investigate the effect of a trans-disciplinary design of curricula, deemed a powerful tool for teaching and research on complex environmental problems, with a goal to help solve the real problems that climate change has brought to the coastal environment in Taiwan. Three major real-life problems in southern Taiwan—declining mullet fisheries, flooding, and coral bleaching—were integrated into four courses. Adopting a qualitative case study method, the researchers investigated the student perceptions of the trans-disciplinary learning experiences, their attitudes toward marine and coastal environmental protection, and their capability of solving the problems related to marine and coastal environments. The researchers employed various methods to analyze the student reflection reports, student self-evaluation forms, and the tape-recorded class meetings. The findings suggest the following: the trans-disciplinary curriculum stands to be an innovative yet indispensable design for coastal management education; such a curriculum benefits students by equipping them with essential knowledge and skills to succeed in future marine conservation; action learning for marine and coastal sustainability serves as the final goal of trans-disciplinary learning project; a trans-disciplinary case study on the design of curricula provides effective knowledge integration of marine and coastal sustainability.

The Integration of Sustainable Transport into Future Renewable Energy Systems in China

DEFF Research Database (Denmark)

Liu, Wen

use are largely lost in the current fossil fuel dominated energy systems. Sustainable transport development requires solutions from an overall renewable energy system in which integration of large-scale intermittent renewable energy needs assistance. Technologies of alternative vehicle fuels...... in transport may play a role in furthering such integration. The objective of this research is to make a contribution to the development of methodologies to identify and develop future sustainable transport systems as well as to apply such methodologies to the case of China. In particular, the methodological...... development focuses on 1) identifying suitable transport technologies and strategies based on renewable energy and 2) evaluating such technologies from the perspective of overall renewable energy system integration. For this purpose, a methodological framework involving the research fields of both...

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…

The Impact of Science Integrated Curriculum Supplements on Early Childhood Teachers' Attitudes and Beliefs towards Science while In-Service: A Multiple Case

Science.gov (United States)

Collins, Kellian L.

Science at the early childhood level has been rarely taught as a single subject or integrated into the curriculum. One reason why early childhood educators avoid teaching science are their attitudes, beliefs, and lack of understanding scientific concepts as presented in traditional science curriculums. The intervention used by researchers for improving beliefs and attitudes in K-6 pre-service teachers towards teaching science in early childhood has been science method courses. For in service teachers, the intervention has been professional development workshops, seminars, and symposiums. Though these interventions have had a positive impact on teachers' attitudes and beliefs toward teaching science, the interventions have not necessarily guaranteed more science being taught in the preschool classroom. The specific problem investigated for this study was how to improve the interventions designed to improve preschool teachers' attitudes and beliefs so that they would feel more confident in teaching science to young children. The purpose of this study was to examine how implementing a one-week science integrated curriculum supplement could be an effective tool for improving preschool teachers' attitudes and beliefs toward teaching science. This study utilized the qualitative multiple case study research method. A logical model was created based on negative teacher attitudes and beliefs attributes that were the core components of the Preschool Teachers' Attitudes and Beliefs toward Science teaching (P-TABS) questionnaire. The negative attributes were paired with positive interventions and encapsulated in a one-week science integrated curriculum supplement based on the factors of teacher comfort, child benefit and challenges. The primary source of evidence for this study was the semi-structured interview. The researcher contacted 24 early childhood facilities, 44 emails were sent to preschool teachers, four teachers agreed to participate in the study. The results of the

Urban water sustainability: an integrative framework for regional water management

Science.gov (United States)

Gonzales, P.; Ajami, N. K.

2015-11-01

Traditional urban water supply portfolios have proven to be unsustainable under the uncertainties associated with growth and long-term climate variability. Introducing alternative water supplies such as recycled water, captured runoff, desalination, as well as demand management strategies such as conservation and efficiency measures, has been widely proposed to address the long-term sustainability of urban water resources. Collaborative efforts have the potential to achieve this goal through more efficient use of common pool resources and access to funding opportunities for supply diversification projects. However, this requires a paradigm shift towards holistic solutions that address the complexity of hydrologic, socio-economic and governance dynamics surrounding water management issues. The objective of this work is to develop a regional integrative framework for the assessment of water resource sustainability under current management practices, as well as to identify opportunities for sustainability improvement in coupled socio-hydrologic systems. We define the sustainability of a water utility as the ability to access reliable supplies to consistently satisfy current needs, make responsible use of supplies, and have the capacity to adapt to future scenarios. To compute a quantitative measure of sustainability, we develop a numerical index comprised of supply, demand, and adaptive capacity indicators, including an innovative way to account for the importance of having diverse supply sources. We demonstrate the application of this framework to the Hetch Hetchy Regional Water System in the San Francisco Bay Area of California. Our analyses demonstrate that water agencies that share common water supplies are in a good position to establish integrative regional management partnerships in order to achieve individual and collective short-term and long-term benefits.

An integrated Biophysical CGE model to provide Sustainable Development Goal insights

Science.gov (United States)

Sanchez, Marko; Cicowiez, Martin; Howells, Mark; Zepeda, Eduardo

2016-04-01

Future projected changes in the energy system will inevitably result in changes to the level of appropriation of environmental resources, particularly land and water, and this will have wider implications for environmental sustainability, and may affect other sectors of the economy. An integrated climate, land, energy and water (CLEW) system will provide useful insights, particularly with regard to the environmental sustainability. However, it will require adequate integration with other tools to detect economic impacts and broaden the scope for policy analysis. A computable general equilibrium (CGE) model is a well suited tool to channel impacts, as detected in a CLEW analysis, onto all sectors of the economy, and evaluate trade-offs and synergies, including those of possible policy responses. This paper will show an application of such integration in a single-country CGE model with the following key characteristics. Climate is partly exogenous (as proxied by temperature and rainfall) and partly endogenous (as proxied by emissions generated by different sectors) and has an impact on endogenous variables such as land productivity and labor productivity. Land is a factor of production used in agricultural and forestry activities which can be of various types if land use alternatives (e.g., deforestation) are to be considered. Energy is an input to the production process of all economic sectors and a consumption good for households. Because it is possible to allow for substitution among different energy sources (e.g. renewable vs non-renewable) in the generation of electricity, the production process of energy products can consider the use of natural resources such as oil and water. Water, data permitting, can be considered as an input into the production process of agricultural sectors, which is particularly relevant in case of irrigation. It can also be considered as a determinant of total factor productivity in hydro-power generation. The integration of a CLEW

Impact of a competency based curriculum on quality improvement among internal medicine residents.

Science.gov (United States)

Fok, Mark C; Wong, Roger Y

2014-11-28

Teaching quality improvement (QI) principles during residency is an important component of promoting patient safety and improving quality of care. The literature on QI curricula for internal medicine residents is limited. We sought to evaluate the impact of a competency based curriculum on QI among internal medicine residents. This was a prospective, cohort study over four years (2007-2011) using pre-post curriculum comparison design in an internal medicine residency program in Canada. Overall 175 post-graduate year one internal medicine residents participated. A two-phase, competency based curriculum on QI was developed with didactic workshops and longitudinal, team-based QI projects. The main outcome measures included self-assessment, objective assessment using the Quality Improvement Knowledge Assessment Tool (QIKAT) scores to assess QI knowledge, and performance-based assessment via presentation of longitudinal QI projects. Overall 175 residents participated, with a response rate of 160/175 (91%) post-curriculum and 114/175 (65%) after conducting their longitudinal QI project. Residents' self-reported confidence in making changes to improve health increased and was sustained at twelve months post-curriculum. Self-assessment scores of QI skills improved significantly from pre-curriculum (53.4 to 69.2 percent post-curriculum [p-value 0.002]) and scores were sustained at twelve months after conducting their longitudinal QI projects (53.4 to 72.2 percent [p-value 0.005]). Objective scores using the QIKAT increased post-curriculum from 8.3 to 10.1 out of 15 (p-value for difference value for difference from pre-curriculum based assessment occurred via presentation of all projects at the annual QI Project Podium Presentation Day. The competency based curriculum on QI improved residents' QI knowledge and skills during residency training. Importantly, residents perceived that their QI knowledge improved after the curriculum and this also correlated to improved QIKAT

Bridging Innovation and Curriculum in Higher Education

DEFF Research Database (Denmark)

Zhang, Fenzhi; Kolmos, Anette; Du, Xiangyun

2010-01-01

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

Sustainable integration of high levels of intermittent generation

International Nuclear Information System (INIS)

Pereira, R.; Cabral, P.

2005-01-01

The sustainable development of electric power systems rely on three main drivers: the security of supply, the competitiveness and the protection of the environment. For this purpose the promotion of endogenous energy sources, mainly the renewable ones, should be underlined. Still, most of renewable energy sources raise very sensitive issues concerning the security of supply, due to its randomness and unpredictability. The wind power, currently in its fast growing development, plays a relevant role on this matter. From the demand-side perspective, there is also a lot to do regarding the promotion of more efficient use of energy as well as mechanisms that contribute to security of supply. This paper aims to present guidelines for the selection of the most adequate solutions regarding: sustainable evolution of renewable generation technologies, based on the most meritorious resources under economic and security of supply assessments; complementary energy storage systems that allow the integration of intermittent generation ensuring adequate security of supply levels; and sustainable evolution of demand, based on DSM measures selected from different available alternatives. (author)

Integrated planning aimed at sustainability city logistics solutions

Directory of Open Access Journals (Sweden)

Tadić Snežana R.

2015-01-01

Full Text Available The main objective of city logistics system is sustainability, or efficiency, wide acceptability, environmental protection and safety. On the other hand, the city logistics system is very complex. It is characterized by a large number of participants, with different, usually conflicting goals and complex interactions. In addition, the system of city logistics is part of a wider system of the town, the region, and there are complex interactions with the external environment. The system depends on the specific characteristics of the city, affects other forms of urban mobility and is subject to the policies of higher rank (regional, national policy. Given the exceptional complexity, sustainable city logistics solution requires an integrated approach in all phases of planning, from stages of problem identification, definition of alternative solutions and effects assessment, to implementation and by exploitation. In this way, the solution of city logistics is becoming widely accepted and not only affects the efficiency of the socio-economic system of town, already on the sustainability of the whole region.

Integrating Climate Change Science and Sustainability in Environmental Science, Sociology, Philosophy and Business Courses.

Science.gov (United States)

Boudrias, M. A.; Cantzler, J.; Croom, S.; Huston, C.; Woods, M.

2015-12-01

Courses on sustainability can be taught from multiple perspectives with some focused on specific areas (environmental, socio-cultural, economic, ethics) and others taking a more integrated approach across areas of sustainability and academic disciplines. In conjunction with the Climate Change Education Program efforts to enhance climate change literacy with innovative approaches, resources and communication strategies developed by Climate Education Partners were used in two distinct ways to integrate climate change science and impacts into undergraduate and graduate level courses. At the graduate level, the first lecture in the MBA program in Sustainable Supply Chain Management is entirely dedicated to climate change science, local and global impacts and discussions about key messages to communicate to the business community. Basic science concepts are integrated with discussions about mitigation and adaptation focused on business leaders. The concepts learned are then applied to the semester-long business plan project for the students. At the undergraduate level, a new model of comprehensive integration across disciplines was implemented in Spring 2015 across three courses on Sustainability each with a specific lens: Natural Science, Sociology and Philosophy. All three courses used climate change as the 'big picture' framing concept and had similar learning objectives creating a framework where lens-specific topics, focusing on depth in a discipline, were balanced with integrated exercises across disciplines providing breadth and possibilities for integration. The comprehensive integration project was the creation of the climate action plan for the university with each team focused on key areas of action (water, energy, transportation, etc.) and each team built with at least one member from each class ensuring a natural science, sociological and philosophical perspective. The final project was presented orally to all three classes and an integrated paper included

Sustainable solid waste management: An integrated approach for Asian countries

International Nuclear Information System (INIS)

Shekdar, Ashok V.

2009-01-01

Solid waste management (SWM) has been an integral part of every human society. The approaches for SWM should be compatible with the nature of a given society, and, in this regard, Asian countries are no exception. In keeping with global trends, the systems are being oriented to concentrate on sustainability issues; mainly through the incorporation of 3R (reduce, reuse and recycle) technologies. However, degree and nature of improvements toward sustainability are varying and depend on the economic status of a country. High-income countries like Japan and South Korea can afford to spend more to incorporate 3R technologies. Most of the latest efforts focus on 'Zero Waste' and/or 'Zero Landfilling' which is certainly expensive for weaker economies such as those of India or Indonesia. There is a need to pragmatically assess the expectations of SWM systems in Asian countries. Hence, in this paper, we analyze the situation in different Asian countries, and explore future trends. We conceptually evaluate issues surrounding the sustainability of SWM. We propose a multi-pronged integrated approach for improvement that achieves sustainable SWM in the context of national policy and legal frameworks, institutional arrangement, appropriate technology, operational and financial management, and public awareness and participation. In keeping with this approach, a generic action plan has been proposed that could be tailored to suit a situation in a particular country. Our proposed concept and action plan framework would be useful across a variety of country-specific scenarios

InTeGrate: Transforming the Teaching of Geoscience and Sustainability

Science.gov (United States)

Blockstein, D.; Manduca, C. A.; Bralower, T. J.; Castendyk, D.; Egger, A. E.; Gosselin, D. C.; Iverson, E. A.; Matson, P. A.; MacGregor, J.; Mcconnell, D. A.; Mogk, D. W.; Nevle, R. J.; Oches, E. A.; Steer, D. N.; Wiese, K.

2012-12-01

InTeGrate is an NSF-funded community project to improve geoscience literacy and build a workforce that can apply geoscience principles to address societal issues. Three workshops offered this year by InTeGrate and its partner, On the Cutting Edge, addressed strategies for bringing together geoscience and sustainability within geoscience courses and programs, in interdisciplinary courses and programs, and in courses and programs in other disciplines or schools including arts and humanities, health science, and business. Participants in all workshops described the power of teaching geoscience in the context of sustainability and the utility of this approach in engaging students with geoscience, including student populations not traditionally represented in the sciences. Faculty involved in both courses and programs seek to teach important skills including the ability to think about systems and to make connections between local observations and challenges and global phenomena and issues. Better articulation of these skills, including learning outcomes and assessments, as well as documenting the relationship between these skills and employment opportunities were identified as important areas for further work. To support widespread integration of geoscience and sustainability concepts, these workshops initiated collections describing current teaching activities, courses, and programs. InTeGrate will continue to build these collections in collaboration with On the Cutting Edge and Building Strong Geoscience Departments, and through open contributions by individual faculty and programs. In addition, InTeGrate began developing new teaching modules and courses. Materials for use in introductory geoscience and environmental science/studies courses, distance learning courses, and courses for education majors are being developed and tested by teams of faculty drawn from at least three institutions, including several members from two-year colleges. An assessment team is

Integrating Spanish language training across a Doctor of Physical Therapy curriculum: a case report of one program's evolving model.

Science.gov (United States)

Pechak, Celia; Diaz, Deborah; Dillon, Loretta

2014-12-01

As the Hispanic population continues to expand in the United States, health professionals increasingly may encounter people who speak Spanish and have limited English proficiency. Responding to these changes, various health profession educators have incorporated Spanish language training into their curricula. Of 12 doctor of physical therapy (DPT) programs identified as including elective or required Spanish courses, the program at The University of Texas at El Paso is the only one integrating required Spanish language training across the curriculum. The purpose of this case report is to describe the development, implementation, and preliminary outcomes of the evolving educational model at The University of Texas at El Paso. The University of Texas at El Paso is situated immediately across the border from Mexico. Responding to the large population with limited English proficiency in the community, faculty began to integrate required Spanish language training during a transition from a master-level to a DPT curriculum. The Spanish language curriculum pillar includes a Spanish medical terminology course, language learning opportunities threaded throughout the clinical courses, clinical education courses, and service-learning. Forty-five DPT students have completed the curriculum. Assessment methods were limited for early cohorts. Clinically relevant Spanish verbal proficiency was assessed with a practical examination in the Spanish course, a clinical instructor-rated instrument, and student feedback. Preliminary data suggested that the model is improving Spanish language proficiency. The model still is evolving. Spanish language learning opportunities in the curriculum are being expanded. Also, problems with the clinical outcome measure have been recognized. Better definition of intended outcomes and validation of a revised tool are needed. This report should promote opportunities for collaboration with others who are interested in linguistic competence. © 2014

Paving the road for a European postgraduate training curriculum.

Science.gov (United States)

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

2016-08-01

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

Targeting relationally integrated project teams for sustainable PPPs

OpenAIRE

Kumaraswamy, M. M.; Ling, F. Y. Y.; Anvuur, A. M.; Rahman, M. M.

2007-01-01

Purpose – This paper targets the development of comprehensive approaches to prequalifying teams for Public Private Partnerships (PPPs). Design/methodology/approach – Research outcomes from a study into “relationally integrated project teams” (RIPTs) were applied to necessarily longer-term PPP scenarios. A force field model was developed to visualise the importance of stronger relational forces between the many PPP participants for “sustainable RIPTs” (SRITs). A framework was conceptualised to...

Empowering Language Learners through the Use of a Curriculum-Integrated Information Literacy Programme: An Action Research Project

Science.gov (United States)

Alzahrani, Sahar

2017-01-01

This paper implements and evaluates a curriculum-integrated information literacy programme in an Arabic primary school in the United Kingdom to empower learners and develop life-long learning skills. It reports on an action research project with a reflective practice approach used at the beginning of the semester to identify potential problems…

Curriculum Trends in Medical Education in Mauritius

Directory of Open Access Journals (Sweden)

Aprajita Panwar

2017-08-01

Full Text Available Medical education began in Mauritius with the establishment of Sir Seewoosagur Ramgoolam (SSR Medical college in 1999 followed by a breakthrough in field of medicine with opening of Anna Medical College and Research Center (AMCRC in 2010 and Padhamshree DY PatilMedical College in 2013.Though it was an appreciable beginning of medical education in Mauritius, medical schools are currently experiencing hardships in delivering right medical exposure to health care professionals.Mauritian medical schools now need to review their current teaching methodology and present curriculum to keep pace with global standards. Integrated curriculum which is now gaining popularity world-wide is to be introduced and strongly implemented in medical schools in Mauritius. This curriculum would breach barriers and improve integration between pre-clinical and clinical sciences thus facilitating long-term retention of knowledge in medical schools and develop a professionally soundapproach towards management of health care. Horizontal curriculum can be replaced by vertical and spiral integration. For this major change, faculty engaged in medical profession are to be acquainted about innovative strategies and emerging trends in medical education. Thus this article aims to highlight the current scenario of medical education in Mauritius and also offer suggestions about possible future strategies to be implemented in medical colleges.Keywords: MEDICAL EDUCATION, CURRICULUM, CHALLENGES

On a Vision to Educating Students in Sustainability and Design—The James Madison University School of Engineering Approach

Directory of Open Access Journals (Sweden)

Olga Pierrakos

2011-12-01

Full Text Available In order for our future engineers to be able to work toward a sustainable future, they must be versed not only in sustainable engineering but also in engineering design. An engineering education must train our future engineers to think flexibly and to be adaptive, as it is unlikely that their future will have them working in one domain. They must, instead, be versatilists. The School of Engineering at James Madison University has been developed from the ground up to provide this engineering training with an emphasis on engineering design, systems thinking, and sustainability. Neither design nor sustainability are mutually exclusive, and consequently, an education focusing on design and sustainability must integrate these topics, teaching students to follow a sustainable design process. This is the goal of the James Madison University School of Engineering. In this paper, we present our approach to curricular integration of design and sustainability as well as the pedagogical approaches used throughout the curriculum. We do not mean to present the School’s model as an all or nothing approach consisting of dependent elements, but instead as a collection of independent approaches, of which one or more may be appropriate at another university.

An Assessment Tool to Integrate Sustainability Principles into the Global Supply Chain

Directory of Open Access Journals (Sweden)

María Jesús Muñoz-Torres

2018-02-01

Full Text Available The integration of sustainability principles into the assessment of companies along the supply chains is a growing research area. However, there is an absence of a generally accepted method to evaluate corporate sustainability performance (CSP, and the models and frameworks proposed by the literature present various important challenges to be addressed. A systematic literature review on the supply chain at the corporate level has been conducted, analyzing the main strengths and gaps in the sustainability assessment literature. Therefore, this paper aims to contribute to the development of this field by proposing an assessment framework a leading company can adopt to expand sustainability principles to the rest of the members of the supply chain. This proposal is based on best practices and integrates and shares efforts with key initiatives (for instance, the Organizational Environmental Footprint from the European Commission and United Nations Environment Programme and the Society of Environmental Toxicology and Chemistry UNEP/SETAC; moreover, it overcomes important limitations of the current sustainability tools in a supply chain context consistent with the circular economy, the Sustainable Development Goals (SDGs, planetary boundaries, and social foundation requirements. The results obtained create, on the one hand, new opportunities for academics; and, on the other hand, in further research, the use of this framework could be a means of actively engaging companies in their supply chains and of achieving the implementation of practical and comprehensive CSP assessment.

Implementing the Sustainable Development Goals at University Level

Science.gov (United States)

Albareda-Tiana, Silvia; Vidal-Raméntol, Salvador; Fernández-Morilla, Mónica

2018-01-01

Purpose: The purpose of this case study is to explore the principles and practices of sustainable development (SD) in the university curriculum. Design/methodology/approach: To explore the principles linked with the sustainable development goals (SDGs) and the learning and teaching practices in sustainability at the International University of…

A structured four-step curriculum in basic laparoscopy

DEFF Research Database (Denmark)

Strandbygaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde

2014-01-01

The objective of this study was to develop a 4-step curriculum in basic laparoscopy consisting of validated modules integrating a cognitive component, a practical component and a procedural component.......The objective of this study was to develop a 4-step curriculum in basic laparoscopy consisting of validated modules integrating a cognitive component, a practical component and a procedural component....

The importance of an integrating framework for achieving the Sustainable Development Goals: the example of health and well-being.

Science.gov (United States)

Nunes, Ana Raquel; Lee, Kelley; O'Riordan, Tim

2016-01-01

The 2030 Agenda for Sustainable Development came into force in January 2016 as the central United Nations (UN) platform for achieving 'integrated and indivisible' goals and targets across the three characteristic dimensions of sustainable development: the social, environmental and economic. We argue that, despite the UN adoption of the Sustainable Development Goals (SDGs), a framework for operationalising them in an integrated fashion is lacking. This article puts forth a framework for integrating health and well-being across the SDGs as both preconditions and outcomes of sustainable development. We present a rationale for this approach, and identify the challenges and opportunities for implementing and monitoring such a framework through a series of examples. We encourage other sectors to develop similar integrating frameworks for supporting a more coordinated approach for operationalising the 2030 Agenda for Sustainable Development.

Novel Dissection of the Central Nervous System to Bridge Gross Anatomy and Neuroscience for an Integrated Medical Curriculum

Science.gov (United States)

Hlavac, Rebecca J.; Klaus, Rachel; Betts, Kourtney; Smith, Shilo M.; Stabio, Maureen E.

2018-01-01

Medical schools in the United States continue to undergo curricular change, reorganization, and reformation as more schools transition to an integrated curriculum. Anatomy educators must find novel approaches to teach in a way that will bridge multiple disciplines. The cadaveric extraction of the central nervous system (CNS) provides an…

Integrated Curriculum Design Reform of Civil Engineering Management Discipline Based on Inter-disciplinary Professional Training

Science.gov (United States)

Yidong, Xu; Ping, Wu; Jian, Chen; Jiansheng, Shen

2018-05-01

In view of the shortcomings of the current civil engineering management discipline, this paper investigates the necessity of the course design reform. Based on the analysis of basic occupation requirements of civil engineering management discipline, the basic ideas and implementation strategies of the integrated reform of curriculum design system are proposed, which can not only improve the students’ overall understanding of knowledge and skills, but also enhance the system of student learning.

Beyond the buildingcentric approach: A vision for an integrated evaluation of sustainable buildings

International Nuclear Information System (INIS)

Conte, Emilia; Monno, Valeria

2012-01-01

The available sustainable building evaluation systems have produced a new environmental design paradigm. However, there is an increasing need to overcome the buildingcentric approach of these systems, in order to further exploit their innovate potential for sustainable building practices. The paper takes this challenge by developing a cross-scale evaluation approach focusing on the reliability of sustainable building design solutions for the context in which the building is situated. An integrated building–urban evaluation model is proposed based on the urban matrix, which is a conceptualisation of the built environment as a social–ecological system. The model aims at evaluating the sustainability of a building considering it as an active entity contributing to the resilience of the urban matrix. Few holistic performance indicators are used for evaluating such contribution, so expressing the building reliability. The discussion on the efficacy of the model shows that it works as a heuristic tool, supporting the acquisition of a better insight into the complexity which characterises the relationships between the building and the built environment sustainability. Shading new lights on the meaning of sustainable buildings, the model can play a positive role in innovating sustainable building design practices, thus complementing current evaluation systems. - Highlights: ► We model an integrated building–urban evaluation approach. ► The urban matrix represents the social–ecological functioning of the urban context. ► We introduce the concept of reliability to evaluate sustainable buildings. ► Holistic indicators express the building reliability. ► The evaluation model works as heuristic tool and complements other tools.

Integration of Work and Learning. Proceedings of the Workshop on Curriculum Innovation (2nd, Bled, Slovenia, September 1997).

Science.gov (United States)

European Training Foundation, Turin (Italy).

This proceedings consists of 13 papers and 3 working group presentations from a 3-day workshop on issues of work-linked learning relevant for curriculum development. "Welcome" (Slavko Gaber, Peter de Rooij) is followed by two introductory papers: "Integration of Work and Learning: A Challenge for Both Schools and Companies"…

Digital Gaming and Sustainable Design

Directory of Open Access Journals (Sweden)

Shahin Vassigh

2012-10-01

Full Text Available The American building industry is one of the major consumers of energy. Buildings use 39% of thetotal energy consumed in the United States, significantly impacting national energy demand andcontributing to global warming. The vast majority of architectural practice in US leads to construction of buildings with a little concern to sustainability leading to environmental degradation. Although the bulk of architecture practice continues to produce unsustainable buildings, there is growing stream of exemplary models of sustainable design. Examining the success of suchpractices leads into two a two-folded finding; first that achieving sustainable design is closelylinked to “integrated Design”1 - a type of practice in which various disciplines involved in building design work together to achieve efficiency and other synergetic benefits. Second is that theadvances in computing and simulation algorithms are paving the way to achieve “integrateddesign”. These technologies are enabling the designers to collaborate, visualize, foresee, andmodify building performance with relatively high accuracy. They are increasing used to analyze complex systems to achieve streamlined structures, reduce dependence on mechanical systems, produce more effective construction processes, and reduce waste.If such practices were to become widespread, the architectural education needs to be restructured.The traditional American architectural curriculum that is based on a schism between“design” and “technology” is inherently in conflict with the principal of integration. Though largescalereform of architectural curricula is a complex, ongoing, and difficult debate; producing teaching tools that can simulate integrated design can impact and promote an understanding of sustainable practice in architecture. The proposed paper will present the progress of a multi-disciplinary team of faculty who arecollectively working on the completion, implementation and evaluation

The importance of an integrating framework for achieving the Sustainable Development Goals: the example of health and well-being

Science.gov (United States)

Lee, Kelley; O'Riordan, Tim

2016-01-01

The 2030 Agenda for Sustainable Development came into force in January 2016 as the central United Nations (UN) platform for achieving ‘integrated and indivisible’ goals and targets across the three characteristic dimensions of sustainable development: the social, environmental and economic. We argue that, despite the UN adoption of the Sustainable Development Goals (SDGs), a framework for operationalising them in an integrated fashion is lacking. This article puts forth a framework for integrating health and well-being across the SDGs as both preconditions and outcomes of sustainable development. We present a rationale for this approach, and identify the challenges and opportunities for implementing and monitoring such a framework through a series of examples. We encourage other sectors to develop similar integrating frameworks for supporting a more coordinated approach for operationalising the 2030 Agenda for Sustainable Development. PMID:28588955

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

confidence in interpreting radiological images, and (5) transfer of conceptual knowledge to actual practice. The vertically integrated online radiology curriculum can positively impact student performance and learning process in the context of the cognitive apprenticeship model. Copyright © 2015 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Sustainability of algal biofuel production using integrated renewable energy park (IREP) and algal biorefinery approach

International Nuclear Information System (INIS)

Subhadra, Bobban G.

2010-01-01

Algal biomass can provide viable third generation feedstock for liquid transportation fuel. However, for a mature commercial industry to develop, sustainability as well as technological and economic issues pertinent to algal biofuel sector must be addressed first. This viewpoint focuses on three integrated approaches laid out to meet these challenges. Firstly, an integrated algal biorefinery for sequential biomass processing for multiple high-value products is delineated to bring in the financial sustainability to the algal biofuel production units. Secondly, an integrated renewable energy park (IREP) approach is proposed for amalgamating various renewable energy industries established in different locations. This would aid in synergistic and efficient electricity and liquid biofuel production with zero net carbon emissions while obviating numerous sustainability issues such as productive usage of agricultural land, water, and fossil fuel usage. A 'renewable energy corridor' rich in multiple energy sources needed for algal biofuel production for deploying IREPs in the United States is also illustrated. Finally, the integration of various industries with algal biofuel sector can bring a multitude of sustainable deliverables to society, such as renewable supply of cheap protein supplements, health products and aquafeed ingredients. The benefits, challenges, and policy needs of the IREP approach are also discussed.

Integral Sustainable Design: Transformative Perspectives (by M. DeKay (Ed. with S. Bennett, 2011

Directory of Open Access Journals (Sweden)

Michael Schwartz

2013-02-01

Full Text Available Reviewed by Michael Schwartz Mark DeKay, Professor of Architecture and Director of Graduate Studies in the College of Architecture at the University of Tennessee, a prominent scholar-practitioner in the field of sustainable design, opens his latest book with the explicit intention that the volume “help create a breakthrough in the effectiveness of the Sustainable Design movement such that it is transformed to greater power, relevance, meaning and positive effect on people and Nature” (p. xxi. His approach is thoroughly integral, taking up Wilber’s classic integral theory, more or less a version of “Wilber-4,” clarifying and extending this meta-theory in service of creating and advancing sustainable design as discipline and practice.

Innovative Integrated Management System (IIMS for Sustainable Food Industry

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Suttiprasit Prasert

2014-11-01

Full Text Available It is evident that the long-term survival and growth of global food industry depend on the availability and efficient use of raw materials, energy and water and other facilities under the concept of sustainable practice, i.e. in environment, society and economics. Quality and safety managements are essential to ensure that the industry can continue to support the communities in which it operates. Awarding a number of certifications to show the high standing of international quality and hygiene characteristics are currently necessary, e.g. ISO 9001: 2000, GMP/GHP, HACCP, ISO 22000, BRC and etc. To minimize the cost and maximize the efficiency, the Innovative Integration Management System (IIMS has been implemented effectively under the frameworks of sustainability in a numbers of national and international food production companies in Thailand during the past years. This will allow the organization to integrate all common processes such as management review, document control, record control, training, monitoring & measuring, data analysing, internal audits, and corrective and preventive actions whereas the critical or specific processes required by each standard are still retained harmoniously with the others.

Implications for a Green Curriculum Application toward Sustainable Development

Science.gov (United States)

Sahin, Elvan; Ertepinar, Hamide; Teksoz, Gaye

2009-01-01

The aim of present study was two-fold: (1) to determine university students' familiarity and understandings of "sustainable development", (2) to examine their attitudes toward sustainable development, environmental values, and their behaviors toward sustainable life styles. The data collected by on-line administration of a questionnaire…

Integrating Ethics into the Social Studies Curriculum.

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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…

Integrated Reporting and Assurance of Sustainability Information: An Experimental Study on Professional Investors’ Information Processing

NARCIS (Netherlands)

Reimsbach, D.; Hahn, R.; Gürtürk, A.

2018-01-01

Sustainability-related non-financial information is increasingly deemed value relevant. Against this background, two recent trends in non-financial reporting are frequently discussed: integrated reporting and assurance of sustainability information. Using an established framework of information

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

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Kristin C. Burkholder

2017-05-01

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

Can the Concept of Integrative and Segregative Institutions Contribute to the Framing of Institutions of Sustainability?

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Konrad Hagedorn

2015-01-01

Full Text Available This paper begins with the question “What is special about those institutions that bring about sustainability”? In an attempt to answer this, I use the Institutions of Sustainability (IoS framework, which structures sustainability analytically according to four main categories, namely: transactions, actors, institutions and governance structures. I then argue that sustainability has to do with balancing two sorts of costs an actor may face while being constrained by institutions. One is the costs from the integrative effects of institutions on his individual decision making. The other is the costs from the segregative effect of institutions. In this way, sustainability can be understood as societies’ compromise between institutions that integrate individual actors’ decisions in a wider system, holding them fully responsible for more or less all of the effects of their choices and those institutions that partly free individual decision makers from parts of such responsibilities. If a governance problem is characterized by a high degree of “decomposability”, segregative rules may be sufficient. The more a governance problem is characterized by complexity due to low modularity and high functional interdependencies, the more accurate integrative rules may be. The paper concludes by identifying “sustainability area of institutional embedding” as a regulative idea in understanding sustainability.

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

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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

Towards sustainable infrastructure development through integrated contracts : Experiences with inclusiveness in Dutch infrastructure projects

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Lenferink, Sander; Tillema, Taede; Arts, Jos

Current complex society necessitates finding inclusive arrangements for delivering sustainable road infrastructure integrating design, construction and maintenance stages of the project lifecycle. In this article we investigate whether linking stages by integrated contracts can lead to more

Sustainability performance for Brazilian electricity power industry: An assessment integrating social, economic and environmental issues

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Sartori, S.; Witjes, S.; Campos, L.M.S.

2017-01-01

The increased pressure on companies to address sustainability issues has resulted in the development of several voluntary corporate sustainability integration approaches. The array of existing approaches is large and overwhelming, resulting in companies not understanding what corporate

Leading for Sustainability: Is Surface Understanding Enough?

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Pepper, Coral; Wildy, Helen

2008-01-01

Purpose: This paper aims to report an investigation of how education for sustainability is conceptualised, incorporated across the curriculum and led in three Western Australian Government secondary schools. It also reports on processes to enable education for sustainability to become embedded into these schools. Design/methodology/approach: Data…

Integrating Creativity Training into Problem and Project-Based Learning (PBL) Curriculum in Engineering Education

DEFF Research Database (Denmark)

Zhou, Chunfang

2012-01-01

In order to foster creative engineers, a creativity training programme was carried out in medialogy education in a Problem and Project-Based Learning (PBL) environment at Aalborg University, Denmark. This paper focuses on the question of how engineering students perceive the strategy of integrating...... creativity training into a PBL curriculum. A total of 20 medialogy students in the training programme were interviewed. The data shows that the training programme was thought useful and students get benefits such as gaining project work skills, creative concepts and confidence of being creative. However...

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.

The Integrate Student Portal: Online Resources to Prepare Students for the Workforce of a Sustainable Future

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Bruckner, M. Z.; Manduca, C. A.; Egger, A. E.; Macdonald, H.

2014-12-01

The InTeGrate Student Portal is a suite of web pages that utilize InTeGrate resources to support student success by providing undergraduates with tools and information necessary to be proactive in their career choices and development. Drawn from various InTeGrate workshops and programming, the Portal organizes these resources to illuminate a variety of career opportunities and pathways to both traditional and non-traditional jobs that support a sustainable future. Informed from a variety of sources including employers, practitioners, faculty, students, reports, and articles, the pages explore five facets: (1) sustainability across the disciplines, (2) workforce preparation, (3) professional communication, (4) teaching and teaching careers, and (5) the future of green research and technology. The first three facets explore how sustainability is integrated across disciplines and how sustainability and 'green' jobs are available in a wide range of traditional and non-traditional workplaces within and beyond science. They provide students guidance in preparing for this sustainability workforce, including where to learn about jobs and how to pursue them, advice for strengthening their job applications, and how to build a set of skills that employers seek. This advice encompasses classroom skills as well as those acquired and strengthened as part of extracurricular or workplace experiences. The fourth facet, aimed at teaching assistants with little or no experience as well as at students who are interested in pursuing teaching as a career, provides information and resources about teaching. The fifth facet explores future directions of technology and the need for innovations in the workforce of the future to address sustainability issues. We seek your input and invite you to explore the Portal at: serc.carleton.edu/integrate/students/

Campus as a Living Laboratory for Sustainability: The Chemistry Connection

Science.gov (United States)

Lindstrom, Timothy; Middlecamp, Catherine

2017-01-01

In the undergraduate curriculum, chemistry and sustainability connect easily and well. Topics in chemistry provide instructors with opportunities to engage students in learning about sustainability; similarly, topics in sustainability provide instructors with opportunities to engage students in learning chemistry. One's own college or university…

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

Early Childhood Education and Sustainability: A Living Curriculum

Science.gov (United States)

MacDonald, Margaret

2015-01-01

As climate change, overpopulation, and inequalities begin to take their toll on our planet and on global human development, sustainability has become increasingly important for a prosperous future. How can we ensure quality of life for future generations? How can we make choices and cultivate environments in which sustainable practices are the…

Global Social Issues in the Curriculum: Perspectives of School Principals

Science.gov (United States)

Simovska, Venka; Prøsch, Åsa Kremer

2016-01-01

In this article, we discuss principals' perspectives on the priority given to the place in the curriculum of and the supporting practices related to health and sustainability education in schools in Denmark (for pupils aged 6-16). The study is situated within the discourses about critical health and sustainability education and treats the two…

Evaluating Consumer Product Life Cycle Sustainability with Integrated Metrics: A Paper Towel Case Study

Science.gov (United States)

Integrated sustainability metrics provide an enriched set of information to inform decision-making. However, such approaches are rarely used to assess product supply chains. In this work, four integrated metrics—presented in terms of land, resources, value added, and stability—ar...

Sustainable Urban (re-Development with Building Integrated Energy, Water and Waste Systems

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Tae-Goo Lee

2013-03-01

Full Text Available The construction and service of urban infrastructure systems and buildings involves immense resource consumption. Cities are responsible for the largest component of global energy, water, and food consumption as well as related sewage and organic waste production. Due to ongoing global urbanization, in which the largest sector of the global population lives in cities which are already built, global level strategies need to be developed that facilitate both the sustainable construction of new cities and the re-development of existing urban environments. A very promising approach in this regard is the decentralization and building integration of environmentally sound infrastructure systems for integrated resource management. This paper discusses such new and innovative building services engineering systems, which could contribute to increased energy efficiency, resource productivity, and urban resilience. Applied research and development projects in Germany, which are based on integrated system approaches for the integrated and environmentally sound management of energy, water and organic waste, are used as examples. The findings are especially promising and can be used to stimulate further research and development, including economical aspects which are crucial for sustainable urban (re-development.

Integrated Reporting: A Review of Developments and Their Implications for the Accounting Curriculum

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Owen, Gareth

2013-01-01

Integrated reporting (IR) is a major development in a number of sustainability-related accounting initiatives and, if widely adopted, will require significant developments in professional and university accounting curricula. These will include: a strategic rather than operational or transactional focus; longer- rather than short-term outlook;…

Sustainable Development as a Meta-Context for Engineering Education

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Karel Mulder

2013-12-01

Full Text Available At the end of the first decade of the twenty-first century, there is unprecedented awareness of the need for a transformation in development, to meet the needs of the present while also preserving the ability of future generations to meet their own needs. However, within engineering, educators still tend to regard such development as an ‘aspect’ of engineering rather than an overarching meta-context, with ad hoc and highly variable references to topics. Furthermore, within a milieu of interpretations there can appear to be conflicting needs for achieving sustainable development, which can be confusing for students and educators alike. Different articulations of sustainable development can create dilemmas around conflicting needs for designers and researchers, at the level of specific designs and (sub- disciplinary analysis. Hence sustainability issues need to be addressed at a meta-level using a whole of system approach, so that decisions regarding these dilemmas can be made. With this appreciation, and in light of curriculum renewal challenges that also exist in engineering education, this paper considers how educators might take the next step to move from sustainable development being an interesting ‘aspect’ of the curriculum, to sustainable development as a meta-context for curriculum renewal. It is concluded that capacity building for such strategic considerations is critical in engineering education.

Irrigated agriculture and groundwater resources - towards an integrated vision and sustainable relationship.

Science.gov (United States)

Foster, Stephen; Garduño, Héctor

2013-01-01

Globally, irrigated agriculture is the largest abstractor, and predominant consumer, of groundwater resources, with large groundwater-dependent agro-economies now having widely evolved especially in Asia. Such use is also causing resource depletion and degradation in more arid and drought-prone regions. In addition crop cultivation practices on irrigated land exert a major influence on groundwater recharge. The interrelationship is such that cross-sector action is required to agree more sustainable land and water management policies, and this paper presents an integrated vision of the challenges in this regard. It is recognised that 'institutional arrangements' are critical to the local implementation of management policies, although the focus here is limited to the conceptual understanding needed for formulation of an integrated policy and some practical interventions required to promote more sustainable groundwater irrigation.

The potential for integrated landscape management to fulfil Europe's commitments to the Sustainable Development Goals

NARCIS (Netherlands)

Mann, Carsten; Garcia-Martin, Maria; Raymond, Christopher M.; Shaw, Brian J.; Plieninger, Tobias

2018-01-01

The aim of this perspective essay is to discuss how integrated landscape management (ILM) can contribute to the implementation of the Sustainable Development Goals (SDG) agenda in Europe. Challenges for sustainable development become evident in the emergence of land-use conflicts. Facing multiple,

THE ACTIVE INTEGRATED CIRCULAR PROCESS – EXPRESSION OF MAXIMUM SYNTHESIS OF SUSTAINABLE DEVELOPMENT

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Done Ioan

2015-06-01

Full Text Available "The accelerated pace of economic growth, prompted by the need to ensure reducing disparities between the various countries, has imposed in the last two decades the adoption of sustainable development principles, particularly as a result of the Rio Declaration on Environment and Development (1992 and the UNESCO Declaration in the fall of 1997. In specific literature, in essence, sustainable development is considered "an economic and social process that is characterized by a simultaneous and concerted action at global, regional and local level. Its objective is to provide living conditions both for the present and forth future. Sustainable development “encompasses the economic, ecological, social and political aspects, linked through cultural and spiritual relationships."(Coşea, 2007In Romania, achieving sustainable development is a major, difficult objective, because it must be done in terms of convergence to the demands of the economic, social, cultural and political context of the EU, and in terms of the completion of the transition to a functioning and competitive market economy. In this context, it is imposed the economic competitiveness through reindustrialization and not least, by harnessing the active integrated circular process. Gross value added and profit chain in the structures of active integrated circular process must reflect the interests of the forces involved(employers, employees and the statethereby forming the basis of respect for the correlation between sustainable development, economic growth and increasing national wealth. The elimination or marginalization of certain links in the value chain and profit causes major disruptions or bankruptcy, with direct implications for recognizing and rewarding performance. Essentially, the building of active integrated circular process will determine the maximization of the profit – the foundation of satisfying all economic interests.

Integration of LUTI models into sustainable urban mobility plans (SUMPs

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Nikolaos Gavanas

2016-06-01

Full Text Available A literature review indicates that there is an increasing number of Land Use/Transport Interaction (LUTI models being used in policy analysis and support of urban land use, transport and environmental planning. In this context, LUTI models are considered to be useful for the development of scenarios during the preparatory stage of Sustainable Urban Mobility Plans (SUMPs. A SUMP can be defined as a strategic planning framework, proposed by the European Commission, for planning and design of an urban multimodal transport system, which combines multi-disciplinary policy analysis and decision making. The objective of a SUMP is to achieve sustainable urban mobility, i.e. accessibility for all, safety and security, reduction in emissions and energy consumption, efficient and cost-effective transport and an improvement in the urban environment. Based on the overall conceptual and methodological framework of LUTI models (Geurs and van Wee 2004, the scope of the proposed research is to fully integrate a LUTI model into a contemporary transport planning framework and, more specifically, into the SUMP structure. This paper focuses on the configuration of the integration pattern, according to which a LUTI model may evolve and interact with the planning process throughout the eleven elements of the SUMP, as well as the evaluation of the benefits and drawbacks from the implementation of the proposed pattern for the enhancement of SUMP and overall promotion of sustainable urban planning.

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

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

Science.gov (United States)

Dawson, Shane; Hubball, Harry

2014-01-01

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

Integrating climate-smart rice agriculture into secondary-level curriculum: lessons from three high schools in the Philippines.

Science.gov (United States)

Manalo, Jaime A; Balmeo, Katherine P; Berto, Jayson C; Saludez, Fredierick M; Villaflor, Jennifer D; Pagdanganan, Argie M

2016-01-01

Climate change (CC) is an urgent and highly relevant topic that must be integrated into the school curriculum. Literature on CC integration, however, is scarce, let alone literature on integrating climate-smart rice agriculture (CSRA). Bringing CSRA lessons into the classroom means the chance is higher that climate-smart technologies on rice will reach even the most far-flung areas of the Philippines, which stand to be among the most vulnerable as regards the negative impacts of CC. This paper shares experiences drawn from three high schools in the Philippines on integrating CSRA into their curriculum. The research centers on appropriate teaching tools/strategies, push and exogenous factors in CSRA integration, and the types of information that are likely to be shared by the students with their farmer-parents or other farmers in their communities. Surveys among participating students (n = 155) and three focus group discussions among key school officials were conducted. Different teaching methods and/or tools were found to be generally useful in various contexts. Photos and videos, however, emerged as the most effective tools across sites. The livelihood source of the students does have a bearing on the complexity of messages that they can convey. Students from rice-farming households can competently discuss even highly complex adaptation and mitigation information with their farmer-parents or other farmers. Thorough message-framing is necessary to maximize student involvement as well as to increase production of education-entertainment (edutainment) materials to be utilized in teaching. This study, in general, contributes to CC education by bringing in best-fit practices in teaching tools and strategies to mobilize students to act on urgent matters relating to the impacts of CC. It also advises on considering exogenous factors that might affect CC education by taking into account those that are equally capable of shaping students' perception and knowledge.

Integrating irrigation and drainage management to sustain agriculture in northern Iran

NARCIS (Netherlands)

Darzi-Naftchali, Abdullah; Ritzema, Henk

2018-01-01

In Iran, as in the rest of the world, land and water for agricultural production is under pressure. Integrating irrigation and drainage management may help sustain intensified agriculture in irrigated paddy fields. This study was aimed to investigate the long-term effects of such management

A History of Women in the Trades for Integration with the Gender Equity in Education and the Workplace Curriculum.

Science.gov (United States)

Grey, Morgan, Comp.

This document, which was originally intended to complement a curriculum titled "Gender Equity in Education and the Workplace," is a compilation of the historical contributions made by women in trade and technical careers that may be used as a source of materials suitable for integration into existing trade and industrial education programs.…

Sustainable Housing Design

DEFF Research Database (Denmark)

Lauring, Gert Michael

2016-01-01

Sustainable Housing Design. Integrating technical and housing quality aspects of sustainable architecture in civil engineering education. Summary An integrated design approach to sustainable architecture is outlined that combines concerns for zero energy building, good indoor climate and adequate...... phases. The outcome shows that integrated design further solutions where sustainable urban forms of settlement can be highly energy efficient while also attractive from a user perspective. Key words: Sustainable architecture, integrated design, zero-energy-housing, dense urban living. 1. Introduction...... When designing sustainable housing, energy optimization and satisfactory indoor climates are central issues that need to be incorporated from early design phases if to reach a coherent design. It might also be argued that the energy consumption of contemporary buildings only plays a rela-tively minor...

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

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Mohaeka Raselimo

2013-01-01

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

Ecological assessment of integrated bioenergy systems using the Sustainable Process Index

International Nuclear Information System (INIS)

Krotscheck, C.; Konig, F.; Obernberger, I.

2000-01-01

Biomass utilisation for energy production presently faces an uphill battle against fossil fuels. The use of biomass must offer additional benefits to compensate for higher prices: on the basis of a life cycle assessment (using BEAM to evaluate a variety of integrated bioenergy systems in connection with the Sustainable Process Index as a highly aggregated environmental pressure index) it is shown that integrated bioenergy systems are superior to fossil fuel systems in terms of environmental compatibility. The implementation of sustainability measures provides additional valuable information that might help in constructing and optimising integrated bioenergy systems. For a set of reference processes, among them fast pyrolysis, atmospheric gasification, integrated gasification combined cycle (IGCC), combustion and steam cycle (CS) and conventional hydrolysis, a detailed impact assessment is shown. Sensitivity analyses of the most important ecological parameters are calculated, giving an overview of the impacts of various stages in the total life cycle and showing 'what really matters'. Much of the ecological impact of integrated bioenergy systems is induced by feedstock production. It is mainly the use of fossil fuels in cultivation, harvesting and transportation as well as the use of fertilisers in short-rotation coppice production that impose considerable ecological pressure. Concerning electricity generation the most problematic pressures are due to gaseous emissions, most notably the release of NO x . Moreover, a rather complicated process (high amount of grey energy) and the use of fossil pilot fuel (co-combustion) leads to a rather weak ecological performance in contrast to other 100% biomass-based systems. (author)

Sustainable Development in Engineering Education: A Pedagogical Approach

Science.gov (United States)

Ahrens, A.; Zascerinska, J.

2012-01-01

Engineering education is facing a challenge of the development of student engineers' social responsibility in the context of sustainable development. The aim of the research is to analyze efficiency of engineering curriculum in the context of sustainable development underpinning elaboration of pedagogical guidelines on the development of students'…

3R Practices Among Moe Preschool Pupils through the Environmental Education Curriculum

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Mahat Hanifah

2016-01-01

Full Text Available Education is the key to increasing the knowledge and awareness of the general public on environmental issues at early ages, as envisaged in the concept of sustainable development. Hence, this study aims to discuss the sustainability practices among children at a Ministry of Education (MOE pre-school as a result of the implementation of environmental education through a formal curriculum. Sustainability practices of pupils in this study involves the concept of Reduce, Reuse and Recycle. Survey methods were used, which involved 500 pupils in MOE preschools in Hulu Langat district, Selangor Malaysia. Results showed that pre-school pupils practice the 3Rs only at a moderate level while the level of knowledge of sustainability was at a high level. The results also showed that there was no significant relationship between prolonged knowledge in practicing the 3Rs among pre-school students. Obviously the input given by the teacher in teaching and learning science was not aligned with sustainability activities such as the 3Rs. Space conservation practices using a structured curriculum platform should be utilised in order to produce citizens who are aware of sustainable development.

Smart Integrated Renewable Energy Systems (SIRES: A Novel Approach for Sustainable Development

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Zeel Maheshwari

2017-08-01

Full Text Available Technical and economic aspects of the viability of SIRES (Smart Integrated Renewable Energy Systems for sustainable development of remote and rural areas of the world are discussed. The hallmark of the proposed SIRES is the smart utilization of several renewable resources in an integrated fashion and matching of resources and needs a priori with the ultimate goal of “energization”, not just “electrification”. Historical background leading to this approach is succinctly presented along with a comprehensive schematic diagram. Modeling of various components and their collective use in optimizing SIRES with the aid of genetic algorithm are presented using a typical hypothetical example. SIRES is also compared with various approaches for rural development based on Annualized Cost of System (ACS and installation costs. Implementation of SIRES will lead to overall sustainable development of rural communities.

A Quasi-Experimental Control Group Design Study to Determine the Effect of Integrating Character Education into a High School Social Studies Curriculum through Storytelling

Science.gov (United States)

Long, Russell L.

2014-01-01

The purpose of this study was to offer evidence for the development of student character through the integration of historical storytelling into a social studies classroom. A quasi-experimental study was conducted to determine the effect of character education through historical storytelling integrated into a United States history curriculum on…

Successfully Integrating Climate Change Education into School System Curriculum

Science.gov (United States)

Scallion, M.

2017-12-01

Maryland's Eastern Shore is threatened by climate change driven sea level rise. By working with school systems, rather than just with individual teachers, educators can gain access to an entire grade level of students, assuring that all students, regardless of socioeconomic background or prior coursework have an opportunity to explore the climate issue and be part of crafting community level solutions for their communities. We will address the benefits of working with school system partners to achieve a successful integration of in-school and outdoor learning by making teachers and administrators part of the process. We will explore how, through the Maryland and Delaware Climate Change Education, Assessment, and Research Project, teachers, content supervisors and informal educators worked together to create a climate curriculum with local context that effectively meets Common Core and Next Generation Science Standards. Over the course of several weeks during the year, students engage in a series of in-class and field activities directly correlated with their science curriculum. Wetlands and birds are used as examples of the local wildlife and habitat being impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and strengthened by material covered by classroom teachers, students get a thorough introduction to the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change. The project concludes with a habitat and carbon stewardship project that gives students and teachers a sense of hope as they tackle this big issue on a local scale. We'll explore how the MADE-CLEAR Informal Climate Change Education (ICCE) Community of Practice supports Delaware and Maryland environmental educators in collaboratively learning and expanding their programming on the complex issue of climate change. Participants will learn how to

An Integrated Model Based on a Hierarchical Indices System for Monitoring and Evaluating Urban Sustainability

Directory of Open Access Journals (Sweden)

Xulin Guo

2013-02-01

Full Text Available Over 50% of world’s population presently resides in cities, and this number is expected to rise to ~70% by 2050. Increasing urbanization problems including population growth, urban sprawl, land use change, unemployment, and environmental degradation, have markedly impacted urban residents’ Quality of Life (QOL. Therefore, urban sustainability and its measurement have gained increasing attention from administrators, urban planners, and scientific communities throughout the world with respect to improving urban development and human well-being. The widely accepted definition of urban sustainability emphasizes the balancing development of three primary domains (urban economy, society, and environment. This article attempts to improve the aforementioned definition of urban sustainability by incorporating a human well-being dimension. Major problems identified in existing urban sustainability indicator (USI models include a weak integration of potential indicators, poor measurement and quantification, and insufficient spatial-temporal analysis. To tackle these challenges an integrated USI model based on a hierarchical indices system was established for monitoring and evaluating urban sustainability. This model can be performed by quantifying indicators using both traditional statistical approaches and advanced geomatic techniques based on satellite imagery and census data, which aims to provide a theoretical basis for a comprehensive assessment of urban sustainability from a spatial-temporal perspective.

Sustainable Architecture that Teaches: Promoting Environmental Education through Service-Learning

Science.gov (United States)

Eason, Grace; Berger, Rebecca; Green, Pamela Davis

2010-01-01

The University of Maine at Farmington (UMF) has undertaken a commitment to establish a culture of environmental sustainability. With two new Leadership in Energy and Environmental Design (LEED) certified buildings on site, a green building curriculum has been developed. This multidimensional curriculum involves university faculty, students, K-12…

Sustainable BECCS pathways evaluated by an integrated assessment model

Science.gov (United States)

Kato, E.

2017-12-01

Negative emissions technologies, particularly Bioenergy with Carbon Capture and Storage (BECCS), are key components of mitigation strategies in ambitious future socioeconomic scenarios analysed by integrated assessment models. Generally, scenarios aiming to keep mean global temperature rise below 2°C above pre-industrial would require net negative carbon emissions in the end of the 21st century. Also, in the context of Paris agreement which acknowledges "a balance between anthropogenic emissions by sources and removals by sinks of greenhouse gases in the second half of this century", RD&D for the negative emissions technologies in this decade has a crucial role for the possibility of early deployment of the technology. Because of the requirement of potentially extensive use of land and water for producing the bioenergy feedstock to get the anticipated level of gross negative emissions, researches on how to develop sustainable scenarios of BECCS is needed. Here, we present BECCS deployment scenarios that consider economically viable flow of bioenergy system including power generation and conversion process to liquid and gaseous fuels for transportation and heat with consideration of sustainable global biomass use. In the modelling process, detailed bioenergy representations, i.e. various feedstock and conversion technologies with and without CCS, are implemented in an integrated assessment (IA) model GRAPE (Global Relationship Assessment to Protect the Environment). Also, to overcome a general discrepancy about assumed future agricultural yield between 'top-down' IA models and 'bottom-up' estimates, which would crucially affect the land-use pattern, we applied yields change of food and energy crops consistent with process-based biophysical crop models in consideration of changing climate conditions. Using the framework, economically viable strategy for implementing sustainable bioenergy and BECCS flow are evaluated in the scenarios targeting to keep global average

Sustainability Instruction in High Doses: Results From Incorporation of Multiple InTeGrate Modules Into an Environmental Science Class

Science.gov (United States)

Rademacher, L. K.

2017-12-01

The Interdisciplinary Teaching about Earth for a Sustainable Future (InTeGrate) community has developed extensive courses and modules designed for broad adoption into geoscience classrooms in diverse environments. I participated in a three-semester research project designed to test the efficacy of incorporating "high doses" (minimum 3 modules or 18 class periods) of InTeGrate materials into a course, in my case, an introductory environmental science class. InTeGrate materials were developed by groups of instructors from a range of institutions across the US. These materials include an emphasis on systems thinking, interdisciplinary approaches, and sustainability, and those themes are woven throughout the modules. The three semesters included a control in which no InTeGrate materials were used, a pilot in which InTeGrate materials were tested, and a treatment semesters in which tested materials were modified as needed and fully implemented into the course. Data were collected each semester on student attitudes using the InTeGrate Attitudinal Instrument (pre and post), a subset of Geoscience Literacy Exam questions (pre and post), and a series of assessments and essay exam questions (post only). Although results suggest that learning gains were mixed, changes in attitudes pre- and post-instruction were substantial. Changes in attitudes regarding the importance of sustainable employers, the frequency of self-reported individual sustainable actions, and motivation level for creating a sustainable society were observed in the control and treatment semesters, with the treatment semester showing the greatest gains. Importantly, one of the biggest differences between the control and treatment semesters is the reported impact that the course had on influencing students' sustainable behaviors. The treatment semester course impacted students' sustainable behaviors far more than the control semester.

Global social issues in the curriculum

DEFF Research Database (Denmark)

Simovska, Venka; Kremer Prøsch, Åsa

2016-01-01

and sustainability education and treats the two issues as societal challenges that are important to address in schools as educational examples. We draw on the literature on school leadership challenges linked to global neoliberal trends in educational reform. The context of the study is the on-going school reform...... somewhat more than sustainability education; however, both are characterized by insufficient attention to teachers’ professional development and the low prioritization of collaboration within the school and between the school and community actors. Acknowledging the contradicting demands that principals...... face in the context of the reform, we argue for reconnecting the concept of leadership with the wider purposes of schooling and for providing space for an emergent, whole-school curriculum that addresses health and sustainability....

A Multidisciplinary Team-Teaching Approach to Sustainable Business Education

Science.gov (United States)

Izberk-Bilgin, Elif; Klein, Barbara D.; Chandra, Charu; Lee, Hei-Wai; Susko, David; Lee, Moses; Zikanov, Oleg

2012-01-01

Sustainability has been identified as one of the most pressing challenges for business and society. However, research shows that sustainability topics are still not given sufficient attention in higher education, particularly in the undergraduate business curriculum. This paper offers a template for an interdisciplinary, team-taught undergraduate…

New Zealand Curriculum Innovation in Historical and Political Context: The Freyberg Integrated Studies Project and Parallel Projects of the 1940s.

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McKinnon, David H.; And Others

1991-01-01

Describes curricular and pedagogical experimentation in humanities and social studies instruction conducted in New Zealand immediately after World War II. Compares such developments with the Freyberg Integrated Studies Project, a later three-year curriculum development and research program. Concludes that the Freyberg model provides support for…

Assessing sustainable remediation frameworks using sustainability principles.

Science.gov (United States)

Ridsdale, D Reanne; Noble, Bram F

2016-12-15

The remediation industry has grown exponentially in recent decades. International organizations of practitioners and remediation experts have developed several frameworks for integrating sustainability into remediation projects; however, there has been limited attention to how sustainability is approached and operationalized in sustainable remediation frameworks and practices - or whether sustainability plays any meaningful role at all in sustainable remediation. This paper examines how sustainability is represented in remediation frameworks and the guidance provided for practical application. Seven broad sustainability principles and review criteria are proposed and applied to a sample of six international remediation frameworks. Not all review criteria were equally satisfied and none of the frameworks fully met all criteria; however, the best performing frameworks were those identified as sustainability remediation frameworks. Intra-generational equity was addressed by all frameworks. Integrating social, economic and biophysical components beyond triple-bottom-line indicators was explicitly addressed only by the sustainable remediation frameworks. No frameworks provided principle- or rule-based guidance for dealing with trade-offs in sustainability decisions. Copyright © 2016 Elsevier Ltd. All rights reserved.

Integrating Social Aspect into Sustainability Assessment of Bio-Based Industries: Towards a Systemic Approach

OpenAIRE

Rafiaani, P.; Van Passel, S.; Lebailly, Philippe; Kuppens, T.; Azadi, Hossein; Van Dael, M.

2016-01-01

Biobased industries require to be assessed on their positive and negative impacts on sustainable development. However, social factors are usually neglected in the majority of impact assessments of biobased industries: they are mainly focused on environmental performance and (techno)- economic assessments. This review proposes a new systemic approach for assessing and integrating the social dimension into sustainability assessments of biobased industries. First the main methodologies for as...

Bringing the integrative aspect of sustainable development into community natural resource management: the case of agricultural land use in Limpopo, South Africa

CSIR Research Space (South Africa)

Musvoto, Constansia D

2014-06-01

Full Text Available policies to facilitate integrated decision making, which is pivotal to sustainable development. Sustainable development is an integrative concept with a basis in a ‘whole systems approach’. There are no tools tailored to facilitate integration in community...

France's Financial (Eco)system. Improving the integration of sustainability factors

International Nuclear Information System (INIS)

Morel, Romain; Cochran, Ian; Robins, Nick

2015-11-01

In the run-up of the COP21, much international attention is focused on France. While mainly related to climate change negotiations, this creates an opportunity to take a broader look at French domestic policies and practices on sustainability. This report presents the French financial system and draws lessons from the French ongoing experience in improving the integration of sustainability issues that could be shared with other countries. The present report summarizes and analyses the key initiatives and dynamics at stake in France. It focuses on both the climate-related issues that have recently received significant attention and the development of broader Environmental, Social and Governance (ESG) issues over the past twenty years. The dynamics that have shaped the last two decades have both led to and been influenced by the emergence of an 'ecosystem' of commercial, public and non-profit actors and experts involved in the appropriation and integration of sustainability issues across the sector. Using the framework of analysis presented in the UNEP Inquiry global report, this case study examines the landscape of actors, private initiatives and public policy that has driven the emergence of this ecosystem and helped foster capacity building and the acquisition of expertise among sectoral actors. (authors)

Curriculum Guidelines for a Distance Education Course in Urban Agriculture Based on an Eclectic Model.

Science.gov (United States)

Gaum, Wilma G.; van Rooyen, Hugo G.

1997-01-01

Describes research to develop curriculum guidelines for a distance education course in urban agriculture. The course, designed to train the teacher, is based on an eclectic curriculum design model. The course is aimed at the socioeconomic empowerment of urban farmers and is based on sustainable ecological-agricultural principles, an…

Innovative curriculum: Integrating the bio-behavioral and social science principles across the LifeStages in basic science years.

Science.gov (United States)

Lele Mookerjee, Anuradha; Fischer, Bradford D; Cavanaugh, Susan; Rajput, Vijay

2018-05-20

Behavioral and social science integration in clinical practice improves health outcomes across the life stages. The medical school curriculum requires an integration of the behavioral and social science principles in early medical education. We developed and delivered a four-week course entitled "LifeStages" to the first year medical students. The learning objectives of the bio-behavioral and social science principles along with the cultural, economic, political, and ethical parameters were integrated across the lifespan in the curriculum matrix. We focused on the following major domains: Growth and Brain Development; Sexuality, Hormones and Gender; Sleep; Cognitive and Emotional Development; Mobility, Exercise, Injury and Safety; Nutrition, Diet and Lifestyle; Stress and coping skills, Domestic Violence; Substance Use Disorders; Pain, Illness and Suffering; End of Life, Ethics and Death along with Intergenerational issues and Family Dynamics. Collaboration from the clinical and biomedical science departments led to the dynamic delivery of the course learning objectives and content. The faculty developed and led a scholarly discussion, using the case of a multi-racial, multi-generational family during Active Learning Group (ALG) sessions. The assessment in the LifeStages course involved multiple assessment tools: including the holistic assessment by the faculty facilitator inside ALGs, a Team-Based Learning (TBL) exercise, multiple choice questions and Team Work Assessment during which the students had to create a clinical case on a LifeStages domain along with the facilitators guide and learning objectives.

Marketing and Retailing. A Curriculum Guide for a Two-Year Postsecondary Program.

Science.gov (United States)

Overton, R. Jean; Proffitt, Sally

This manual was developed to provide a comprehensive curriculum guideline for postsecondary marketing and retailing programs. It contains competence-based materials and integrates the Interstate Distributive Education Curriculum Consortium (IDECC) Learning Activity Packages into the curriculum. The first of seven chapters in this manual presents…

Seeing the World Anew: Educating for a Just and Sustainable Future--New Perspectives for a Catholic Curriculum

Science.gov (United States)

Riley, Maria; Danner-McDonald, Kerry

2013-01-01

This article uses three value constructs, Catholic social thought (CST), feminist political economy (FPE) and ecological economics (Eco-Econ) to critique current mainstream economics. Insights from these values open a way to seeing and creating a just, sustainable future. Within this value framework we propose the integration of these themes in…

The California Alliance for Sustainability: A Collaborative Pilot Project to Build Regional Advocacy and Leadership for Sustainability Education

Science.gov (United States)

Metzger, E. P.; Smith, G.; Cordero, E. C.; Santone, S.

2012-12-01

For Education for Sustainability (Efs) to have the presence in the K-12 curriculum that it arguably should, considerable obstacles must be overcome. Barriers include the role of high-stakes testing in marginalizing science and social studies and the lack of environmental and sustainability content in teacher education programs. The California Alliance for Sustainability (CASE), a collaborative 18-month project funded by the Clarence E. Heller Charitable Foundation, unites San José State University (SJSU) and Creative Change Educational Solutions (CCES) (http://www.creativechange.net/) to investigate and address potential barriers to Efs in San Francisco Bay area schools and regional teacher education programs and to document best practices for integrating sustainability into teachers' existing standards-based teaching. The overarching goal of the CASE project is to create a regional infrastructure of K-12 teachers and pre-service teacher educators who use EfS as a context for educational innovation and transformation, thus supplying a focused first step for investigating how Efs can be more broadly implemented in California's classrooms. This presentation will showcase the efforts of a pilot group of classroom teachers and teacher educators to bring EfS to their teaching. In summer 2012, the CASE Project provided 16 in-service teachers and 5 pre-service teacher education faculty from SJSU and California State University East Bay with a three-day professional development workshop. Practicing teachers and teacher educators experienced joint instruction in the content and pedagogy of sustainability though investigation of topics (e.g., Sustainable Communities, Ecological Footprint Analysis, Climate Change, Resource Use, Food Systems and Life Cycle Analysis) that offer broad connections to California standards in science and other disciplines. Sustainability concepts were also discussed as an engaging context for addressing the emerging Common Core and Next Generation

RE-AIM Checklist for Integrating and Sustaining Tier 2 Social-Behavioral Interventions

Science.gov (United States)

Cheney, Douglas A.; Yong, Minglee

2014-01-01

Even though evidence-based Tier 2 programs are now more commonly available, integrating and sustaining these interventions in schools remain challenging. RE-AIM, which stands for Reach, Effectiveness, Adoption, Implementation, and Maintenance, is a public health framework used to maximize the effectiveness of health promotion programs in…

Curriculum: Integrating Health and Safety Into Engineering Curricula.

Science.gov (United States)

Talty, John T.

1985-01-01

National Institute for Occupational Safety and Health instituted a project in 1980 to encourage engineering educators to focus on occupational safety and health issues in engineering curricula. Progress to date is outlined, considering specific results in curriculum development, engineering society interaction, and formation of a teaching…

Integrative Curriculum Development in Nuclear Education and Research Vertical Enhancement Program

International Nuclear Information System (INIS)

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

2015-01-01

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

Integrative Curriculum Development in Nuclear Education and Research Vertical Enhancement Program

Energy Technology Data Exchange (ETDEWEB)

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

2015-07-01

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

The use of evidence-informed sustainability scenarios in the nursing curriculum: development and evaluation of teaching methods.

Science.gov (United States)

Richardson, Janet; Grose, Jane; Doman, Maggie; Kelsey, Janet

2014-04-01

Climate change and resource scarcity pose challenges for healthcare in the future, yet there is little to raise awareness about these issues in the nursing curriculum and nurses are poorly equipped to practice in a changing climate. The aims of this paper are to describe how an evidence-informed 'sustainability and health' scenario based on two sustainability issues (resource depletion and waste management) was introduced into a nursing clinical skills session, and to report the evaluation of the session. Based on evidence from our own research on waste management, sustainable procurement and resource scarcity, a practical hands-on skill session was delivered to 30 second year student nurses as part of a scheduled clinical skills day. The session was observed by one of the facilitators and interactions recorded and this was followed by a brief questionnaire completed by participants. Observations of the group sessions and discussion found that students demonstrated limited knowledge about natural resources (such as oil) used in the production of items used in healthcare; they engaged in discussions following the use of Internet resources, and were able to segregate waste appropriately. Thirty (100%) students completed the evaluation questionnaire, found the resources used in the skill session helpful, and thought that the scenarios were realistic. Nineteen reported being more aware of peak oil; 30 were more aware of risks to patient experience and service delivery if resources become unavailable; 30 reported greater awareness of the management of waste in healthcare. Comments on the questionnaire indicated a high level of engagement and interest in the subject. The problem of climate change and resource scarcity can too easily be seen as a distant or intractable problem. However one way to make this topic real for students is through the use of clinically relevant scenarios in skill sessions. © 2013.

Towards transdisciplinarity in Arctic sustainability knowledge co-production: Socially-Oriented Observations as a participatory integrated activity

Science.gov (United States)

Vlasova, Tatiana; Volkov, Sergey

2016-09-01

The paper is an attempt to tie together main biogeophysical and social science projects under the auspice of interdisciplinary sustainability science development. Special attention is put to the necessity of the transdisciplinary knowledge co-production based on activities and problem-solutions approaches. It puts attention to the role of monitoring activities in sustainability interdisciplinary science and transdisciplinary knowledge evolution in the Arctic. Socially focused monitoring named Socially-Oriented Observations creating a transdisciplinary space is viewed as one of sources of learning and transformations towards sustainability making possible to shape rapid changes happening in the Arctic based on sustainability knowledge co-production. Continuous Socially-Oriented Observations integrating scientific, education and monitoring methods enables to define adaptation and transformation pathways in the Arctic - the most rapidly changing region of our planet. Socially-Oriented Observations are based on the existing and developing interdisciplinary scientific approaches emerged within natural science and social science projects, sustainable development and resilience concepts putting principle attention to building sustainable and resilient socio-ecological systems. It is argued that the Arctic sustainability science is a valuable component of the whole and broader system of the Arctic Sustainability knowledge co-produced with the help of transdisciplinary approaches integrating science, local/traditional knowledge, entrepreneurship, education, decision-making. Socially-Oriented Observations are designed to be a transdisciplinary interactive continuous participatory process empowering deliberate choices of people that can shape the changes and enable transformation towards sustainability. Approaches of Socially-Oriented Observations and methods of implementation that have been developed since the IPY 2007/2008 and being practiced in different regions of the

Educational system factors that engage resident physicians in an integrated quality improvement curriculum at a VA hospital: a realist evaluation.

Science.gov (United States)

Ogrinc, Greg; Ercolano, Ellyn; Cohen, Emily S; Harwood, Beth; Baum, Karyn; van Aalst, Robertus; Jones, Anne C; Davies, Louise

2014-10-01

Learning about quality improvement (QI) in resident physician training is often relegated to elective or noncore clinical activities. The authors integrated teaching, learning, and doing QI into the routine clinical work of inpatient internal medicine teams at a Veterans Affairs (VA) hospital. This study describes the design factors that facilitated and inhibited the integration of a QI curriculum-including real QI work-into the routine work of inpatient internal medicine teams. A realist evaluation framework used three data sources: field notes from QI faculty; semistructured interviews with resident physicians; and a group interview with QI faculty and staff. From April 2011 to July 2012, resident physician teams at the White River Junction VA Medical Center used the Model for Improvement for their QI work and analyzed data using statistical process control charts. Three domains affected the delivery of the QI curriculum and engagement of residents in QI work: setting, learner, and teacher. The constant presence of the QI material on a public space in the team workroom was a facilitating mechanism in the setting. Explicit sign-out of QI work to the next resident team formalized the handoff in the learner domain. QI teachers who were respected clinical leaders with QI expertise provided role modeling and local system knowledge. Integrating QI teaching into the routine clinical and educational systems of an inpatient service is challenging. Identifiable, concrete strategies in the setting, learner, and teacher domains helped integrate QI into the clinical and educational systems.

Searching for a crack to let environment light in: ecological biopolitics and education for sustainable development discourses

Science.gov (United States)

Gough, Annette

2017-12-01

This article traces the shifts in environmental education discourses from the 1972 UN Conference on the Human Environment, to the 2012 UN Rio+20 Conference on Sustainable Development, and beyond through a biopolitical lens. Each of the earlier shifts is reflected in environmental, sustainability and science education policies and curricula—but what of the most recent shifts at Rio+20 and in UNESCO's (2014) Roadmap for Implementing the Global Action Programme on Education for Sustainable Development? The article examines how the ecological version of politics emerged and then became integrated into technocentric biopolitics and how this shift affected the shaping of environmental, sustainability and science education policies and curricula. In particular, the article analyzes the shifting biopolitical interfaces that have occurred between "natural environment" and "society"—from a goal of preserving the natural foundations of life to a focus on exploiting these foundations, modifying and transforming the environment through scientific and technological means—and the manifestations of this in Australian curriculum documents.

Assessing the environmental sustainability of ethanol from integrated biorefineries.

Science.gov (United States)

Falano, Temitope; Jeswani, Harish K; Azapagic, Adisa

2014-06-01

This paper considers the life cycle environmental sustainability of ethanol produced in integrated biorefineries together with chemicals and energy. Four types of second-generation feedstocks are considered: wheat straw, forest residue, poplar, and miscanthus. Seven out of 11 environmental impacts from ethanol are negative, including greenhouse gas (GHG) emissions, when the system is credited for the co-products, indicating environmental savings. Ethanol from poplar is the best and straw the worst option for most impacts. Land use change from forest to miscanthus increases the GHG emissions several-fold. For poplar, the effect is opposite: converting grassland to forest reduces the emissions by three-fold. Compared to fossil and first-generation ethanol, ethanol from integrated biorefineries is more sustainable for most impacts, with the exception of wheat straw. Pure ethanol saves up to 87% of GHG emissions compared to petrol per MJ of fuel. However, for the current 5% ethanol-petrol blends, the savings are much smaller (biorefineries to the reduction of GHG emissions will be insignificant. Yet, higher ethanol blends would lead to an increase in some impacts, notably terrestrial and freshwater toxicity as well as eutrophication for some feedstocks. © 2014 The Authors. Biotechnology Journal published by Wiley-VCH Verlag GmbH & Co. KGaA, Weinheim. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Contemplating ‘Quality Street’ : integration of environmental quality in planning sustainable urban development

NARCIS (Netherlands)

van Stigt, M.

2016-01-01

The challenge of sustainable urban development entails integration of environmental interests in decision-making about urban plans. In practice, this is not always successful. This dissertation offers explanations and suggests some strategies for further improvement. Three different perspectives are

How Does Scale of Implementation Impact the Environmental Sustainability of Wastewater Treatment Integrated with Resource Recovery?

Science.gov (United States)

Cornejo, Pablo K; Zhang, Qiong; Mihelcic, James R

2016-07-05

Energy and resource consumptions required to treat and transport wastewater have led to efforts to improve the environmental sustainability of wastewater treatment plants (WWTPs). Resource recovery can reduce the environmental impact of these systems; however, limited research has considered how the scale of implementation impacts the sustainability of WWTPs integrated with resource recovery. Accordingly, this research uses life cycle assessment (LCA) to evaluate how the scale of implementation impacts the environmental sustainability of wastewater treatment integrated with water reuse, energy recovery, and nutrient recycling. Three systems were selected: a septic tank with aerobic treatment at the household scale, an advanced water reclamation facility at the community scale, and an advanced water reclamation facility at the city scale. Three sustainability indicators were considered: embodied energy, carbon footprint, and eutrophication potential. This study determined that as with economies of scale, there are benefits to centralization of WWTPs with resource recovery in terms of embodied energy and carbon footprint; however, the community scale was shown to have the lowest eutrophication potential. Additionally, technology selection, nutrient control practices, system layout, and topographical conditions may have a larger impact on environmental sustainability than the implementation scale in some cases.

Preparing Pre-Service Teachers to Teach Primary Science: An Integrated Approach Using the Theme of Sustainability

Science.gov (United States)

King, Donna

2014-01-01

An integrated approach to assessment afforded pre-service teachers the opportunity to learn about a local sustainability issue through three learning areas: science and technology, the arts and studies of society and environment (SOSE). Three sustainability issues chosen by the pre-service teachers are presented in this paper highlighting the…

Sustainability and productivity of southern pine ecosystems: A thematic framework for integrating research and building partnerships

Science.gov (United States)

Charles K. McMahon; James P. Barnett

2000-01-01

In 1997, the USDA Forest Service Southern Research Station (SRS) published a Strategic Plan that formed a framework for addressing the Sustainability of Southern Forest Ecosystems. Six crosscutting themes were identified to facilitate research integration and partnership building among the widely dispersed SRS research work units. The Sustainability and Productivity of...

THE IMPACT OF THE BUSINESS AND ORGANIZATIONAL SIZE OF A COMPANY ALONG WITH GRI AND CSR ADOPTION ON INTEGRATING SUSTAINABILITY REPORTING PRACTICES

Directory of Open Access Journals (Sweden)

Tiron-Tudor Adriana

2012-07-01

Full Text Available This paper intends to investigate the correlation between the business and organizational size of companies as well as GRI and CSR practices adoption, and the level of sustainability disclosure. The correlation is highlighted through SPSS statistic analysis and determination of an econometric model between a dependent variable - sustainability information disclosure - and five independent ones- sales, number of employees, GRI and CSR policies and ultimately reporting period/year -. We use the Deloitte Sustainability Scorecard for measuring the sustainability reporting practices. Our sample comprises companies that adopted integrated reporting for the period 2009-2010. Sample selection was made on the basis that sustainability reports are incorporated within the integrated reports. We assume to obtain a high correlation between the business and organizational size of companies, GRI and/or CSR polities and the level of sustainability information disclosed in our integrated reports.

Integrating global animal health, public health and tropical animal health issues into the veterinary curriculum: a South African/African perspective.

Science.gov (United States)

Swan, G E; Coetzer, J A W; Terblanche, H M

2009-08-01

The globalisation of trade and food, the increased volume and speed of international travel, climate change, and the related escalation of emerging and re-emerging infectious diseases mean that countries are now more interconnected and interdependent than ever before. Africa is beleaguered by a range of endemic infectious and parasitic tropical diseases which, due to its diverse wildlife populations and indigenous livestock, can serve as a reservoir of high-impact or transboundary diseases and play a role in the emergence of disease, particularly at the wildlife, domestic animal and human interfaces. It is therefore essential to integrate animal and public health issues into the veterinary curriculum. Veterinary training in most parts of sub-Saharan Africa has focused on producing veterinarians to serve the livestock sector although socio-economic changes and privatisation of Veterinary Services have caused curriculum adjustments, as have globalisation and the increased risk of the spread of transboundary diseases. In South Africa, undergraduate veterinary training is more clinically oriented than in other regions. Animal and public health issues are covered in the curriculum, although their global relevance is not emphasised. The authors describe the undergraduate veterinary curriculum and summarise post-graduate programmes in South Africa. They also discuss a more comprehensive core-elective approach to the current curriculum and the need to adapt to new challenges facing the profession. Finally, they examine the potential use of innovative technology in undergraduate and post-graduate training and professional development, the importance of regional and international collaboration and the accreditation and recognition of veterinary training.

Health and sustainability.

Science.gov (United States)

Kjӕrgård, Bente; Land, Birgit; Bransholm Pedersen, Kirsten

2014-09-01

In the present article, we explore how sustainable development strategies and health promotion strategies can be bridged. The concept of the 'duality of structure' is taken as our starting point for understanding the linkages between health promotion and sustainable development, and for uncovering the structural properties or conditions which either enable or constrain sustainable public health initiatives. We argue that strategies towards health promotion are not sufficiently integrated with strategies for sustainable development, and thus political strategies aimed at solving health problems or sustainability problems may cause new, undesired and unforeseen environmental or health problems. First, we explore how the relation between health and sustainability is articulated in international policy documents. Next, we develop a model for understanding the relation between health promotion and sustainability. Third, we use examples from agriculture and food production to illustrate that health and sustainability are mutually enabling and constraining. We conclude that while the renewed focus on food security and food inequalities has brought the health and sustainability dimensions of the food system onto the political agenda, the conceptualization of duality between health and sustainability could be a new platform for a critical and theoretical stance towards the market-oriented food system strategy. Thinking along the lines of duality means that the integration of health promotion strategies and sustainable development strategies cannot be based on an approach to integration in which either health or sustainability is given precedence over the other. From a duality perspective, integration means conceiving sustainability from a health perspective and health from a sustainability perspective. © The Author (2013). Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Mathematizing: An Emergent Math Curriculum Approach for Young Children

Science.gov (United States)

Rosales, Allen C.

2015-01-01

Based on years of research with early childhood teachers, author Allen Rosales provides an approach to create an emergent math curriculum that integrates children's interests with math concepts. The mathematizing approach is different from traditional math curriculums, as it immerses children in a process that is designed to develop their…

Integrating sustainable development into the Fourth Assessment Report of the Intergovernmental Panel on Climate Change

International Nuclear Information System (INIS)

Najam, Adil; Rahman, Atiq A.; Huq, Saleemul; Sokona, Youba

2003-01-01

This paper reviews how sustainable development was treated in prior assessment reports of the Intergovernmental Panel on Climate Change (IPCC) and presents proposals on how it might be integrated into the forthcoming Fourth Assessment Report (AR4). There has been a steady, but slow, increase in the exposure and treatment of sustainable development in each subsequent IPCC assessment. However, much more remains to be done if the mandate provided in the United Nations Framework Convention on Climate Change (UNFCCC) is to be met. The paper argues that the AR4 can take three practical steps in making the integration more complete. First, at the conceptual level, equity concerns should be made a more pervasive, even central, focus of the AR4. Second, at the analytical level, the examination of alternative development pathways begun during the TAR process needs to be continued and expanded. Third, at the operational level, the AR4 should deal with sustainable development in all its chapters rather than relegating it to a peripheral few, should broaden the base of expertise reflected in its panels of authors and reviewers, and should commission a companion special report on climate change and sustainable development

A Strategy For Teaching Sustainability Assessment

DEFF Research Database (Denmark)

Olsen, Stig Irving

2010-01-01

of their decisions. Our strategy for the teaching address three target groups and follows two routes.  One route provides in-depth education for students aiming to specialise in quantitative sustainability assessment. A variety of courses ranging from production level through company level to society level...... will be offered.  The second route aims to present concepts of sustainability and potential impacts of the specific technology field as well as methods and tools for specific domains, i.e. nano technology. It is targeted two groups of students at the different technological domains at DTU; those specifically...... for that technology domain and introduces quantitative tools to assess sustainability. The proposed strategy embeds sustainability throughout the engineering curriculum....

ENGLISH IN PRESCHOOL CURRICULUM: A DESCRIPTIVE STUDY OF THE TEACHING OF ENGLISH AS AN INTRA-SCHOOL CURRICULUM IN A PRESCHOOL IN BANDUNG

Directory of Open Access Journals (Sweden)

Yuli Rachmawati

2014-10-01

Full Text Available In this era, the importance of English leads people to introduce English education even in preschools. English education for preschoolers isbelieved to help fosterchildren’s language and cognitive developments. However, to achieve this benefit, a sound curriculum is required.Since creating a sound English curriculum is not an easy thing to do, a careful examination on English in the preschool curriculum needs to be performed. This study therefore aims to find out the goals of integrating English as an intra-school curriculum in a preschool in Bandung and the teacher’s attempts to achieve these goals in terms of four basic components of curriculum taken fromCayadong (2011 and Tyler (Posner,1992; the objectives, the materials, the methods and the assessments. A descriptive study using a document analysis, an interview and an observation as the data collection techniques was employed. The finding showed that English was integrated to help children to be able to communicate using English in school and family context in a simple language. Theme-based teaching and learning using drilling and total physical response (TPR as methods were conducted to achieve the goals. Meanwhile, to make sure of the goals attainment, students wereassessed by using observations and tests.

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

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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.

From energy efficiency to integrated sustainable urbanism in residential development in China

Energy Technology Data Exchange (ETDEWEB)

Zhichang Cai

2010-06-15

China has adopted Sustainable Development as a national strategy for all industries. In civil construction sector, sustainability is regarded as the development of Green Building in China. Since 2000, China has introduced a series of policies and laws to promote Green Building. Green Building was defined as buildings that are 'energy-efficient, land-efficient, water-efficient, and material-efficient' and emit 'minimal pollution' in during its entire life cycle, and meets a specified standard for indoor environment at the same time. However, energy efficiency is the central issue of current Green Building development in China, while issues of resources and pollution are neglected, which is partly due to China's energy structure. Social and economic aspects are also always ignored. The main aim of this thesis is to map pathways towards more comprehensive frameworks for how residential areas in China could be constructed in a more sustainable way in hot summer and cold-winter area. Case study was the main method used to examine the specifications of Green Residential Building in China. This paper offers a general overview of the current green trend in China and presents a specific analysis on three cases to search for the proper approach for China's unique situation by three specific cases representing three types of Green Building: Modern Vernacular Architecture, Eco-office and Mass-housing, according to their features in scale, location and function. This paper then presents a specific integrated sustainability analysis of the Landsea Housing Project in Nanjing, a hot-summer/cold-winter zone. Hammarby Sjoestad, a cutting edge project in Stockholm, is also discussed as a reference area from which experiences can be drawn for China. The aim was to improve the framework for construction of residential buildings in China in a more sustainable way, from energy efficiency to integrated sustainability. The paper also discusses the relationship

A sustainability framework for mobile technology integration in schools: The case of resourceconstrained environments in South Africa

CSIR Research Space (South Africa)

Mabila, J

2017-10-01

Full Text Available The application of mobile technology integration in schools has been widely researched. However, only a few studies have extensively examined the sustainability of mobile technology integration in resource-constrained environments. Diverse contexts...

Key steps for integrating a basic science throughout a medical school curriculum using an e-learning approach.

Science.gov (United States)

Dubois, Eline Agnès; Franson, Kari Lanette

2009-09-01

Basic sciences can be integrated into the medical school curriculum via e-learning. The process of integrating a basic science in this manner resembles a curricular change. The change usually begins with an idea for using e-learning to teach a basic science and establishing the need for the innovation. In the planning phase, learning outcomes are formulated and a prototype of the program is developed based on the desired requirements. A realistic concept is formed after considering the limitations of the current institute. Next, a project team is assembled to develop the program and plan its integration. Incorporation of the e-learning program is facilitated by a well-developed and communicated integration plan. Various course coordinators are contacted to determine content of the e-learning program as well as establish assessment. Linking the e-learning program to existing course activities and thereby applying the basic science into the clinical context enhances the degree of integration. The success of the integration is demonstrated by a positive assessment of the program including favourable cost-benefit analysis and improved student performance. Lastly, when the program becomes institutionalised, continuously updating content and technology (when appropriate), and evaluating the integration contribute to the prolonged survival of the e-learning program.

Sustainable Urban Water Management: Application for Integrated Assessment in Southeast Asia

Directory of Open Access Journals (Sweden)

Shokhrukh-Mirzo Jalilov

2018-01-01

Full Text Available The design, development, and operation of current and future urban water infrastructure in many parts of the world increasingly rely on and apply the principles of sustainable development. However, this approach suffers from a lack of the necessary knowledge, skills, and practice of how sustainable development can be attained and promoted in a given city. This paper presents the framework of an integrated systems approach analysis that deals with the abovementioned issues. The “Water and Urban Initiative” project, which was implemented by the United Nations University’s Institute for the Advanced Study of Sustainability, focused on urban water and wastewater systems, floods, and their related health risk assessment, and the economics of water quality improvements. A team of researchers has investigated issues confronting cities in the developing countries of Southeast Asia, in relation to sustainable urban water management in the face of such ongoing changes as rapid population growth, economic development, and climate change; they have also run future scenarios and proposed policy recommendations for decision-makers in selected countries in Southeast Asia. The results, lessons, and practical recommendations of this project could contribute to the ongoing policy debates and decision-making processes in these countries.

The Integration of Green Chemistry Experiments with Sustainable Development Concepts in Pre-Service Teachers' Curriculum: Experiences from Malaysia

Science.gov (United States)

Karpudewan, Mageswary; Ismail, Zurida Hg; Mohamed, Norita

2009-01-01

Purpose: The purpose of this paper is to introduce green chemistry experiments as laboratory-based pedagogy and to evaluate effectiveness of green chemistry experiments in delivering sustainable development concepts (SDCs) and traditional environmental concepts (TECs). Design/methodology/approach: Repeated measure design was employed to evaluate…

Think Piece: Sustainability Education and (Curriculum) Improvisation

African Journals Online (AJOL)

In this article I (re)think sustainability education in view of a (re)turn to realisms because existing philosophies have failed to adequately respond to an impending ecological disaster and the fast pace of new technologies. This historical moment has made geologists posit a new epoch, the Anthropocene. I argue that ...

Integrating undergraduate research into the electro-optics and laser engineering technology program at Indiana University of Pennsylvania

Science.gov (United States)

Zhou, Andrew F.

2014-07-01

Bringing research into an undergraduate curriculum is a proven and powerful practice with many educational benefits to students and the professional rewards to faculty mentors. In recent years, undergraduate research has gained national prominence as an effective problem-based learning strategy. Developing and sustaining a vibrant undergraduate research program of high quality and productivity is an outstanding example of the problem-based learning. To foster student understanding of the content learned in the classroom and nurture enduring problem-solving and critical-thinking abilities, we have created a collaborative learning environment by building research into the Electro-Optics curriculum for the first- and second-year students. The teaching methodology is described and examples of the research projects are given. Such a research-integrated curriculum effectively enhances student learning and critical thinking skills, and strengthens the research culture for the first- and second-year students.

Build IT: Scaling and Sustaining an Afterschool Computer Science Program for Girls

Science.gov (United States)

Koch, Melissa; Gorges, Torie; Penuel, William R.

2012-01-01

"Co-design"--including youth development staff along with curriculum designers--is the key to developing an effective program that is both scalable and sustainable. This article describes Build IT, a two-year afterschool and summer curriculum designed to help middle school girls develop fluency in information technology (IT), interest in…

Holding a Sustainability Bearing through Cutty-Grass and Clearings: Implementing Sustainability during Disruptive Organisational Changes

Science.gov (United States)

North, Chris; Jansen, Chris

2013-01-01

This article explores our experiences as faculty implementing a five year sustainability strategic plan within the Outdoor and Environmental Education (OEE) curriculum centre during a time of organisational restructuring. This paper builds on the work of Jansen and Boardman (2011) who describe the process of developing the strategic plan and some…

Performance Sustainability and Integrated Reporting: Empirical Evidence from Mandatory and Voluntary Adoption Contexts

Directory of Open Access Journals (Sweden)

Salvatore Loprevite

2018-04-01

Full Text Available This paper looks at the topic of regulation of integrated reporting for listed companies, with the aim of contributing to the debate on the usefulness of introducing a mandatory regime, both from the perspective of integrated performance sustainability of companies and from that of relevance of information for providers of financial capital. The study is based on empirical research carried out on a sample composed of companies operating in territories where the adoption of integrated reporting is voluntary (Europe and those operating in a country where adoption is mandatory (South Africa. The research shows that (a in voluntary regimes, levels of integrated performance achieved by companies are higher; (b mandatory regulation produces positive effects on integrated performance levels in the medium term; (c integrated performance indicators are value-relevant, though having different levels of relevance under the two regimes examined.

The design of a medical school social justice curriculum.

Science.gov (United States)

Coria, Alexandra; McKelvey, T Greg; Charlton, Paul; Woodworth, Michael; Lahey, Timothy

2013-10-01

The acquisition of skills to recognize and redress adverse social determinants of disease is an important component of undergraduate medical education. In this article, the authors justify and define "social justice curriculum" and then describe the medical school social justice curriculum designed by the multidisciplinary Social Justice Vertical Integration Group (SJVIG) at the Geisel School of Medicine at Dartmouth. The SJVIG addressed five goals: (1) to define core competencies in social justice education, (2) to identify key topics that a social justice curriculum should cover, (3) to assess social justice curricula at other institutions, (4) to catalog institutionally affiliated community outreach sites at which teaching could be paired with hands-on service work, and (5) to provide examples of the integration of social justice teaching into the core (i.e., basic science) curriculum. The SJVIG felt a social justice curriculum should cover the scope of health disparities, reasons to address health disparities, and means of addressing these disparities. The group recommended competency-based student evaluations and advocated assessing the impact of medical students' social justice work on communities. The group identified the use of class discussion of physicians' obligation to participate in social justice work as an educational tool, and they emphasized the importance of a mandatory, longitudinal, immersive, mentored community outreach practicum. Faculty and administrators are implementing these changes as part of an overall curriculum redesign (2012-2015). A well-designed medical school social justice curriculum should improve student recognition and rectification of adverse social determinants of disease.

Science and Civics: Sustaining Wildlife

Science.gov (United States)

Council for Environmental Education, 2011

2011-01-01

Project WILD's new high school curriculum, "Science and Civics: Sustaining Wildlife", is designed to serve as a guide for involving students in environmental action projects aimed at benefitting the local wildlife found in a community. It involves young people in decisions affecting people, wildlife, and their shared habitat in the community. The…

Integrating professional behavior development across a professional allied health curriculum.

Science.gov (United States)

Tsoumas, Linda J; Pelletier, Deborah

2007-01-01

Professional behaviors are an integral part of clinical practice in all allied health and medical fields. A systematic process for instruction, the education, and development of professional behaviors, cannot be taught in the same way that memorization of human anatomy or medical terminology is taught. One cannot expect professional behaviors to just appear in an individual upon graduation and entry into a health care field. Professional behavior development is an essential component of physical therapy professional education and is clearly defined through the guiding documents of the American Physical Therapy Association, which include 'A Normative Model of Physical Therapist Professional Education,' 'Evaluative Criteria for Accreditation of Education Programs for the Preparation of Physical Therapists,' and the 'Guide to Physical Therapist Practice.' Building a comprehensive and progressive curricular thread for professional behaviors can pose a challenge for a professional program and the core faculty. This paper will present a curricular model of weaving professional behaviors into a core entry-level professional curriculum using a specific curricular thread, activities for different levels of students, and assessment at each point in the path. This paper will demonstrate the potential for universal application of a professional behaviors.

Teaching business economics for sustainability with different interests in focus

OpenAIRE

Andersson, Pernilla

2017-01-01

Paper presented at 2nd ARTEM Organizational Creativity and Sustainability International Conference, 14th-16th September 2017, Nancy, France   Teaching business economics for sustainability with different interests in focus Author: Pernilla Andersson (for full abstract (including textboxes and table 1) see attachment) Introduction Calls for the inclusion of ‘sustainable development’ in the business curriculum has increased significantly in the wake of financial crisis and increased concern ab...

What Makes the Learning of Physiology in a PBL Medical Curriculum Challenging? Student Perceptions

Science.gov (United States)

Tufts, Mark A.; Higgins-Opitz, Susan B.

2009-01-01

Physiology is an integral component of any medical curriculum. Traditionally, the learning of physiology has relied heavily on systems-based didactic lectures. In 2001, the Nelson R. Mandela School of Medicine (NRMSM; Durban, South Africa) embarked on a problem-based curriculum in which the learning of physiology was integrated with relevant…

Understanding the dynamics of sustainable change: A 20-year case study of integrated health and social care.

Science.gov (United States)

Klinga, Charlotte; Hasson, Henna; Andreen Sachs, Magna; Hansson, Johan

2018-06-04