WorldWideScience

Sample records for provisional core curriculum

  1. European core curriculum in neurorehabilitation

    NARCIS (Netherlands)

    Sandrini, G.; Binder, H.; Homberg, V.; Saltuari, L.; Tarkka, I.; Smania, N.; Corradini, C.; Giustini, A.; Katterer, C.; Picari, L.; Diserens, K.; Koenig, E.; Geurts, A.C.; Anghelescu, A.; Opara, J.; Tonin, P.; Kwakkel, G.; Golyk, V.; Onose, G.; Perennou, D.; Picelli, A.

    2017-01-01

    To date, medical education lacks Europe-wide standards on neurorehabilitation. To address this, the European Federation of NeuroRehabilitation Societies (EFNR) here proposes a postgraduate neurorehabilitation training scheme. In particular, the European medical core curriculum in neurorehabilitation

  2. Core curriculum illustration: rib fractures.

    Science.gov (United States)

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

    2017-06-01

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

  3. Core curriculum illustration: epiploic appendagitis.

    Science.gov (United States)

    Perez-Girbes, Alexandre; Alegre, Alberto; Linnau, Ken F

    2017-10-12

    This is the 45th installment of a series that will highlight one case per publication issue from the bank of cases available online as part of the American Society of Emergency Radiology (ASER) educational resources. Our goal is to generate more interest in and use of our online materials. To view more cases online, please visit the ASER Core Curriculum and Recommendations for Study online at: http://www.erad.org/page/CCIP_TOC .

  4. Core curriculum illustration: pulmonary laceration.

    Science.gov (United States)

    Carson, Daniel; Edwards, Rachael

    2017-09-05

    This is the 44th installment of a series that will highlight one case per publication issue from the bank of cases available online as part of the American Society of Emergency Radiology (ASER) educational resources. Our goal is to generate more interest in and use of our online materials. To view more cases online, please visit the ASER Core Curriculum and Recommendations for Study online at: http://www.erad.org/page/CCIP_TOC .

  5. Graduate Periodontics Programs' Integration of Implant Provisionalization in Core Curricula: Implementation of CODA Standard 4-10.2.d.

    Science.gov (United States)

    Barwacz, Christopher A; Pantzlaff, Ed; Allareddy, Veerasathpurush; Avila-Ortiz, Gustavo

    2017-06-01

    The aim of this descriptive study was to provide an overview of the status of implementation of Commission on Dental Accreditation (CODA) Standard 4-10.2.d (Provisionalization of Dental Implants) by U.S. graduate periodontics programs since its introduction in 2013. Surveys were sent in May 2015 to 56 accredited postdoctoral periodontics program directors to ascertain program director characteristics; status of planning, implementation, and curriculum resulting from adoption of Standard 4-10.2.d; preferred clinical protocols for implant provisionalization; interdisciplinary educational collaborators; and competency assessment mechanisms. The survey response rate was 52% (N=29); the majority were male, aged 55 or older, and had held their position for less than ten years. Among the responding programs, 93% had formal educational curricula established in implant provisionalization. Graduate periodontics (96%) and prosthodontics (63%) faculty members were predominantly involved with curriculum planning. Of these programs, 96% used immediate implant provisionalization, with direct (chairside) provisionalization protocols (86%) being preferred over indirect protocols (14%) and polyethylethylketone provisional abutments (75%) being preferred to titanium (25%) provisional abutments. Straight and concave transmucosal emergence profile designs (46% each) were preferred in teaching, with only 8% of programs favoring convex transmucosal profiles. A majority of responding programs (67%) lacked protocols for communicating to the restorative referral a mechanism to duplicate the mature peri-implant mucosal architecture. Regional location did not play a significant role in any educational component related to implant provisionalization for these graduate periodontal programs. Overall, this study found that a clear majority of graduate periodontics programs had established formal curricula related to implant provisionalization, with substantial clinical and philosophical consensus

  6. Doctoral Core Curriculum: A Neglected Challenge?

    Science.gov (United States)

    Pestle, Ruth E.; Wall, Vera J.

    1988-01-01

    This paper reviews the literature on integration of home economics at the graduate level; presents a rationale for a core curriculum; describes objectives and delivery of the curriculum; and proposes research needs to evaluate approaches to training doctoral students in an integrated view of home economics. (JOW)

  7. Core curriculum illustration: acute traumatic aortic injury.

    Science.gov (United States)

    Trevino, Manuel; Laks, Shaked; Brunner, Noemi

    2017-05-26

    This is the 34th installment of a series that will highlight one case per publication issue from the bank of cases available online as part of the American Society of Emergency Radiology (ASER) educational resources. Our goal is to generate more interest in and use of our online materials. To view more cases online, please visit the ASER Core Curriculum and Recommendations for Study online at http://www.aseronline.org/curriculum/toc.htm .

  8. Core curriculum illustration: pediatric viral parotitis.

    Science.gov (United States)

    Pawley, Barbara; Rajendran, Sibi; Kondaveeti, Ramya

    2017-06-07

    This is the 36th installment of a series that will highlight one case per publication issue from the bank of cases available online as part of the American Society of Emergency Radiology (ASER) educational resources. Our goal is to generate more interest in and use of our online materials. To view more cases online, please visit the ASER Core Curriculum and Recommendations for Study online at http://www.aseronline.org/curriculum/toc.htm .

  9. Core curriculum illustration: dural venous sinus thrombosis.

    Science.gov (United States)

    Rajendran, Sibi; Pereira, Alex; Eckerd, Morgan; Pawley, Barbara

    2017-08-01

    This is the 25th installment of a series that will highlight one case per publication issue from the bank of cases available online as a part of the American Society of Emergency Radiology (ASER) educational resources. Our goal is to generate more interest in and use of our online materials. To view more cases online, please visit the ASER Core Curriculum and Recommendations for study online at http://www.aseronline.org/curriculum/toc.htm .

  10. Expanded Core Curriculum: 12 Years Later

    Science.gov (United States)

    Lohmeier, Keri; Blankenship, Karen; Hatlen, Phil

    2009-01-01

    This study investigated changes in teachers' and parents' understanding and implementation of or philosophy on the implementation of the content areas of the expanded core curriculum for students who are visually impaired. The results demonstrated some changes since the original survey results were reported in 1998 and a discrepancy between the…

  11. Core curriculum illustration: blunt traumatic diaphragmatic hernia.

    Science.gov (United States)

    Fadl, Shaimaa Abdelhassib; Edwards, Rachael M

    2017-06-27

    This is the 43rd installment of a series that will highlight one case per publication issue from the bank of cases available online as part of the American Society of Emergency Radiology (ASER) educational resources. Our goal is to generate more interest in and use of our online materials. To view more cases online, please visit the ASER Core Curriculum and Recommendations for Study online at: http://www.erad.org/page/CCIP_TOC .

  12. Core curriculum illustration: invasive fungal sinusitis.

    Science.gov (United States)

    Desai, Khanant; Nunez, Diego B; Potter, Christopher A

    2017-12-01

    This is the 27th installment of a series that will highlight one case per publication issue from the bank of cases available online as part of the American Society of Emergency Radiology (ASER) educational resources. Our goal is to generate more interest in and use of our online materials. To view more cases online, please visit the ASER Core Curriculum and Recommendations for Study online at http://www.erad.org/?page=CCIP_TOC .

  13. Deriving criteria by which to determine core curriculum content: A ...

    African Journals Online (AJOL)

    Background. During curriculum revision, an important task is identifying a core curriculum. Deciding what criteria to use to determine core content is crucial and impacts on graduate outcomes and patient care. Objective. To identify criteria to apply in order to determine core content. Methods. A high engagement process ...

  14. ReCAP: ASCO Core Curriculum for Cancer Survivorship Education

    National Research Council Canada - National Science Library

    Shapiro, Charles L; Jacobsen, Paul B; Henderson, Tara; Hurria, Arti; Nekhlyudov, Larissa; Ng, Andrea; Surbone, Antonella; Mayer, Deborah K; Rowland, Julia H

    2016-01-01

    ..., training programs, and policymaking organizations. Adapted from Institute of Medicine recommendations for survivorship care, the core curriculum and competencies include the following subheadings...

  15. Update on Diabetic Nephropathy: Core Curriculum 2018.

    Science.gov (United States)

    Umanath, Kausik; Lewis, Julia B

    2018-02-02

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

  16. A European core curriculum in cariology: the knowledge base

    NARCIS (Netherlands)

    Anderson, P.; Beeley, J.; Monteiro, P.M.; de Soet, H.; Andrian, S.; Amaechi, B.; Huysmans, M.C.D.N.J.M.

    2011-01-01

    This paper is part of a series of papers towards a European Core Curriculum in Cariology for undergraduate dental students. The European Core Curriculum in Cariology is the outcome of a joint workshop of the European Organization for Caries Research (ORCA) together with the Association for Dental

  17. Core curriculum case illustration: blunt traumatic thoracic aortic pseudo aneurysm.

    Science.gov (United States)

    Ramzan, Muhammad Mubashir; Fadl, Shaimaa Abdelhassib; Robinson, Jeffrey D

    2017-06-19

    Core Curriculum Illustration: [blunt thoracic aortic pseudo aneurysm]. This is the [40th] installment of a series that will highlight one case per publication issue from the bank of cases available online as part of the American Society of Emergency Radiology (ASER) educational resources. Our goal is to generate more interest in and use of our online materials. To view more cases online, please visit the ASER Core Curriculum and Recommendations for Study online at: http://www.aseronline.org/curriculum/toc.html.

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

    Science.gov (United States)

    McClintock, David S; Levy, Bruce P; Lane, William J; Lee, Roy E; Baron, Jason M; Klepeis, Veronica E; Onozato, Maristela L; Kim, Jiyeon; Dighe, Anand S; Beckwith, Bruce A; Kuo, Frank; Black-Schaffer, Stephen; Gilbertson, John R

    2012-01-01

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

  19. Documentation to the NCES Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2011-12. Provisional Version 1a. NCES 2014-100

    Science.gov (United States)

    Keaton, Patrick

    2013-01-01

    The documentation for this provisional version 1a file of the National Center for Education Statistics' (NCES) Common Core of Data (CCD) Public Elementary/Secondary School Universe Survey for SY 2011-12, contains a brief description of the data collection, along with information required to understand and access the data file. The SY 2011-12…

  20. Documentation to the NCES Common Core of Data Local Education Agency Universe Survey: School Year 2011-12. Provisional Version 1a. NCES 2014-035

    Science.gov (United States)

    Keaton, Patrick

    2014-01-01

    This documentation is for the provisional version 1a file of the National Center for Education Statistics' (NCES) Common Core of Data (CCD) Local Education Agency (LEA) Universe Survey for SY 2011-12. It contains a brief description of the data collection, along with information required to understand and access the data file. The CCD is a…

  1. Core Concepts: Orthopedic Intern Curriculum Boot Camp.

    Science.gov (United States)

    Seeley, Mark A; Kazarian, Erick; King, Brandon; Biermann, Janet S; Carpenter, James E; Caird, Michelle S; Irwin, Todd A

    2016-01-01

    Orthopedic surgical interns must gain a broad array of clinical skills in a short time. However, recent changes in health care have limited resident-patient exposures. With the reported success of simulation training in the surgical literature, the American Board of Orthopaedic Surgery (ABOS) and Residency Review Committee for Orthopaedic Surgery have required that surgical simulation training be a component of the intern curricula in orthopedic surgical residencies. This study examined the short-term effectiveness of an orthopedic "intern boot camp" covering 7 of 17 simulation training concept modules published by the ABOS. Eight orthopedic post-graduate year 1 (PGY-1) residents (study group) completed a structured 3-month curriculum and were compared with 7 post-graduate year 2 (PGY-2) residents (comparison group) who had just completed their orthopedic surgical internship. Seven core skills were assessed using both task-specific and global rating scales. The PGY-1 residents demonstrated a statistically significant improvement in all 7 modules with respect to their task-specific pre-test scores: sterile technique (P=.001), wound closure (Porthopedic internship elevated a variety of clinical skills to levels exhibited by PGY-2 residents. Copyright 2016, SLACK Incorporated.

  2. A proposed core curriculum for dental English education in Japan.

    Science.gov (United States)

    Rodis, Omar M M; Barroga, Edward; Barron, J Patrick; Hobbs, James; Jayawardena, Jayanetti A; Kageyama, Ikuo; Kalubi, Bukasa; Langham, Clive; Matsuka, Yoshizo; Miyake, Yoichiro; Seki, Naoko; Oka, Hiroko; Peters, Martin; Shibata, Yo; Stegaroiu, Roxana; Suzuki, Kazuyoshi; Takahashi, Shigeru; Tsuchiya, Hironori; Yoshida, Toshiko; Yoshimoto, Katsuhiko

    2014-11-18

    Globalization of the professions has become a necessity among schools and universities across the world. It has affected the medical and dental professions in terms of curriculum design and student and patient needs. In Japan, where medicine and dentistry are taught mainly in the Japanese language, profession-based courses in English, known as Medical English and Dental English, have been integrated into the existing curriculum among its 83 medical and 29 dental schools. Unfortunately, there is neither a core curriculum nor a model syllabus for these courses. This report is based on a survey, two discussion forums, a workshop, and finally, the drafting of a proposed core curriculum for dental English approved by consensus of the participants from each university. The core curriculum covers the theoretical aspects, including dental English terms and oral pathologies; and practical aspects, including blended learning and dentist-patient communication. It is divided into modules and is recommended to be offered for at least two semesters. The core curriculum is expected to guide curriculum developers in schools where dental English courses are yet to be offered or are still in their early development. It may also serve as a model curriculum to medical and dental schools in countries in Asia, Europe, Africa, and Central and South America, where English is not the medium of instruction.

  3. Administration of Justice Education (Part 1): Five Core Curriculum.

    Science.gov (United States)

    California Community Colleges, Sacramento.

    Five basic courses in a core curriculum for California Community Colleges in the Administration of Justice, phase one of the curriculum guide, are described and outlined. The courses are: Introduction to the Administration of Justice, Principles and Procedures of the Justice System, Concepts of Criminal Law, Legal Aspects of Evidence, Community…

  4. What Are the Core Elements of Your Curriculum?

    Science.gov (United States)

    Exchange: The Early Childhood Leaders' Magazine Since 1978, 2009

    2009-01-01

    Several administrators discuss the core elements of their curriculum. These core elements are: (1) Child-centered; (2) Play; (3) Problem solving; (4) Respect; (5)Creativity; (6) Community; (7) Independence; (8) Curiosity; (9) Love of learning; (10) Relationship; (11) Cooperation; (12) Self-confidence; (13) Language; (14) Joy; (15) Nature; Natural…

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

    Directory of Open Access Journals (Sweden)

    David S McClintock

    2012-01-01

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

  6. [Needs assessment of a core curriculum for residency training].

    Science.gov (United States)

    Kwon, Hyo-Jin; Lee, Young-Mee; Chang, Hyung-Joo; Kim, Ae-Ri

    2015-09-01

    The core curriculum in graduate medical education (GME) is an educational program that covers the minimum body of knowledge and skills that is required of all residents, regardless of their specialty. This study examined the opinions of stakeholders in GME regarding the core curriculum. A questionnaire was administered at three tertiary hospitals that were affiliated with one university; 192 residents and 61 faculty members and attending physicians participated in the survey. The questionnaire comprised six items on physician competency and the needs for a core curriculum. Questions on subjects or topics and adequate training years for each topics were asked only to residents. Most residents (78.6%) and faculty members (86.9%) chose "medical expertise" as the "doctor's role in the 21st century." In contrast, communicator, manager, and collaborator were recognized by less than 30% of all participants. Most residents (74.1%) responded that a core curriculum is "necessary but not feasible," whereas 68.3% of faculty members answered that it is "absolutely needed." Regarding subjects that should be included in the core curriculum, residents and faculty members had disparate preferences- residents preferred more "management of a private clinic" and "financial management," whereas faculty members desired "medical ethics" and "communication skills." Residents and faculty members agree that residents should develop a wide range of competencies in their training. However, the perception of the feasibility and opinions on the contents of the core curriculum differed between groups. Further studies with larger samples should be conducted to define the roles and professional competencies of physicians and the needs for a core curriculum in GME.

  7. Simplifying the ELA Common Core; Demystifying Curriculum

    Science.gov (United States)

    Schmoker, Mike; Jago, Carol

    2013-01-01

    The English Language Arts (ELA) Common Core State Standards ([CCSS], 2010) could have a transformational effect on American education. Though the process seems daunting, one can begin immediately integrating the essence of the ELA Common Core in every subject area. This article shows how one could implement the Common Core and create coherent,…

  8. Teacher's Guide for Competency Based Core Curriculum for Health Occupations.

    Science.gov (United States)

    Meckley, Richard; And Others

    This teacher's guide is intended to acompany the Competency Based Core Curriculum for Health Occupations student materials--see note. Contents include suggested tests and answer keys for student evaluation and a tool and equipment list. A comprehensive bibliography is organized into these topics: dental hygiene, medical laboratory technology,…

  9. Transforming a Core Curriculum--and Minimizing the Battle Scars

    Science.gov (United States)

    Dwyer, Patricia M.

    2017-01-01

    It is notoriously difficult to change a core curriculum. As credit hours and course requirements are revised, politics quickly come into play and turf battles arise to create obstacles. The author writes that, in her experience, there are two default approaches to curricular change. The first is simply to "tweak" an existing…

  10. Kansas Vocational Agriculture Education. Basic Core Curriculum Project, Horticulture I.

    Science.gov (United States)

    Albracht, James, Ed.

    This secondary horticulture curriculum guide is one of a set of three designated as the basic core of instruction for horticulture programs in Kansas. Units of instruction are presented in thirteen sections: (1) Orientation and Careers, (2) Leadership and Future Farmers of America, (3) Supervised Occupational Experience Program, (4) Plant…

  11. Kansas Vocational Agriculture Education. Basic Core Curriculum Project, Horticulture III.

    Science.gov (United States)

    Albracht, James, Ed.

    This secondary horticulture curriculum guide is one of a set of three designated as the basic core of instruction for horticulture programs in Kansas. Units of instruction are presented in eight sections: (1) Human Relations, (2) Business Operations, (3) Greenhouse, (4) Retail Flowershop Operation, (5) Landscape Nursery, (6) Lawn Maintenance, (7)…

  12. Deriving criteria by which to determine core curriculum content: A ...

    African Journals Online (AJOL)

    Deriving criteria by which to determine core curriculum content: A high engagement process. ... If you would like more information about how to print, save, and work with PDFs, Highwire Press provides a helpful Frequently Asked Questions about PDFs. Alternatively, you can download the PDF file directly to your computer, ...

  13. Core Curriculum for Human Services. Career Options Research and Development.

    Science.gov (United States)

    Soong, Robert K.; And Others

    Developed through the Career Options Research and Development (CORD) Project, this report presents, in outline form, a core curriculum for the human services area. Specific objectives of the CORD project were the: (1) application of job analysis to positions in the social and human services, (2) organization of tasks and skills into career…

  14. International Society on Thrombosis and Haemostasis core curriculum project: core competencies in clinical thrombosis and hemostasis.

    Science.gov (United States)

    McLintock, C; Pabinger, I; Bauer, K A; Laffan, M; Angchaisuksiri, P; Rezende, S M; Middeldorp, S; Ross, M

    2016-01-01

    Essentials The priority of ISTH was to establish a global core curriculum in thrombosis and hemostasis. International survey to determine competencies required for clinical specialists was carried out in the field. Competency framework provides a reference point for mapping and developing regional curricula. Core curriculum informs and links to a variety of ISTH educational materials. Background The International Society on Thrombosis and Haemostasis (ISTH) identified the need for an international core curriculum on thrombosis and hemostasis for its society members and the larger thrombosis and hemostasis community. Aims The current research sought consensus on the core competencies required by medical doctors who are ready to practise as independent clinical specialists in thrombosis and hemostasis with the aim of developing a core clinical curriculum for specialists in the field. Method A draft list of competencies was developed by the Working Group and formed the basis of an online survey. ISTH members and the larger thrombosis and hemostasis community were asked to rate the importance of each competency, on a Likert scale, for clinical specialists in thrombosis and hemostasis. Results There were a total of 644 responses to the online survey with broad geographical representation. There was general agreement on what level of competency would be required for clinical specialists in thrombosis and hemostasis at the specified level of training. Conclusions Using the survey to gain consensus on the level of competency required by clinical specialists in the field of thrombosis and hemostasis enabled the development of a core clinical curriculum that has been endorsed by the ISTH Council. The curriculum will offer a framework and international reference that will be used by the society, by national and regional organizations, and for further research. © 2015 International Society on Thrombosis and Haemostasis.

  15. National Undergraduate Medical Core Curriculum in Turkey: Evaluation of Residents

    OpenAIRE

    Budakoğlu, Işıl İrem; Coşkun, Özlem; Ergün, Mehmet Ali

    2014-01-01

    Background: There is very little information available on self-perceived competence levels of junior medical doctors with regard to definitions by the National Core Curriculum (NCC) for Undergraduate Medical Education. Aims: This study aims to determine the perceived level of competence of residents during undergraduate medical education within the context of the NCC. Study Design: Descriptive study. Methods: The survey was conducted between February 2010 and December ...

  16. National Undergraduate Medical Core Curriculum in Turkey: Evaluation of Residents

    OpenAIRE

    Budakoğlu, Işıl İrem; Coşkun, Özlem; Ergün, Mehmet Ali

    2014-01-01

    Background: There is very little information available on self-perceived competence levels of junior medical doctors with regard to definitions by the National Core Curriculum (NCC) for Undergraduate Medical Education. Aims: This study aims to determine the perceived level of competence of residents during undergraduate medical education within the context of the NCC. Study Design: Descriptive study. Methods: The survey was conducted between February 2010 and Dec...

  17. Core curriculum illustration: supination-external rotation trimalleolar fracture.

    Science.gov (United States)

    Sharp, Jake W; Edwards, Rachael M

    2017-05-27

    This is the 37th installment of a series that will highlight one case per publication issue from the bank of cases available online as part of the American Society of Emergency Radiology (ASER) educational resources. Our goal is to generate more interest in and on the use of our online materials. To view more cases online, please visit the ASER Core Curriculum and Recommendations for Study online at http://www.erad.org/page/CCIP_TOC .

  18. Core curriculum illustration: pediatric buckle fracture of the distal radius.

    Science.gov (United States)

    Sharp, Jake W; Edwards, Rachael M

    2017-06-07

    This is the 38th installment of a series that will highlight one case per publication issue from the bank of cases available online as part of the American Society of Emergency Radiology (ASER) educational resources. Our goal is to generate more interest in and use of our online materials. To view more cases online, please visit the ASER Core Curriculum and Recommendations for Study online at: http://www.erad.org/page/CCIP_TOC.

  19. Core curriculum case illustration: cardiac tamponade complicating proximal aortic dissection.

    Science.gov (United States)

    Aaltonen, H Laura; Linnau, Ken F; Fadl, Shaimaa Abdelhassib

    2017-06-14

    This is the 39th installment of a series that will highlight one case per publication issue from the bank of cases available online as part of the American Society of Emergency Radiology (ASER) educational resources. Our goal is to generate more interest in and use of our online materials. To view more cases online, please visit the ASER Core Curriculum and Recommendations for Study online at http://www.erad.org/page/CCIP_TOC .

  20. International Society on Thrombosis and Haemostasis core curriculum project: core competencies in clinical thrombosis and hemostasis

    NARCIS (Netherlands)

    McLintock, C.; Pabinger, I.; Bauer, K. A.; Laffan, M.; Angchaisuksiri, P.; Rezende, S. M.; Middeldorp, S.; Ross, M.

    2016-01-01

    Essentials The priority of ISTH was to establish a global core curriculum in thrombosis and hemostasis. International survey to determine competencies required for clinical specialists was carried out in the field. Competency framework provides a reference point for mapping and developing regional

  1. Competency-Based Common-Core Curriculum for Criminal Justice Education.

    Science.gov (United States)

    Arizona State Board of Directors for Junior Colleges, Phoenix.

    This publication presents the competency-based, common-core criminal justice curriculum developed to respond to a need for a curriculum recognized by Arizona criminal justice agencies, community colleges, and universities. It contains the five courses of the core curriculum--Introduction to Criminal Justice, Criminal Law, Criminal Procedure, Rules…

  2. A competency-based longitudinal core curriculum in medical neuroscience.

    Science.gov (United States)

    Merlin, Lisa R; Horak, Holli A; Milligan, Tracey A; Kraakevik, Jeff A; Ali, Imran I

    2014-07-29

    Current medical educational theory encourages the development of competency-based curricula. The Accreditation Council for Graduate Medical Education's 6 core competencies for resident education (medical knowledge, patient care, professionalism, interpersonal and communication skills, practice-based learning, and systems-based practice) have been embraced by medical schools as the building blocks necessary for becoming a competent licensed physician. Many medical schools are therefore changing their educational approach to an integrated model in which students demonstrate incremental acquisition and mastery of all competencies as they progress through medical school. Challenges to medical schools include integration of preclinical and clinical studies as well as development of learning objectives and assessment measures for each competency. The Undergraduate Education Subcommittee (UES) of the American Academy of Neurology (AAN) assembled a group of neuroscience educators to outline a longitudinal competency-based curriculum in medical neuroscience encompassing both preclinical and clinical coursework. In development of this curriculum, the committee reviewed United States Medical Licensing Examination content outlines, Liaison Committee on Medical Education requirements, prior AAN-mandated core curricula for basic neuroscience and clinical neurology, and survey responses from educators in US medical schools. The newly recommended curriculum provides an outline of learning objectives for each of the 6 competencies, listing each learning objective in active terms. Documentation of experiences is emphasized, and assessment measures are suggested to demonstrate adequate achievement in each competency. These guidelines, widely vetted and approved by the UES membership, aspire to be both useful as a stand-alone curriculum and also provide a framework for neuroscience educators who wish to develop a more detailed focus in certain areas of study. © 2014 American Academy

  3. European Core Curriculum in Cariology for undergraduate dental students.

    Science.gov (United States)

    Schulte, A G; Pitts, N B; Huysmans, M C D N J M; Splieth, C; Buchalla, W

    2011-11-01

    As dental caries prevalence is still high in many populations and groups of both children and adults worldwide, and as caries continues to be responsible for significant health, social and economic impacts, there is an urgent need for dental students to receive a systematic education in cariology based upon current best evidence. Although European curriculum guidelines for undergraduate students have been prepared in other dental fields over the last decade, none exist for cariology. Thus the European Organisation for Caries Research (ORCA) formed a task force to work with the Association of Dental Education in Europe (ADEE) on a European Core Curriculum in Cariology. In 2010, a workshop to develop such a curriculum was organised in Berlin, Germany, with 75 participants from 24 European and 3 North/South American countries. The Curriculum was debated by five pre-identified working groups: I The Knowledge Base; II Risk Assessment, Diagnosis and Synthesis; III Decision-Making and Preventive Non-surgical Therapy; IV Decision-making and Surgical Therapy; and V Evidence-based Cariology in Clinical and Public Health Practice and then finalised jointly by the group chairs. According to this Curriculum, on graduation, a dentist must be competent at applying knowledge and understanding of the biological, medical, basic and applied clinical sciences in order to recognise caries and make decisions about its prevention and management in individuals and populations. This document, which presents several major and numerous supporting competences, does not confine itself to dental caries alone, but refers also to dental erosion/non-erosive wear and other dental hard tissue disorders. © 2011 John Wiley & Sons A/S.

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

    Science.gov (United States)

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

    2016-04-01

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

  5. Is there a Core Curriculum across Higher Education Doctoral Programs?

    Directory of Open Access Journals (Sweden)

    Sydney Freeman Jr.

    2016-03-01

    Full Text Available Currently the study of higher education has been referred to as a multidisciplinary field. Consensus is continuing to evolve regarding both what is considered the appropriate coursework and the foundational knowledgebase of this field. The study of higher education is maturing and has the potential to transition from being seen as a field to being respected as an academic discipline. The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors with programs that required the completion of standardized coursework prior to beginning a dissertation. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education’s core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.

  6. A critical review of the core medical training curriculum in the UK: A medical education perspective.

    Science.gov (United States)

    Laskaratos, Faidon-Marios; Gkotsi, Despoina; Panteliou, Eleftheria

    2014-01-01

    This paper represents a systematic evaluation of the Core Medical Training Curriculum in the UK. The authors critically review the curriculum from a medical education perspective based mainly on the medical education literature as well as their personal experience of this curriculum. They conclude in practical recommendations and suggestions which, if adopted, could improve the design and implementation of this postgraduate curriculum. The systematic evaluation approach described in this paper is transferable to the evaluation of other undergraduate or postgraduate curricula, and could be a helpful guide for medical teachers involved in the delivery and evaluation of any medical curriculum.

  7. National undergraduate medical core curriculum in Turkey: evaluation of residents.

    Science.gov (United States)

    Budakoğlu, Işıl İrem; Coşkun, Ozlem; Ergün, Mehmet Ali

    2014-03-01

    There is very little information available on self-perceived competence levels of junior medical doctors with regard to definitions by the National Core Curriculum (NCC) for Undergraduate Medical Education. This study aims to determine the perceived level of competence of residents during undergraduate medical education within the context of the NCC. Descriptive study. The survey was conducted between February 2010 and December 2011; the study population comprised 450 residents. Of this group, 318 (71%) participated in the study. Self-assessment questionnaires on competencies were distributed and residents were asked to assess their own competence in different domains by scoring them on a scale of 1 to 10. Nearly half of the residents reported insufficient experience of putting clinical skills into practice when they graduated. In the theoretical part of NCC, the lowest competency score was reported for health-care administration, while the determination of level of chlorine in water, delivering babies, and conducting forensic examinations had the lowest perceived levels of competency in the clinical skills domain. Residents reported low levels of perceived competency in skills they rarely performed outside the university hospital. They were much more confident in skills they performed during their medical education.

  8. Integrating the Core: A New Management Curriculum to Empower Our Students

    Science.gov (United States)

    Brawley, Dorothy; Campbell, Stacy; Desman, Robert; Kolenko, Thomas; Moodie, Douglas

    2013-01-01

    This paper follows Kennesaw State's University's (KSU) faculty journey in developing a new integrated core curriculum for their Management majors that will empower the students and meet the needs of today's employers. Curriculums must change to stay current. Depending on the amount of change, this can be a huge undertaking for a department…

  9. Integration of Skills and Competencies in the Missouri Marketing Education Core Curriculum. Section II.

    Science.gov (United States)

    Ruhland, Sheila K.; Wilkinson, Richard F.

    This publication contains teaching activities for the Fundamentals of Marketing and Advanced Marketing curriculum. Chapter 1 presents an alignment of the marketing education core competencies within the nine curriculum units for Fundamentals of Marketing and Advanced Marketing as they relate to the basic academic skills, advanced academic skills,…

  10. Agricultural Resources Materials for Agricultural Education Programs. Core Agricultural Education Curriculum, Central Cluster.

    Science.gov (United States)

    Illinois Univ., Urbana. Office of Agricultural Communications and Education.

    This curriculum guide contains four units with relevant problem areas and is intended as a source unit for agricultural education. These problem areas have been selected as suggested areas of study to be included in a core curriculum for secondary students enrolled in an agricultural education program. Each problem area includes some or all of the…

  11. Endoscopic training in gastroenterology fellowship: adherence to core curriculum guidelines.

    Science.gov (United States)

    Jirapinyo, Pichamol; Imaeda, Avlin B; Thompson, Christopher C

    2015-12-01

    The Gastroenterology Core Curriculum and American Society of Gastrointestinal Endoscopy provide guidelines for endoscopic training. Program adherence to these recommendations is unclear. This study aims to assess endoscopic training experience during fellowship. Questionnaire study. The questionnaire was circulated to US fellowship programs, with the assistance of the American Gastroenterological Association. Graduating third-year fellows. Seventy-three fellows returned the questionnaire. Nearly all fellows met the required numbers for esophagoduodenoscopy (98%) and colonoscopy (100%), with fewer meeting requirements for PEG (73%) and non-variceal hemorrhage (75%). The majority of fellows did not meet minimum numbers for variceal banding (40%), esophageal dilation (43%), capsule endoscopy (42%). Fellows rated training in cognitive aspects of endoscopy as 3.86 [1 (inadequate), 5 (excellent)] and reported greatest emphasis on interpreting endoscopic findings and least on virtual colonography. Quality indicators of endoscopy received little emphasis (rating of 3.04; p = 0.00001), with adenoma detection rate being least emphasized. Fifty-six percent of fellows reported having routine endoscopy conferences. Half of the programs have endoscopic simulators, with 15% of fellows being required to use simulation. Following direct hands-on experience, fellows rated external endoscopy courses (64%) as the next most useful experience. Many fellows do not meet required numbers for several endoscopic procedures, and quality indicators receive little emphasis during training. Most programs do not provide simulation training or hold regular endoscopy conferences. Fellowship programs should perform internal audits and make feasible adjustments. Furthermore, it may be time for professional societies to revisit training guidelines.

  12. A European consensus on learning objectives for a core communication curriculum in health care professions.

    Science.gov (United States)

    Bachmann, Cadja; Abramovitch, Henry; Barbu, Carmen Gabriela; Cavaco, Afonso Miguel; Elorza, Rosario Dago; Haak, Rainer; Loureiro, Elizabete; Ratajska, Anna; Silverman, Jonathan; Winterburn, Sandra; Rosenbaum, Marcy

    2013-10-01

    To develop learning objectives for a core communication curriculum for all health care professions and to survey the acceptability and suitability of the curriculum for undergraduate European health care education. Learning objectives for a Health Professions Core Communication Curriculum (HPCCC) in undergraduate education were developed based on international literature and expert knowledge by an international group of communication experts representing different health care professions. A Delphi process technique was used to gather feedback and to provide a consensus from various health care disciplines within Europe. 121 communication experts from 15 professional fields and 16 European countries participated in the consensus process. The overall acceptance of the core communication curriculum was high. 61 core communication objectives were rated on a five-point scale and found to be relevant for undergraduate education in health care professions. A thematic analysis revealed the benefits of the HPCCC. Based on a broad European expert consensus, the Health Professions Core Communication Curriculum can be used as a guide for teaching communication inter- and multi-professionally in undergraduate education in health care. It can serve for curriculum development and support the goals of the Bologna process. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

  13. A Creative Approach to the Common Core Standards: The Da Vinci Curriculum

    Science.gov (United States)

    Chaucer, Harry

    2012-01-01

    "A Creative Approach to the Common Core Standards: The Da Vinci Curriculum" challenges educators to design programs that boldly embrace the Common Core State Standards by imaginatively drawing from the genius of great men and women such as Leonardo da Vinci. A central figure in the High Renaissance, Leonardo made extraordinary contributions as a…

  14. Determining a Core Curriculum: The Limitations of Transcendental Deductions.

    Science.gov (United States)

    Wellington, J.J.

    1981-01-01

    Suggests that educational philosphers have adopted Immanuel Kant's argument that 12 categories are necessary for a complete understanding of the natural and moral worlds. Concludes that using Kantian arguments to determine curriculum is logically invalid. The key to educational philosophy lies in inquiry into the nature of thought and…

  15. 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…

  16. Core curriculum illustration: ventriculitis as a complication of ventriculoperitoneal shunt-induced rectal perforation.

    Science.gov (United States)

    Pawley, Barbara; Rajendran, Sibi

    2017-05-31

    This is the 35th installment of a series that will highlight one case per publication issue from the bank of cases available online as part of the American Society of Emergency Radiology (ASER) educational resources. Our goal is to generate more interest in and use of our online materials. To view more cases online, please visit the ASER Core Curriculum and Recommendations for Study online at: http://www.aseronline.org/curriculum/toc.htm .

  17. Implications of IASP Core Curriculum for Pre-Registration Physiotherapy Education.

    Science.gov (United States)

    Jones, Lester

    2009-06-01

    There are concerns about the effectiveness of health professionals when they are working with people who have pain.Health professionals have reported a lack of confidence when working with people with complex pain conditions.Review of pain education in health professional training may improve clinical practice.The International Association for the Study of Pain curricula can be useful in developing pain education initiatives.The up-dated IASP core curriculum appears to be a useful resource for curriculum designers of pre-registration physiotherapy programmes, while the IASP discipline-specific curriculum is in need of revision.

  18. The American Kinesiology Association Undergraduate Core Curriculum©

    Science.gov (United States)

    Chodzko-Zajko, Wojtek

    2014-01-01

    This article describes the elements of the undergraduate core in kinesiology that have been established by the American Kinesiology Association. The American Kinesiology Association also describes a set of ten student-learning outcomes that emanate from the four core content elements. This information has been developed by the American Kinesiology…

  19. Decision-making and preventive non-surgical therapy in the context of a European core curriculum in cariology

    NARCIS (Netherlands)

    Bottenberg, P.; Ricketts, D.N.J.; van Loveren, C.; Rahiotis, C.; Schulte, A.G.

    2011-01-01

    This paper is part of a series of papers towards a European Core Curriculum in Cariology for undergraduate dental students. The European Core Curriculum in Cariology is the outcome of a joint workshop of the European Organisation for Caries Research (ORCA) together with the Association for Dental

  20. Environmental Science for All? Considering Environmental Science for Inclusion in the High School Core Curriculum

    Science.gov (United States)

    Edelson, Daniel C.

    2007-01-01

    With the dramatic growth of environmental science as an elective in high schools over the last decade, educators have the opportunity to realistically consider the possibility of incorporating environmental science into the core high school curriculum. Environmental science has several characteristics that make it a candidate for the core…

  1. Animal Science Basic Core Curriculum. Kansas Postsecondary Farm and Ranch Management Project.

    Science.gov (United States)

    Albracht, James, Ed.

    Thirty-six units of instruction are included in this core curriculum in animal science for postsecondary farm and ranch management programs. Units of instruction are divided into seven instructional areas: (1) Livestock Types, (2) Livestock Programs, (3) Nutrition, (4) Animal Health, (5) Animal Breeding, (6) Animal Improvement, and (7) Livestock…

  2. Searching for the Core of Journalism Education: Program Directors Disagree on Curriculum Priorities

    Science.gov (United States)

    Blom, Robin; Davenport, Lucinda D.

    2012-01-01

    To carry out their mission of preparing students to be successful journalism professionals, educators make important decisions on the core curriculum: the common courses that all journalism students must take to graduate, no matter their area of emphasis or academic constraints. This national study of U.S. journalism program directors shows they…

  3. A New Approach to Teaching Business Writing: Writing across the Core--A Document Based Curriculum

    Science.gov (United States)

    Hutchins, Teresa D.

    2015-01-01

    This paper describes the transition that the Anisfield School of Business of Ramapo College of New Jersey made from a conventional Writing Across the Curriculum approach to a Writing Across the Business Core approach. The impetus for the change is explained as well as the creation and design of the program. The document driven program is analyzed,…

  4. South Dakota Statewide Core Curriculum, Career Ladder, and Challenge System. A Case History.

    Science.gov (United States)

    Brekke, Donald G.; Gildseth, Wayne M.

    The South Dakota Core Curriculum Project involving the career ladder approach to health manpower training, which began in 1970, had seven objectives including the following: (1) To organize a Health Manpower Council for the entire State; (2) to define the areas of basic commonality among the various training programs; and (3) to develop a core…

  5. Career Ladders and Core Curriculum in Human Services. Phase II Final Report.

    Science.gov (United States)

    Soong, Robert K.

    This portion of Phase II of the Social Service Aide Project, a program of exemplary education for the career development of paraprofessionals in social and/or human services, represented an attempt to broaden the career ladders developed during Phase I and to extend the core curriculum above and below the Associate in Arts degree. The scheme of…

  6. Sheep Production Unit for Agricultural Science I Core Curriculum. Instructor's Guide. AGDEX 430/10.

    Science.gov (United States)

    Brzozowski, Richard J.; Stewart, Bob R.

    This instructor's guide for a sheep production unit contains six lessons that are designed to be taught in the Agricultural Science I core curriculum. Introductory materials include lists of performance objectives and competencies for the complete unit, suggestions for motivational technique/interest approach and evaluation, lists of references…

  7. Kansas Vocational Agriculture Education. Basic Core Curriculum Project, Horticulture II.

    Science.gov (United States)

    Albracht, James, Ed.

    This second horticulture guide is one of a set of three designated as the basic core of instruction for horticulture programs in Kansas. Units of instruction are presented in eight sections: (1) Leadership, (2) Supervised Occupational Experience, (3) Plant Propagation, (4) Soil and Plant Growth Media, (5) Fertilizers, (6) Greenhouse, (7) Plant…

  8. Competencies for a Canadian orthopaedic surgery core curriculum.

    Science.gov (United States)

    Wadey, V M R; Dev, P; Buckley, R; Walker, D; Hedden, D

    2009-12-01

    We have developed a list of 281 competencies deemed to be of importance in the training of orthopaedic surgeons. A stratified, randomised selection of non-university orthopaedic surgeons rated each individual item on a scale 1 to 4 of increasing importance. Summary statistics across all respondents were given. The mean scores and sds were computed. Secondary analyses were computed in general orthopaedics, paediatrics, trauma and adult reconstruction. Of the 156 orthopaedic surgeons approached 131 (84%) responded to the questionnaire. They rated 240 of the 281 items greater than 3.0 suggesting that competence in these was necessary by completion of training. Complex procedures were rated to be less important. The structure, delivery and implementation of the curriculum needs further study. Learning activities are 'driven' by the evaluation of competencies and thus competency-based learning may soon be in the forefront of training programmes.

  9. Generalized provisional seed zones for native plants

    Science.gov (United States)

    Andrew D. Bower; J. Bradley St.Clair; Vicky. Erickson

    2014-01-01

    Deploying well-adapted and ecologically appropriate plant materials is a core component of successful restoration projects. We have developed generalized provisional seed zones that can be applied to any plant species in the United States to help guide seed movement. These seed zones are based on the intersection of high-resolution climatic data for winter minimum...

  10. Developing a flexible core Dental Public Health curriculum for predoctoral dental and dental hygiene schools.

    Science.gov (United States)

    Atchison, Kathryn; Mascarenhas, Ana Karina; Bhoopathi, Vinodh

    2015-01-01

    The curriculum for graduating dental and dental hygiene students must prepare them to contribute to the improvement or maintenance of health for individual patient's and the public's health. The objective is to describe the background for and the process used to develop a core Dental Public Health Curriculum for such students. The process used was to solicit and review existing dental public health curriculum in dental and dental hygiene schools; review curriculum for other health professionals; identify the themes needed to frame the curriculum; select usable materials and identify gaps in existing curricular materials; and develop appropriate curriculum materials that would embody the competencies developed for undergraduate dental and dental hygiene education. Twenty-three topics were identified as embodying the eight competencies. Based on these topics, six courses, Principles of Dental Public Health, Evidence-Based Dentistry, Ethics and Dental Public Health, Dental Public Health Policy and Advocacy, Oral Health Promotion and Disease Prevention, and Oral Health Literacy and Dental Public Health, were prepared. Each course includes syllabus, PowerPoint presentations, student assignments and activities, instructor guide, and classroom discussion points. Depending on the hours available in the existing curriculum at the dental or hygiene school, lecture presentations and take home assignments/discussions may be used independently or in combination with presentations from other courses. In addition, individual discussions and activities may be used to integrate dental public health materials into other courses. A flexible curriculum is available at the AAPHD website to enable the incorporation of DPH topics into the curriculum. © 2015 American Association of Public Health Dentistry.

  11. A core undergraduate curriculum in plastic surgery - a Delphi consensus study in Scandinavia

    DEFF Research Database (Denmark)

    Almeland, Stian K; Lindford, Andrew; Berg, Jais Oliver

    2017-01-01

    BACKGROUND AND AIMS: In recent years, undergraduate medical education has undergone a transition from a speciality-based to a more competence-based training system. Consequently, whilst medical knowledge is rapidly expanding, time for teaching of the surgical specialties is decreasing. Thus......, there appears to be a need to define the core competences that are to be taught. The aim of this study was to establish a Scandinavian core undergraduate curriculum of competences in plastic surgery, using scientific methods. METHODS: The Delphi technique for group consensus was employed. An expert panel.......00 on a 1-4 Likert scale. Final agreement in the third round resulted in a list of 68 competences with agreement above 80% (31 skills and 37 knowledge items). CONCLUSIONS: This study proposes the first scientifically developed undergraduate core curriculum in plastic surgery. It comprises of a consensus...

  12. Developing the new Columbia core curriculum: a case study in managing radical curriculum change.

    Science.gov (United States)

    Galea, Sandro; Fried, Linda P; Walker, Julia R; Rudenstine, Sasha; Glover, Jim W; Begg, Melissa D

    2015-03-01

    Curricular change is essential for maintaining vibrant, timely, and relevant educational programming. However, major renewal of a long-standing curriculum at an established university presents many challenges for leaders, faculty, staff, and students. We present a case study of a dramatic curriculum renewal of one of the nation's largest Master of Public Health degree programs: Columbia University's Mailman School of Public Health. We discuss context, motivation for change, the administrative structure established to support the process, data sources to inform our steps, the project timeline, methods for engaging the school community, and the extensive planning that was devoted to evaluation and communication efforts. We highlight key features that we believe are essential for successful curricular change.

  13. 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.

    Science.gov (United States)

    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.

  14. Medical ethics and law: assessing the core curriculum.

    Science.gov (United States)

    Fenwick, Angela

    2014-10-01

    The Institute of Medical Ethics (IME) has produced a guide to the assessment of medical ethics and law (MEL) in UK medical schools which is available on-line. It complements the work which was carried out in 2010 to up-date the MEL consensus statement on what should be considered core content. The guide aims to provide practical help for teachers on what, when and how to assess medical students' learning. The briefing paper gives a background introduction to the guide, outlines its purpose and plans for future work. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  15. Implementation of a Professional Society Core Curriculum and Integrated Maintenance of Certification Program.

    Science.gov (United States)

    Carlos, W Graham; Poston, Jason T; Michaud, Gaetane C; Dela Cruz, Charles S; Luks, Andrew M; Boyer, Debra; Moore, Paul E; McSparron, Jakob I; Hayes, Margaret M; Balachandran, Jay S; Wang, Tisha S; Larsson, Eileen; Siegel-Gasiewski, Jennifer; Kantz, Alan; Beck, James M; Thomson, Carey C

    2017-04-01

    Medical professional societies exist to foster collaboration, guide career development, and provide continuing medical education opportunities. Maintenance of certification is a process by which physicians complete formal educational activities approved by certifying organizations. The American Thoracic Society (ATS) established an innovative maintenance of certification program in 2012 as a means to formalize and expand continuing medical education offerings. This program is unique as it includes explicit opportunities for collaboration and career development in addition to providing continuing medical education and maintenance of certification credit to society members. In describing the development of this program referred to as the "Core Curriculum," the authors highlight the ATS process for content design, stages of curriculum development, and outcomes data with an eye toward assisting other societies that seek to program similar content. The curriculum development process described is generalizable and positively influences individual practitioners and professional societies in general, and as a result, provides a useful model for other professional societies to follow.

  16. Supporting Common Core-Driven Curriculum Adaptations for High School Algebra

    OpenAIRE

    Johnson, Raymond; Leary, Heather; Penuel, William R.

    2016-01-01

    The adoption of the Common Core State Standards for Mathematics (CCSSM) has created a need for many teachers and school districts to adapt their current curricular materials. Using the methods of design-based implementation research (Penuel et al., 2011), this project partnered with high school algebra teachers, district curriculum staff, and university researchers to support teachers in the selection and use of high-quality mathematical tasks. This participatory design process yielded a set ...

  17. Core curriculum illustration: abdominal wood impalement injury from motor vehicle collision.

    Science.gov (United States)

    Fadl, Shaimaa Abdelhassib; Ehlers, Annie P; Wallace, Gabriel; Gross, Joel A

    2017-06-28

    This is the 42nd installment of a series that will highlight one case per publication issue from the bank of cases available online as part of the American Society of Emergency Radiology (ASER) educational resources. Our goal is to generate more interest in and use of our online materials. To view more cases online, please visit the ASER Core Curriculum and Recommendations for Study online at http://www.erad.org/page/CCIP_TOC .

  18. Core curriculum illustration: "Colles," dorsally angulated fracture of the distal radius.

    Science.gov (United States)

    Sharp, Jake W; Edwards, Rachael M

    2017-06-14

    This is the 41st installment of a series that will highlight one case per publication issue from the bank of cases available online as part of the American Society of Emergency Radiology (ASER) educational resources. Our goal is to generate more interest in and use of our online materials. To view more cases online, please visit the ASER Core Curriculum and Recommendations for Study online at: http://www.erad.org/page/CCIP_TOC .

  19. A Delphi study to determine the European core curriculum for Master programmes in genetic counselling

    OpenAIRE

    Skirton, H; Barnoy, S; Ingvoldstad, C.; van Kessel, I; Patch, C; O'connor, A; Serra-Juhe, C; Stayner, B; Voelckel, M-A

    2013-01-01

    Genetic counsellors have been working in some European countries for at least 30 years. Although there are great disparities between the numbers, education, practice and acceptance of these professionals across Europe, it is evident that genetic counsellors and genetic nurses in Europe are working autonomously within teams to deliver patient care. The aim of this study was to use the Delphi research method to develop a core curriculum to guide the educational preparation of these professional...

  20. An Analysis of the Alignment of the Grade 12 Physical Sciences Examination and the Core Curriculum in South Africa

    Science.gov (United States)

    Edwards, Nazeem

    2010-01-01

    I report on an analysis of the alignment between the South African Grade 12 Physical Sciences core curriculum content and the exemplar papers of 2008, and the final examination papers of 2008 and 2009. A two-dimensional table was used for both the curriculum and the examination in order to calculate the Porter alignment index, which indicates the…

  1. El "core curriculum": un debate en la educación médica The "core curriculum": a debate on medical education

    Directory of Open Access Journals (Sweden)

    Emilio Gerardo Martínez Marreros

    2006-12-01

    Full Text Available Uno de los aspectos más debatidos en educación médica es la dificultad de evaluar contenidos que tengan validez para la formación del médico, y cómo definir cuáles deberán ser incluidos dentro de los planes de estudio, de manera que se eliminen temas que no sean relevantes en su formación. Durante el proceso de enseñanza de cualquier profesional, es muy importante la clara definición de los contenidos que debe abordar el educando, y la pertinencia de los mismos, de manera que permitan desarrollar las competencias específicas esperadas al terminar su ciclo de estudios. El presente artículo hace una reflexión acerca de la determinación del "core currículum", las dificultades para su concreción en las ciencias básicas, y se proponen unos criterios para su determinación.Difficulties on how to evaluate valuable contents for future doctors and the way to include them into the Curriculum, in order to eliminate those items not really important for them as professionals, is one of the most discussed points in Medical Education. For any professional person (during his/her educational process is very important to have a clear definition of the contents he/she will study and their relevance in order to permit him/her developing specific abilities needed when he or she will end School. This article makes a reflection about the "core curriculum": its determination and the problems to make it real within Basic Sciences. We also propose some criteria for its determination.

  2. Position paper: proposal for a core curriculum for a European Sports Cardiology qualification.

    Science.gov (United States)

    Heidbuchel, Hein; Papadakis, Michael; Panhuyzen-Goedkoop, Nicole; Carré, François; Dugmore, Dorian; Mellwig, Klaus-Peter; Rasmusen, Hanne Kruuse; Solberg, Erik E; Borjesson, Mats; Corrado, Domenico; Pelliccia, Antonio; Sharma, Sanjay

    2013-10-01

    Sports cardiology is a new and rapidly evolving subspecialty. It aims to elucidate the cardiovascular effects of regular exercise and delineate its benefits and risks, so that safe guidance can be provided to all individuals engaging in sports and/or physical activity in order to attain the maximum potential benefit at the lowest possible risk. The European Society of Cardiology (ESC) advocates systematic preparticipation cardiovascular screening in an effort to identify competitive athletes at risk of exercise-related cardiovascular events and sudden cardiac death. However, the implementation of preparticipation screening is hindered because of lack of structured training and as a result lack of sufficient expertise in the field of sports cardiology. In 2008 the European Society of Cardiology published a core curriculum for the general cardiologist, in which sports cardiology was incorporated within the topic 'Rehabilitation and Exercise Physiology'. However, the exponential rise in knowledge and the growing demand for expertise in the field of sports cardiology dictates the need to systematically structure the knowledge base of sports cardiology into a detailed curriculum. We envisage that the curriculum would facilitate more uniform training and guideline implementation throughout Europe, and safeguard that evaluation and guidance of competitive athletes or individuals who wish to engage in leisure-time sports activities is performed by physicians with expertise in the field. The current manuscript provides a comprehensive curriculum for sports cardiology, which may serve as a framework upon which universities and national and international health authorities will develop the training, evaluation and accreditation in sports cardiology.

  3. Development of a Core Curriculum Framework in Cariology for U.S. Dental Schools.

    Science.gov (United States)

    Fontana, Margherita; Guzmán-Armstrong, Sandra; Schenkel, Andrew B; Allen, Kennneth L; Featherstone, John; Goolsby, Susie; Kanjirath, Preetha; Kolker, Justine; Martignon, Stefania; Pitts, Nigel; Schulte, Andreas; Slayton, Rebecca L; Young, Douglas; Wolff, Mark

    2016-06-01

    Maintenance of health and preservation of tooth structure through risk-based prevention and patient-centered, evidence-based disease management, reassessed at regular intervals over time, are the cornerstones of present-day caries management. Yet management of caries based on risk assessment that goes beyond restorative care has not had a strong place in curriculum development and competency assessment in U.S. dental schools. The aim of this study was to develop a competency-based core cariology curriculum framework for use in U.S. dental schools. The Section on Cariology of the American Dental Education Association (ADEA) organized a one-day consensus workshop, followed by a meeting program, to adapt the European Core Cariology Curriculum to the needs of U.S. dental education. Participants in the workshop were 73 faculty members from 35 U.S., three Canadian, and four international dental schools. Representatives from all 65 U.S. dental schools were then invited to review and provide feedback on a draft document. A recommended competency statement on caries management was also developed: "Upon graduation, a dentist must be competent in evidence-based detection, diagnosis, risk assessment, prevention, and nonsurgical and surgical management of dental caries, both at the individual and community levels, and be able to reassess the outcomes of interventions over time." This competency statement supports a curriculum framework built around five domains: 1) knowledge base; 2) risk assessment, diagnosis, and synthesis; 3) treatment decision making: preventive strategies and nonsurgical management; 4) treatment decision making: surgical therapy; and 5) evidence-based cariology in clinical and public health practice. Each domain includes objectives and learning outcomes.

  4. The General Woodworking Core Curriculum. Project ABLE: Development and Evaluation of an Experimental Curriculum for the New Quincy (Mass.) Vocational-Technical School.

    Science.gov (United States)

    Leporini, Frank E.; And Others

    This report describes the development of the Project ABLE General Woodworking Core Curriculum and is intended as an administrator's and instructor's manual for those schools field testing the instructional system. In the developmental process, analysis of a large number of occupations related to the woodworking family identified clusters or…

  5. A Delphi study to determine the European core curriculum for Master programmes in genetic counselling.

    Science.gov (United States)

    Skirton, Heather; Barnoy, Sivia; Ingvoldstad, Charlotta; van Kessel, Ingrid; Patch, Christine; O'Connor, Anita; Serra-Juhe, Clara; Stayner, Barbara; Voelckel, Marie-Antoinette

    2013-10-01

    Genetic counsellors have been working in some European countries for at least 30 years. Although there are great disparities between the numbers, education, practice and acceptance of these professionals across Europe, it is evident that genetic counsellors and genetic nurses in Europe are working autonomously within teams to deliver patient care. The aim of this study was to use the Delphi research method to develop a core curriculum to guide the educational preparation of these professionals in Europe. The Delphi method enables the researcher to utilise the views and opinions of a group of recognised experts in the field of study; this study consisted of four phases. Phases 1 and 4 consisted of expert workshops, whereas data were collected in phases 2 and 3 (n=35) via online surveys. All participants in the study were considered experts in the field of genetic counselling. The topics considered essential for genetic counsellor training have been organised under the following headings: (1) counselling; (2) psychological issues; (3) medical genetics; (4) human genetics; (5) ethics, law and sociology; (6) professional practice; and (7) education and research. Each topic includes the knowledge, skills and attitudes required to enable genetic counsellors to develop competence. In addition, it was considered by the experts that clinical practice should comprise 50% of the educational programme. The core Master programme curriculum will enable current courses to be assessed and inform the design of future educational programmes for European genetic counsellors.

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

    Science.gov (United States)

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

    2015-03-01

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

  7. The American Society for Radiation Oncology's 2010 Core Physics Curriculum for Radiation Oncology Residents

    Energy Technology Data Exchange (ETDEWEB)

    Xiao Ying, E-mail: ying.xiao@jefferson.edu [Thomas Jefferson University Hospital, Philadelphia, PA (United States); De Amorim Bernstein, Karen [Montefiore Medical Center, Bronx, NY (United States); Chetty, Indrin J. [Henry Ford Health System, Detroit, MI (United States); Eifel, Patricia [M. D. Anderson Cancer Center, Houston, TX (United States); Hughes, Lesley [Cooper University Hospital, Camden, NJ (United States); Klein, Eric E. [Washington University, Saint Louis, MO (United States); McDermott, Patrick [William Beaumont Hospital, Royal Oak, MI (United States); Prisciandaro, Joann [University of Michigan, Ann Arbor, MI (United States); Paliwal, Bhudatt [University of Wisconsin, Madison, WI (United States); Price, Robert A. [Fox Chase Cancer Center, Philadelphia, PA (United States); Werner-Wasik, Maria [Thomas Jefferson University Hospital, Philadelphia, PA (United States); Palta, Jatinder R. [University of Florida, Gainesville, FL (United States)

    2011-11-15

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

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

    Science.gov (United States)

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

    2014-06-01

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

  9. Clinic teaching made easy: a prospective study of the American Academy of Dermatology core curriculum in primary care learners.

    Science.gov (United States)

    McCleskey, Patrick E

    2013-08-01

    Dermatology instruction for primary care learners is limited, and the American Academy of Dermatology (AAD) has developed a new core curriculum for dermatology. This study sought to prospectively evaluate short-term knowledge acquisition and long-term knowledge retention after using the AAD core curriculum during a clinical dermatology clerkship. Resident physicians and physician assistant students performing clerkships at military dermatology clinics were given access to the AAD core curriculum teaching modules before their public availability. Knowledge acquisition was measured with pretests and posttests, and a follow-up quiz was given up to a year after the dermatology rotation to assess knowledge retention. In all, 82 primary care learners met inclusion criteria. Knowledge improved significantly from pretest to posttest (60.1 vs 77.4, P dermatology clerkship. Copyright © 2012 American Academy of Dermatology, Inc. Published by Mosby, Inc. All rights reserved.

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

    Energy Technology Data Exchange (ETDEWEB)

    Burmeister, Jay, E-mail: burmeist@karmanos.org [Department of Oncology, Karmanos Cancer Center/Wayne State University, Detroit, Michigan (United States); Chen, Zhe [Department of Therapeutic Radiology, Yale University, New Haven, Connecticut (United States); Chetty, Indrin J. [Department of Radiation Oncology, Henry Ford Hospital, Detroit, Michigan (United States); Dieterich, Sonja [Department of Radiation Oncology, University of California – Davis, Sacramento, California (United States); Doemer, Anthony [Department of Radiation Oncology, Henry Ford Hospital, Detroit, Michigan (United States); Dominello, Michael M. [Department of Oncology, Karmanos Cancer Center/Wayne State University, Detroit, Michigan (United States); Howell, Rebecca M. [Department of Radiation Physics, The University of Texas MD Anderson Cancer Center, Houston, Texas (United States); McDermott, Patrick [Department of Radiation Oncology, Beaumont Health, Royal Oak, Michigan (United States); Nalichowski, Adrian [Karmanos Cancer Center, Detroit, Michigan (United States); Prisciandaro, Joann [Department of Radiation Oncology, University of Michigan, Ann Arbor, Michigan (United States); Ritter, Tim [VA Ann Arbor Healthcare and the University of Michigan, Ann Arbor, Michigan (United States); Smith, Chadd [Department of Radiation Oncology, Henry Ford Hospital, Detroit, Michigan (United States); Schreiber, Eric [Department of Radiation Oncology, University of North Carolina, Chapel Hill, North Carolina (United States); Shafman, Timothy [21st Century Oncology, Fort Myers, Florida (United States); Sutlief, Steven [Department of Radiation Oncology, University of California – San Diego, La Jolla, California (United States); Xiao, Ying [Department of Radiation Oncology, Thomas Jefferson University, Philadelphia, Pennsylvania (United States)

    2016-07-15

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

  11. The ongoing evolution of the core curriculum of a clinical fellowship in pathology informatics

    Directory of Open Access Journals (Sweden)

    Andrew M Quinn

    2014-01-01

    Full Text Available The Partners HealthCare system′s Clinical Fellowship in Pathology Informatics (Boston, MA, USA faces ongoing challenges to the delivery of its core curriculum in the forms of: (1 New classes of fellows annually with new and varying educational needs and increasingly fractured, enterprise-wide commitments; (2 taxing electronic health record (EHR and laboratory information system (LIS implementations; and (3 increasing interest in the subspecialty at the academic medical centers (AMCs in what is a large health care network. In response to these challenges, the fellowship has modified its existing didactic sessions and piloted both a network-wide pathology informatics lecture series and regular "learning laboratories". Didactic sessions, which had previously included more formal discussions of the four divisions of the core curriculum: Information fundamentals, information systems, workflow and process, and governance and management, now focus on group discussions concerning the fellows′ ongoing projects, updates on the enterprise-wide EHR and LIS implementations, and directed questions about weekly readings. Lectures are given by the informatics faculty, guest informatics faculty, current and former fellows, and information systems members in the network, and are open to all professional members of the pathology departments at the AMCs. Learning laboratories consist of small-group exercises geared toward a variety of learning styles, and are driven by both the fellows and a member of the informatics faculty. The learning laboratories have created a forum for discussing real-time and real-world pathology informatics matters, and for incorporating awareness of and timely discussions about the latest pathology informatics literature. These changes have diversified the delivery of the fellowship′s core curriculum, increased exposure of faculty, fellows and trainees to one another, and more equitably distributed teaching responsibilities among

  12. The ongoing evolution of the core curriculum of a clinical fellowship in pathology informatics.

    Science.gov (United States)

    Quinn, Andrew M; Klepeis, Veronica E; Mandelker, Diana L; Platt, Mia Y; Rao, Luigi K F; Riedlinger, Gregory; Baron, Jason M; Brodsky, Victor; Kim, Ji Yeon; Lane, William; Lee, Roy E; Levy, Bruce P; McClintock, David S; Beckwith, Bruce A; Kuo, Frank C; Gilbertson, John R

    2014-01-01

    The Partners HealthCare system's Clinical Fellowship in Pathology Informatics (Boston, MA, USA) faces ongoing challenges to the delivery of its core curriculum in the forms of: (1) New classes of fellows annually with new and varying educational needs and increasingly fractured, enterprise-wide commitments; (2) taxing electronic health record (EHR) and laboratory information system (LIS) implementations; and (3) increasing interest in the subspecialty at the academic medical centers (AMCs) in what is a large health care network. In response to these challenges, the fellowship has modified its existing didactic sessions and piloted both a network-wide pathology informatics lecture series and regular "learning laboratories". Didactic sessions, which had previously included more formal discussions of the four divisions of the core curriculum: Information fundamentals, information systems, workflow and process, and governance and management, now focus on group discussions concerning the fellows' ongoing projects, updates on the enterprise-wide EHR and LIS implementations, and directed questions about weekly readings. Lectures are given by the informatics faculty, guest informatics faculty, current and former fellows, and information systems members in the network, and are open to all professional members of the pathology departments at the AMCs. Learning laboratories consist of small-group exercises geared toward a variety of learning styles, and are driven by both the fellows and a member of the informatics faculty. The learning laboratories have created a forum for discussing real-time and real-world pathology informatics matters, and for incorporating awareness of and timely discussions about the latest pathology informatics literature. These changes have diversified the delivery of the fellowship's core curriculum, increased exposure of faculty, fellows and trainees to one another, and more equitably distributed teaching responsibilities among the entirety of the

  13. Defining a core curriculum for education scholarship fellowships in emergency medicine.

    Science.gov (United States)

    Coates, Wendy C; Lin, Michelle; Clarke, Samuel; Jordan, Jaime; Guth, Todd; Santen, Sally A; Yarris, Lalena M

    2012-12-01

    A trained cadre of medical education scholars with a focus on methodologically sound research techniques is needed to ensure development of innovations that can be translated to educational practice, rigorous evaluation of instructional strategies, and progress toward improving patient care outcomes. Most established educational programs are aimed at existing faculty members and focus primarily on the development of teaching and leadership skills. At the 2012 Academic Emergency Medicine (AEM) consensus conference, "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success," a breakout session was convened to develop training recommendations for postgraduate fellowship programs in medical education scholarship that would enable residency graduates to join academic faculties armed with the skills needed to perform research in medical education. Additionally, these graduates would enjoy the benefits of established mentorships. A group of 23 medical education experts collaborated to address the following objectives: 1) construct a formal needs assessment for fellowship training in medical education scholarship in emergency medicine (EM), 2) compare and contrast current education scholarship programs in both EM and non-EM specialties, and 3) develop a set of core curriculum guidelines for specialized fellowship training in medical education scholarship in EM. Fellowship-trained faculty need to be proficient in learner instruction and assessment, organizational leadership, curriculum development, educational methodology, and conducting generalizable hypothesis-driven research to improve patient care. © 2012 by the Society for Academic Emergency Medicine.

  14. The Curriculum-Faculty-Reinforcement Alignment and Its Effect on Learning Retention of Core Marketing Concepts of Marketing Capstone Students

    Science.gov (United States)

    Raska, David; Keller, Eileen Weisenbach; Shaw, Doris

    2014-01-01

    Curriculum-Faculty-Reinforcement (CFR) alignment is an alignment between fundamental marketing concepts that are integral to the mastery of knowledge expected of our marketing graduates, their perceived importance by the faculty, and their level of reinforcement throughout core marketing courses required to obtain a marketing degree. This research…

  15. Teacher Adaptations to a Core Reading Program: Increasing Access to Curriculum for Elementary Students in Urban Classrooms

    Science.gov (United States)

    Maniates, Helen

    2017-01-01

    This article examines how three urban elementary school teachers adapted pedagogical strategies from a school district--adopted core reading program to increase their students' access to the curriculum. Using teacher interviews and classroom observations to construct a descriptive case study of teacher adaptation, analysis reveals that the…

  16. Determining a core curriculum in surgical infections for fellowship training in acute care surgery using the Delphi technique.

    Science.gov (United States)

    May, Addison K; Cuschieri, Joseph; Johnson, Jeffrey L; Duane, Therese M; Cherry-Bukowiec, Jill R; Rosengart, Matthew R

    2013-12-01

    Recent data highlight the educational, financial, and healthcare benefits of acute care surgery (ACS). These data serve as the impetus to create ACS fellowships, which now are accredited by the American Association for the Surgery of Trauma. However, the core components of a curriculum fundamental for ACS training and that yield competence and proficiency have yet to be determined. Experts in ACS from the United States (n=86) were asked to propose topics in surgical infectious diseases of potential importance in developing a core curriculum for ACS fellowship training. They were then required to rank these topics in order of importance to identify those considered most fundamental. Thirty-one filters ranking in the highest tertile are proposed as topics of surgical infectious diseases that are fundamental to any curriculum of ACS fellowship training. The majority pertains to aspects of thoracic infections (n=8), although topics of soft tissue infections (n=5) comprised four of the top 10 (40%) filters. Abdominal infections (n=6), the biology of sepsis (n=6), and risk, prevention, and prophylaxis (n=6) completed the list. This study identifies the most important topics of surgical infectious disease that merit consideration for incorporation into a core curriculum of ACS training. Hopefully, this information will assist in the development of ACS fellowships that optimize the training of future ACS surgeons.

  17. Application of the Intervention Mapping Framework to Develop an Integrated Twenty-first Century Core Curriculum-Part Three: Curriculum Implementation and Evaluation.

    Science.gov (United States)

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

    2017-01-01

    Public health professionals have been challenged to radically reform public health training to meet evolving demands of twenty-first century public health. Such a transformation requires a systems thinking approach with an interdisciplinary focus on problem solving, leadership, management and teamwork, technology and information, budgeting and finance, and communication. This article presents processes for implementing and evaluating a revised public health curriculum and outlines lessons learned from this initiative. To date, more than 200 students have participated in the initial pilot testing of this program. A rigorous process and outcome evaluation plan was developed and employed. Results from the evaluation were used to enhance the resulting curriculum. Specifically, all instructional materials were evaluated by both the students who received the materials and the faculty who presented the materials. As each successive pilot is delivered, both enrollment and faculty involvement has increased. Through this process, the value of committed faculty, the importance of engaging learners in the evaluation of an education program, and the need to implement curriculum that has been carefully evaluated and evidence-informed in nature has emerged. We credit our successful transformation of the Masters in Public Health core to the challenge provided by the Framing the Future task force, the commitment of our College of Public Health leadership, the engagement of our faculty, and the time we allowed for the process to unfold. Ultimately, we believe this transformed curriculum will result in better trained public health professionals, interdisciplinary practitioners who can see public health challenges in new and different ways.

  18. 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

    Science.gov (United States)

    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. PMID:29164094

  19. 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

    Directory of Open Access Journals (Sweden)

    Jaime A. Corvin

    2017-11-01

    Full Text Available 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.

  20. A Latin American, Portuguese and Spanish consensus on a core communication curriculum for undergraduate medical education.

    Science.gov (United States)

    García de Leonardo, Cristina; Ruiz-Moral, Roger; Caballero, Fernando; Cavaco, Afonso; Moore, Philippa; Dupuy, Lila Paula; Pithon-Cyrino, Antonio; Cortés, Ma Teresa; Gorostegui, Marilen; Loureiro, Elizabete; Fontcuberta, Josep Ma Bosch; Casasbuenas Duarte, Luis; Kretzer, Lara; Arrighi, Emilia; Jovell, Albert

    2016-03-28

    To present learning outcomes in clinical communication for a Core Curriculum for medical undergraduate students in Latin America, Portugal and Spain (LAPS-CCC) and to establish an expert network to support a transnational implementation. Through an iterative process, an international group of 15 experts developed an initial set of learning outcomes following a review and discussion of relevant international and local literature. A two-round Delphi survey involving 46 experts from 8 countries was performed. Quantative and qualitative analisis permited the definition of the final consensus. The initial proposal included 157 learning outcomes. The Delphi process generated 734 comments and involved the modification, deletion and addition of some outcomes. At the end of the process, a consensus was reached on 136 learning outcomes grouped under 6 competency domains with a high overall acceptance (95.1 %). The learning outcomes of this proposal provide a guide to introduce, support and develop communication curriculae for undergraduate medical studies in the countries involved or in other Spanish- or Portuguese-speaking countries.

  1. Sequential provisional implant prosthodontics therapy.

    Science.gov (United States)

    Zinner, Ira D; Markovits, Stanley; Jansen, Curtis E; Reid, Patrick E; Schnader, Yale E; Shapiro, Herbert J

    2012-01-01

    The fabrication and long-term use of first- and second-stage provisional implant prostheses is critical to create a favorable prognosis for function and esthetics of a fixed-implant supported prosthesis. The fixed metal and acrylic resin cemented first-stage prosthesis, as reviewed in Part I, is needed for prevention of adjacent and opposing tooth movement, pressure on the implant site as well as protection to avoid micromovement of the freshly placed implant body. The second-stage prosthesis, reviewed in Part II, should be used following implant uncovering and abutment installation. The patient wears this provisional prosthesis until maturation of the bone and healing of soft tissues. The second-stage provisional prosthesis is also a fail-safe mechanism for possible early implant failures and also can be used with late failures and/or for the necessity to repair the definitive prosthesis. In addition, the screw-retained provisional prosthesis is used if and when an implant requires removal or other implants are to be placed as in a sequential approach. The creation and use of both first- and second-stage provisional prostheses involve a restorative dentist, dental technician, surgeon, and patient to work as a team. If the dentist alone cannot do diagnosis and treatment planning, surgery, and laboratory techniques, he or she needs help by employing the expertise of a surgeon and a laboratory technician. This team approach is essential for optimum results.

  2. Aiming at the English language proficiency objectives of the National Core Curriculum for basic education through video games

    OpenAIRE

    Lukkarinen, M. (Markus)

    2013-01-01

    The objective of this paper is to study the Finnish National core curriculum for basic education and its English language proficiency objectives and analyse how video games can help ninth graders to aim at these objectives and improve their English language skills. Additionally, this thesis examines if the genre of a video game played has an impact on the English language learning experience, i.e., whether playing, for instance, a role-playing game benefits the student more in terms of Englis...

  3. [Model core curriculum in neurology--current status and problems after its application to the medical education program].

    Science.gov (United States)

    Sasaki, Hidenao

    2007-11-01

    Taking the needs of society and progress of medicine into account, The Ministry of Education, Culture, Sports, Science and Technology of Japan, reformed the education program and established a "model core curriculum" on Mar 2001, which is introduced to the medial universities since then. Principles of this curriculum consist of selected categories such as lists mandatory for current medicine, set up of optional courses, and voluntary attitude for lifelong studying. To search for The Education Program of Medical University, the subcommittee of the Japanese Society of Neurology sent a Questionnaire on this curriculum to all the Medical Universities of Japan. Answers were obtained from 56 out of 87 Universities. According to them, some agree to the concept and content of the curriculum, while others insist that it is still insufficient to educate update Neurology. The clinical clerkship is important for the students to experience the basic process of neurology. However, the study disclosed that program of clinical clerkship to neurology is different among the institutes. The list of curriculum needs additional neurological disorders and symptoms commonly seen, and that clinical clerkship to neurology must be taken into account as one of compulsory rather than optional course.

  4. Service Learning and the Core Curriculum: Two Models for Doing Theology as Service Learning in the Core

    Science.gov (United States)

    McMahon, Christopher

    2014-01-01

    In principle, theology ought to play a decisive role in the mission and identity of Catholic colleges and universities, but theology's role often comes under fire from students and other constituencies who consider theology an uncritical intrusion into the curriculum or a holdover from a bygone era. This essay reflects on the role of theology…

  5. Special series on "The meaning of behavioral medicine in the psychosomatic field" establishment of a core curriculum for behavioral science in Japan: The importance of such a curriculum from the perspective of psychology.

    Science.gov (United States)

    Shimazu, Akihito; Nakao, Mutsuhiro

    2016-01-01

    This article discusses the core curriculum for behavioral science, from the perspective of psychology, recommended by the Japanese Society of Behavioral Medicine and seeks to explain how the curriculum can be effectively implemented in medical and health-related departments. First, the content of the core curriculum is reviewed from the perspective of psychology. We show that the curriculum features both basic and applied components and that the basic components are closely related to various aspects of psychology. Next, we emphasize two points to aid the effective delivery of the curriculum: 1) It is necessary to explain the purpose and significance of basic components of behavioral science to improve student motivation; and 2) it is important to encourage student self-efficacy to facilitate application of the acquired knowledge and skills in clinical practice.

  6. Prescribing and the core curriculum for tomorrow's doctors: BPS curriculum in clinical pharmacology and prescribing for medical students.

    Science.gov (United States)

    Ross, Sarah; Maxwell, Simon

    2012-10-01

    Prescribing is one of the commonest tasks expected of new doctors and is a complex process involving a mixture of knowledge, judgement and skills. Preparing graduates to be prescribers is one of the greatest challenges of modern undergraduate medical education and there is some evidence to suggest that training could be improved. The aims of this article are (i) to review some of the challenges of delivering effective prescribing education, (ii) to provide a clear statement of the learning outcomes in clinical pharmacology and prescribing that should be expected of all medical graduates and (iii) to describe a curriculum that might enable students to achieve these outcomes. We build on the previous curriculum recommendations of the British Pharmacological Society and take into account those of other key bodies, notably the General Medical Council. We have also reviewed relevant evidence from the literature and set our work in the context of recent trends in medical education. We divide our recommended learning objectives into four sections: principles of clinical pharmacology, essential drugs, essential therapeutic problems and prescribing skills. Although these will not necessarily be accepted universally we believe that they will help those who design and map undergraduate curricula to explore potential gaps and identify improvements. © 2012 The Authors. British Journal of Clinical Pharmacology © 2012 The British Pharmacological Society.

  7. History and Systems of Psychology: A Course to Unite a Core Curriculum

    Science.gov (United States)

    Williams, Joshua L.; McCarley, Nancy; Kraft, John

    2013-01-01

    Core curricula are designed, in part, to help undergraduate students become intellectually well-rounded. To merge core curricula with the components of the scholarship of teaching and learning movement, students engaged in core curricula need capstone courses designed to aid them in retaining information over the long term and synthesizing…

  8. Participatory action inquiry using baccalaureate nursing students: The inclusion of integrative health care modalities in nursing core curriculum.

    Science.gov (United States)

    Chan, Roxane Raffin; Schaffrath, Michelle

    2017-01-01

    Nurses, nursing educators and students support the inclusion of integrative health care (IHC) into nursing core curriculum as a way to create nurses who deliver nursing care to the full extent of their scope of practice and advance evidenced based IHC. Because of the holistic nature of IHC modalities, research to investigate appropriate teaching strategies and potential efficacy of learning IHC in the baccalaureate core curriculum requires a holistic approach. Therefore a phenomenological exploration using participatory action inquiry was conducted at a large Midwestern university. Eighteen first year nursing students were selected as co-researchers. Their experiences in learning and delivering three 15 min IHC interventions (foot reflexology, lavender aromatherapy and mindful breathing) in an acute care setting were captured using reflexive journaling and participation in structured and organic communicative spaces. Of the patients approached, 67% accepted to receive one or more IHC modalities (147/219). Using van Manen's model for holistic data reduction three themes emerged: The experience of presence, competency and unexpected results. Learning IHC modalities is best supported by a self-reflective process that is constructed and modeled by a nurse faculty member with experience in delivering IHC modalities. Copyright © 2016 Elsevier Ltd. All rights reserved.

  9. Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.

    Science.gov (United States)

    Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

    2016-01-01

    The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations.

  10. Using an Assessment of Learning System to Integrate Core Content across the Curriculum

    Science.gov (United States)

    Rosales, Jean; Sarbaum, Jeff; Sheran, Michelle; Allen, Stuart

    2013-01-01

    College and university programs are under increasing pressure to effectively measure and assess student performance, knowledge, and skills in their classes, majors and programs. We discuss how embracing this assessment charge can lead to a more cohesive and educational curriculum in which students and educators alike see the connections from one…

  11. Consumer Education in Eighth Grade Core and Mathematics 1970. Curriculum Guide.

    Science.gov (United States)

    Schaum, June; And Others

    This curriculum guide outlines a one-to-two week consumer education unit for eighth grade students. It was written in response to Illinois Senate Bill 977 which required that all students in grades 8-12 be given instruction in consumer education. The lessons were developed to involve the students in stating problems, writing definitions,…

  12. 77 FR 17095 - Solicitation for a Cooperative Agreement-Development of a Core Correctional Practices Curriculum

    Science.gov (United States)

    2012-03-23

    ... Correctional Practices Curriculum AGENCY: National Institute of Corrections, U.S. Department of Justice. ACTION... intervention strategy that uses adult learning research (see NIC ITIP Toolkit http://nicic.gov/Library/024773 ) and leverages a blend of delivery platforms (synchronous, asynchronous, and classroom) to teach...

  13. Media Literacy and the Hungarian National Core Curriculum--A Curate's Egg

    Science.gov (United States)

    Neag, Anamaria

    2015-01-01

    In recent years, Hungary has been frequently criticized about press freedom issues by organizations including Human Rights Watch, Freedom House and others. In the current situation, it is thus imperative to understand how media literacy is positioned in public education. The objective of this paper is to analyze the 2012 education curriculum on…

  14. Idaho Marketing Education Core Curriculum. Career Sustaining Level, Specialist Level, Supervisory Level, Entrepreneurial Level.

    Science.gov (United States)

    Allbright, Bruce; Holup, John

    This guide lists the competencies expected to be developed in four levels of the marketing education curriculum in Idaho: the career sustaining level, the specialist level, the supervisory level, and the entrepreneurial level. For the career sustaining and specialist levels, 15 competencies are listed: define and apply the role of marketing in the…

  15. The Paediatric Rheumatology International Trials Organisation provisional criteria for the evaluation of response to therapy in juvenile dermatomyositis

    DEFF Research Database (Denmark)

    Ruperto, Nicolino; Pistorio, Angela; Ravelli, Angelo

    2010-01-01

    To develop a provisional definition for the evaluation of response to therapy in juvenile dermatomyositis (DM) based on the Paediatric Rheumatology International Trials Organisation juvenile DM core set of variables....

  16. Combustion and Energy Transfer Experiments: A Laboratory Model for Linking Core Concepts across the Science Curriculum

    Science.gov (United States)

    Barreto, Jose C.; Dubetz, Terry A.; Schmidt, Diane L.; Isern, Sharon; Beatty, Thomas; Brown, David W.; Gillman, Edward; Alberte, Randall S.; Egiebor, Nosa O.

    2007-01-01

    Core concepts can be integrated throughout lower-division science and engineering courses by using a series of related, cross-referenced laboratory experiments. Starting with butane combustion in chemistry, the authors expanded the underlying core concepts of energy transfer into laboratories designed for biology, physics, and engineering. This…

  17. Identification of Core Competencies for an Undergraduate Food Safety Curriculum Using a Modified Delphi Approach

    Science.gov (United States)

    Johnston, Lynette M.; Wiedmann, Martin; Orta-Ramirez, Alicia; Oliver, Haley F.; Nightingale, Kendra K.; Moore, Christina M.; Stevenson, Clinton D.; Jaykus, Lee-Ann

    2014-01-01

    Identification of core competencies for undergraduates in food safety is critical to assure courses and curricula are appropriate in maintaining a well-qualified food safety workforce. The purpose of this study was to identify and refine core competencies relevant to postsecondary food safety education using a modified Delphi method. Twenty-nine…

  18. Geriatric Core Competencies for Family Medicine Curriculum and Enhanced Skills: Care of Elderly

    Science.gov (United States)

    Charles, Lesley; Triscott, Jean A.C.; Dobbs, Bonnie M.; McKay, Rhianne

    2014-01-01

    Background There is a growing mandate for Family Medicine residency programs to directly assess residents’ clinical competence in Care of the Elderly (COE). The objectives of this paper are to describe the development and implementation of incremental core competencies for Postgraduate Year (PGY)-I Integrated Geriatrics Family Medicine, PGY-II Geriatrics Rotation Family Medicine, and PGY-III Enhanced Skills COE for COE Diploma residents at a Canadian University. Methods Iterative expert panel process for the development of the core competencies, with a pre-defined process for implementation of the core competencies. Results Eighty-five core competencies were selected overall by the Working Group, with 57 core competencies selected for the PGY-I/II Family Medicine residents and an additional 28 selected for the PGY-III COE residents. The core competencies follow the CanMEDS Family Medicine roles. Both sets of core competencies are based on consensus. Conclusions Due to demographic changes, it is essential that Family Physicians have the required skills and knowledge to care for the frail elderly. The core competencies described were developed for PGY-I/II Family Medicine residents and PGY-III Enhanced Skills COE, with a focus on the development of geriatric expertise for those patients that would most benefit. PMID:24883163

  19. Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School

    Directory of Open Access Journals (Sweden)

    Olopade FE

    2016-07-01

    Full Text Available Funmilayo Eniola Olopade,1 Oluwatosin Adekunle Adaramoye,2 Yinusa Raji,3 Abiodun Olubayo Fasola,4 Emiola Oluwabunmi Olapade-Olaopa5 1Department of Anatomy, 2Department of Biochemistry, 3Department of Physiology, 4Department of Oral Pathology, 5Department of Surgery, College of Medicine, University of Ibadan, Ibadan, Nigeria Abstract: The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula

  20. Scaffolding and Sequencing Core Concepts to Develop a Simulation-Integrated Nursing Curriculum.

    Science.gov (United States)

    Herrington, Alaina; Schneidereith, Tonya

    Integrating simulation in multiple levels of nursing programs remains a challenge for educators. Nurse educators from various degree-granting programs were surveyed to identify placement of multiple nursing concepts. The results of the survey identified concepts that could be incorporated, that is, scaffolded, into various levels of education via concept-based simulations. Categorizing concepts into multiple learner levels provides an efficient, systematic approach to incorporating concepts into simulation throughout any nursing curriculum.

  1. Developing a Community-Based Participatory Research Curriculum to Support Environmental Health Research Partnerships: An Initiative of the GROWH Community Outreach and Dissemination Core

    Science.gov (United States)

    Canfield, Caitlin; Angove, Rebekah; Boselovic, Joseph; Brown, Lisanne F.; Gauthe, Sharon; Bui, Tap; Gauthe, David; Bogen, Donald; Denham, Stacey; Nguyen, Tuan; Lichtveld, Maureen Y.

    2017-01-01

    Background The Transdisciplinary Research Consortium for Gulf Resilience on Women’s Health (GROWH) addresses reproductive health disparities in the Gulf Coast by linking communities and scientists through community-engaged research. Funded by the National Institutes of Environmental Health Sciences, GROWH’s Community Outreach and Dissemination Core (CODC) seeks to utilize community-based participatory research (CBPR) and other community-centered outreach strategies to strengthen resilience in vulnerable Gulf Coast populations. The CODC is an academic-community partnership comprised of Tulane University, Mary Queen of Vietnam Community Development Corporation, Bayou Interfaith Shared Community Organizing, and the Louisiana Public Health Institute (LPHI). Methods Alongside its CODC partners, LPHI collaboratively developed, piloted and evaluated an innovative CBPR curriculum. In addition to helping with curriculum design, the CODC’s community and academic partners participated in the pilot. The curriculum was designed to impart applied, practical knowledge to community-based organizations and academic researchers on the successful formulation, execution and sustaining of CBPR projects and partnerships within the context of environmental health research. Results The curriculum resulted in increased knowledge about CBPR methods among both community and academic partners as well as improved relationships within the GROWH CODC partnership. Conclusion The efforts of the GROWH partnership and curriculum were successful. This curriculum may serve as an anchor for future GROWH efforts including: competency development, translation of the curriculum into education and training products, community development of a CBPR curriculum for academic partners, community practice of CBPR, and future environmental health work. PMID:28890934

  2. Identifying the Core Content of a Dermatology Module for Malaysian Medical Undergraduate Curriculum Using a Modified Delphi Method.

    Science.gov (United States)

    Jamil, Adawiyah; Muthupalaniappen, Leelavathi; Md Nor, Norazirah; Siraj, Harlina Halizah; Salam, Abdus

    2016-05-01

    Dermatology is a minor module in internal medicine undergraduate curriculum. Limited time is allocated for its teaching. Most graduates are inadequately prepared to diagnose and manage skin diseases. We aimed to identify the core content of a more effective dermatology module. A modified Delphi method was used to reach a consensus. A questionnaire was developed by a selected panel and sent to 20 dermatologists, family physicians and general practitioners (GPs), respectively. They were asked to rate diseases according to importance. The participants then answered the questionnaire again with results of the first round made available to them. The final module content was identified based on the panel's collective opinions. Eleven topics had mode and median values of 1 with an agreement level of more than 70%. They were as follows: (1) skin structure and function; (2) infections and infestations; (3) the skin in systemic diseases; (4) dermatology emergencies; (5) drug eruptions; (6) psoriasis; (7) eczema; (8) sexually transmitted infections; (9) leprosy; (10) acne; and (11) clinical skills and diagnostic procedures. A total of 56 diseases were identified as important. Results of this study reflect the importance of understanding the influence of regional factors on common and important skin diseases. These topics may be used to develop a more effective dermatology module for the Malaysian undergraduate medical curriculum.

  3. Risk communication as a core public health competence in infectious disease management: Development of the ECDC training curriculum and programme.

    Science.gov (United States)

    Dickmann, Petra; Abraham, Thomas; Sarkar, Satyajit; Wysocki, Piotr; Cecconi, Sabrina; Apfel, Franklin; Nurm, Ülla-Karin

    2016-01-01

    Risk communication has been identified as a core competence for guiding public health responses to infectious disease threats. The International Health Regulations (2005) call for all countries to build capacity and a comprehensive understanding of health risks before a public health emergency to allow systematic and coherent communication, response and management. Research studies indicate that while outbreak and crisis communication concepts and tools have long been on the agenda of public health officials, there is still a need to clarify and integrate risk communication concepts into more standardised practices and improve risk communication and health, particularly among disadvantaged populations. To address these challenges, the European Centre for Disease Prevention and Control (ECDC) convened a group of risk communication experts to review and integrate existing approaches and emerging concepts in the development of a training curriculum. This curriculum articulates a new approach in risk communication moving beyond information conveyance to knowledge- and relationship-building. In a pilot training this approach was reflected both in the topics addressed and in the methods applied. This article introduces the new conceptual approach to risk communication capacity building that emerged from this process, presents the pilot training approach developed, and shares the results of the course evaluation.

  4. Developing a Consensus-Driven, Core Competency Model to Shape Future Audio Engineering Technology Curriculum: A Web-Based Modified Delphi Study

    Science.gov (United States)

    Tough, David T.

    2009-01-01

    The purpose of this online study was to create a ranking of essential core competencies and technologies required by AET (audio engineering technology) programs 10 years in the future. The study was designed to facilitate curriculum development and improvement in the rapidly expanding number of small to medium sized audio engineering technology…

  5. Soft Skills: The New Curriculum for Hard-Core Technical Professionals

    Science.gov (United States)

    Bancino, Randy; Zevalkink, Claire

    2007-01-01

    In this article, the authors talk about the importance of soft skills for hard-core technical professionals. In many technical professions, the complete focus of education and training is on technical topics either directly or indirectly related to a career or discipline. Students are generally required to master various mathematics skills,…

  6. Physician Opinions about an Anatomy Core Curriculum: A Case for Medical Imaging and Vertical Integration

    Science.gov (United States)

    Orsbon, Courtney P.; Kaiser, Rebecca S.; Ross, Callum F.

    2014-01-01

    Pre-clinical anatomy curricula must provide medical students with the knowledge needed in a variety of medical and surgical specialties. But do physicians within specialties agree about what anatomical knowledge is most important in their practices? And, what is the common core of anatomical knowledge deemed essential by physicians in different…

  7. Investigating the Efficacy of a Core Kindergarten Mathematics Curriculum to Improve Student Mathematics Learning Outcomes

    Science.gov (United States)

    Clarke, Ben; Baker, Scott; Smolkowski, Keith; Doabler, Christian; Strand Cary, Mari; Fien, Hank

    2015-01-01

    This study examined the efficacy of a core kindergarten mathematics program, Early Learning in Mathematics (ELM), a 120-lesson program with four content strands: (a) number operations, (b) geometry, (c) measurement, and (d) vocabulary. The study utilized a randomized block design, with 129 classrooms randomly assigned within schools to treatment…

  8. Integration of Biological Applications into the Core Undergraduate Curriculum: A Practical Strategy

    Science.gov (United States)

    Komives, Claire; Prince, Michael; Fernandez, Erik; Balcarcel, Robert

    2011-01-01

    A web database of solved problems has been created to enable faculty to incorporate biological applications into core courses. Over 20% of US ChE departments utilized problems from the website, and 19 faculty attended a workshop to facilitate teaching the modules. Assessment of student learning showed some gains related to biological outcomes, as…

  9. An interprofessional consensus of core competencies for prelicensure education in pain management: curriculum application for nursing.

    Science.gov (United States)

    Herr, Keela; Marie, Barbara St; Gordon, Debra B; Paice, Judith A; Watt-Watson, Judy; Stevens, Bonnie J; Bakerjian, Debra; Young, Heather M

    2015-06-01

    Ineffective assessment and management of pain is a significant problem. A gap in prelicensure health science program pain content has been identified for the improvement of pain care in the United States. Through consensus processes, an expert panel of nurses, who participated in the interdisciplinary development of core competencies in pain management for prelicensure health professional education, developed recommendations to address the gap in nursing curricula. Challenges and incentives for implementation of pain competencies in nursing education are discussed, and specific recommendations for how to incorporate the competencies into entry-level nursing curricula are provided. Embedding pain management core competencies into prelicensure nursing education is crucial to ensure that nurses have the essential knowledge and skills to effectively manage pain and to serve as a foundation on which clinical practice skills can be later honed. [J Nurs Educ. 2015;54(6):317-327.]. Copyright 2015, SLACK Incorporated.

  10. An Interprofessional Consensus of Core Competencies for Prelicensure Education in Pain Management: Curriculum Application for Nursing

    Science.gov (United States)

    Herr, Keela; St. Marie, Barbara; Gordon, Debra B.; Paice, Judith A.; Watt-Watson, Judy; Stevens, Bonnie J.; Bakerjian, Debra; Young, Heather M.

    2015-01-01

    Background Ineffective assessment and management of pain is a significant problem. A gap in prelicensure health science program pain content has been identified for the improvement of pain care in the United States. Method Through consensus processes, an expert panel of nurses, who participated in the interdisciplinary development of core competencies in pain management for prelicensure health professional education, developed recommendations to address the gap in nursing curricula. Results Challenges and incentives for implementation of pain competencies in nursing education are discussed, and specific recommendations for how to incorporate the competencies into entry-level nursing curricula are provided. Conclusion Embedding pain management core competencies into prelicensure nursing education is crucial to ensure that nurses have the essential knowledge and skills to effectively manage pain and to serve as a foundation on which clinical practice skills can be later honed. PMID:26057425

  11. A Framework for Integrating Biosimilars Into the Didactic Core Requirements of a Doctor of Pharmacy Curriculum.

    Science.gov (United States)

    Li, Edward; Liu, Jennifer; Ramchandani, Monica

    2017-04-01

    Biologic drugs approved via the abbreviated United States biosimilar approval pathway are anticipated to improve access to medications by addressing increasing health care expenditures. Surveys of health care practitioners indicate that there is inadequate knowledge and understanding about biosimilars; this must be addressed to ensure safe and effective use of this new category of products. Concepts of biosimilar development, manufacturing, regulation, naming, formulary, and inventory considerations, as well as patient and provider education should be included within the doctor of pharmacy (PharmD) curriculum as preparation for clinical practice. Based on these considerations, we propose that PharmD graduates be required to have knowledge in the following domains regarding biologics and biosimilars: legal definition, development and regulation, state pharmacy practice laws, and pharmacy practice management. We link these general biosimilar concepts to the Accreditation Council for Pharmacy Education (ACPE) Standards 2016 and Center for the Advancement of Pharmacy Education (CAPE) Outcomes 2013, and provide example classroom learning objectives, in-class activities, and assessments to guide implementation.

  12. VSRR Provisional Drug Overdose Death Counts

    Data.gov (United States)

    U.S. Department of Health & Human Services — This data contains provisional counts for drug overdose deaths based on a current flow of mortality data in the National Vital Statistics System. National...

  13. Documentation to the NCES Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009-10. Version Provisional 2a. NCES 2011-348rev

    Science.gov (United States)

    Chen, Chen-Su; Sable, Jennifer; Mitchell, Lindsey; Liu, Fei

    2012-01-01

    The Common Core of Data (CCD) nonfiscal surveys consist of data submitted annually to the National Center for Education Statistics (NCES) by state education agencies (SEAs) in the 50 states, the District of Columbia, Puerto Rico, the four U.S. Island Areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin…

  14. Integrating Health Education in Core Curriculum Classrooms: Successes, Challenges, and Implications for Urban Middle Schools.

    Science.gov (United States)

    Rajan, Sonali; Roberts, Katherine J; Guerra, Laura; Pirsch, Moira; Morrell, Ernest

    2017-12-01

    School-based health education efforts can positively affect health behaviors and learning outcomes; however, there is limited available time during the school day for separate health education classes. The purpose of this study was to assess the feasibility and sustainability of implementing a classroom-based health education program that integrates skill development with health learning. A wait-list control study design was conducted among 168 6th graders in 2 urban schools. Data on program implementation, feasibility, and health outcomes were collected from students at 3 time points and from 5 teachers across the implementation of the 10-week program. There were barriers to implementation, including time limitations, unexpected school-wide disruptions, and variations in student reading ability and teacher preparedness. However, analyses revealed there were significant increases in self-efficacy regarding fruit and vegetable consumption and outcome expectations following program implementation, which were also sustained post-program implementation. Despite inconsistent implementation in the wait-list control school, small gains were also noted following the completion of the program. Integrating health education efforts within core curricula classes can lead to favorable outcomes. However, implementation barriers must be actively addressed by schools and program developers to improve program fidelity and maximize the sustainability of program gains. © 2017, American School Health Association.

  15. Infusing the Core Curriculum with Societally Relevant Issues and Preparing Faculty to Work with Diverse Students

    Science.gov (United States)

    Shellito, L. J.; Straw, B.; Sexton, J. M.; Hoyt, W.

    2016-12-01

    The way we teach our courses has an impact on student experience, and ultimately, student interest and persistence in geoscience majors and career paths. With that in mind, the primary goal of the InTeGrate implementation program in the University of Northern Colorado Department of Earth and Atmospheric Science is to promote retention in the Earth Science major through interventions that impact student classroom experience. We used two approaches to accomplish this. 1) We developed interdisciplinary curricular activities that are based on societally-relevant issues, engage students in problem-solving, and that prompt students to consider the relationships between science, society, and sustainability. We implemented these activities in core earth science courses and in a general education scientific writing course. 2) Our Earth and Atmospheric Science faculty participated in diversity and equity awareness training. In this presentation, we share our initial assessment of the effectiveness of new curricular activities and the effectiveness of a workshop developed for faculty that promotes awareness of teaching styles and behaviors that promote inclusion of students traditionally underrepresented in the sciences. Our results suggest that incorporating a societally-relevant component to activities improves student interest in the material and provides them with experience in interdisciplinary analysis and problem solving. The implementation of sustainability issues into a general education scientific writing course has a demonstrated impact on student perception of climate change and sustainability. Faculty report that they are more aware of teaching styles that promote inclusion of students traditionally underrepresented in the sciences.

  16. [An example of self-evaluation of a sense of achievement by students in 6-year pharmacy school with the model core curriculum of pharmaceutical education].

    Science.gov (United States)

    Shingaki, Tomoteru; Koyanagi, Jyunichi; Nakamura, Hiroshi; Hirata, Takahiro; Ohta, Atsutane; Akimoto, Masayuki; Shirahata, Akira; Mitsumoto, Atsushi

    2013-01-01

    In March 2012, the first students, finishing the newly introduced 6-year-course of pharmaceutical education, have graduated and gone out into the world. At this point, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) is going to revise the model core curriculum of pharmaceutical education to be more suited for educating students to achieve their goal of becoming the clinical pharmacist standard defined by the revised School Education Act. Here we report the self-evaluation study based on the survey using questionnaire about a sense of achievement with Visual Analog Scales, regarding the fundamental quality as a pharmacist standard proposed by the Professional Activities Committee in the MEXT. The sample size of survey was about 600 of students studying in the Faculty of Pharmaceutical Sciences in Josai International University (JIU) and the survey was carried out during the period of March-April in 2012. The study suggested that the majority of graduates were satisfied with the new education system and marked as a well-balanced quality to be a pharmacist standard, after completing the 6-year pharmaceutical education based on "the model core-curriculum". It would be worthwhile to perform this kind of survey continuously to monitor the student's self-evaluation of a sense of achievement to verify the effectiveness of 6-year-course pharmaceutical education based on the newly establishing core curriculum in Japan.

  17. CORE

    DEFF Research Database (Denmark)

    Krigslund, Jeppe; Hansen, Jonas; Hundebøll, Martin

    2013-01-01

    different flows. Instead of maintaining these approaches separate, we propose a protocol (CORE) that brings together these coding mechanisms. Our protocol uses random linear network coding (RLNC) for intra- session coding but allows nodes in the network to setup inter- session coding regions where flows...... intersect. Routes for unicast sessions are agnostic to other sessions and setup beforehand, CORE will then discover and exploit intersecting routes. Our approach allows the inter-session regions to leverage RLNC to compensate for losses or failures in the overhearing or transmitting process. Thus, we...... increase the benefits of XORing by exploiting the underlying RLNC structure of individual flows. This goes beyond providing additional reliability to each individual session and beyond exploiting coding opportunistically. Our numerical results show that CORE outperforms both forwarding and COPE...

  18. The fixed/detachable implant provisional prosthesis.

    Science.gov (United States)

    Cibirka, R M; Linebaugh, M L

    1997-06-01

    Interim modification and management of a complete denture following surgical uncovering of dental implants can be time-intensive and may fail to provide adequate patient benefit until the definitive prosthesis can be completed. Inadequate interim management can result in functional and tissue difficulties. Modification of the conventional complete denture to a fixed/detachable provisional prosthesis in a one-stage procedure provides the patient an opportunity to experience a fixed prosthesis. The incorporation of fixed, provisional cylinders to the existing denture base using autopolymerizing acrylic resin with a closed-mouth technique is described. The peripheral regions are reduced and the distal extension shortened to resemble a fixed/detachable prosthesis. This conversion technique can provide patient satisfaction and comfort until delivery of the definitive prosthesis. Esthetic concerns, home care problems, or patient difficulties with the provisional prosthesis can be rectified in the final prosthesis.

  19. Updated European core curriculum for radiotherapists (radiation oncologists). Recommended curriculum for the specialist training of medical practitioners in radiotherapy (radiation oncology) within Europe.

    NARCIS (Netherlands)

    Baumann, M.; Leer, J.W.H.; Dahl, O.; Neve, W. de; Hunter, R.; Rampling, R.; Verfaillie, C.

    2004-01-01

    AIM: To produce updated state-of-the-art recommendations for harmonised medical specialist training in radiotherapy within Europe. MATERIAL AND METHODS: The Minimum Curriculum for the Theoretical Education in Radiation Oncology in Europe from 1991 was updated under consideration of new developments

  20. Curriculum, curriculum development, curriculum studies ...

    African Journals Online (AJOL)

    ... see curriculum studies as a dumping ground and others make no theoretical contribution to the discipline. The article concludes by suggesting ways which would encourage the intellectual advancement of curriculum studies through rigorous disciplinarity. Keywords: curriculum; curriculum development; curriculum studies ...

  1. 14 CFR 121.207 - Provisionally certificated airplanes: Operating limitations.

    Science.gov (United States)

    2010-01-01

    ... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Provisionally certificated airplanes... AND OPERATIONS OPERATING REQUIREMENTS: DOMESTIC, FLAG, AND SUPPLEMENTAL OPERATIONS Airplane Performance Operating Limitations § 121.207 Provisionally certificated airplanes: Operating limitations. In...

  2. VSRR - Provisional monthly number of live births by state

    Data.gov (United States)

    U.S. Department of Health & Human Services — https://www.cdc.gov/nchs/products/vsrr/provisional-tables.htm Monthly provisional counts of births are provided by state of residence (50 states, District of...

  3. VSRR - Provisional monthly number of deaths by state

    Data.gov (United States)

    U.S. Department of Health & Human Services — https://www.cdc.gov/nchs/products/vsrr/provisional-tables.htm Monthly provisional counts of deaths and infant deaths are provided by state of residence (50 states,...

  4. Bacterial adhesion of porphyromonas gingivalis on provisional fixed prosthetic materials

    Directory of Open Access Journals (Sweden)

    Mustafa Zortuk

    2010-01-01

    Conclusion : The quantity of bacterial adhesion and surface roughness differed among the assessed provisional fixed prosthodontic materials. The light-polymerized provisional material Revotek LC had rougher surface and more bacterial adhesion compared with the others.

  5. INTERACTIVE NAME PLACEMENT FOR PROVISIONAL MAPS.

    Science.gov (United States)

    Goldberg, Jeffrey L.; Miller, Thomas C.

    1983-01-01

    Computer generation and placement of map type has been refined into a production mode at Mid-Continent Mapping Center (MCMC) for USGS 1:24,000- and 1:25,000-scale Provisional maps. The map collar program is written in FORTRAN using batch processing that allows the program to work in the background.

  6. VSRR - Quarterly provisional estimates for infant mortality

    Data.gov (United States)

    U.S. Department of Health & Human Services — Provisional estimates of infant mortality (deaths of infants under 1 year per 1,000 live births), neonatal mortality (deaths of infants aged 0-27 days per 1,000 live...

  7. The inventory as a core element in the further development of the science curriculum in the Mannheim Reformed Curriculum of Medicine.

    Science.gov (United States)

    Eckel, Julia; Schüttpelz-Brauns, Katrin; Miethke, Thomas; Rolletschek, Alexandra; Fritz, Harald M

    2017-01-01

    Introduction: The German Council of Science and Humanities as well as a number of medical professional associations support the strengthening of scientific competences by developing longitudinal curricula for teaching scientific competences in the undergraduate medical education. The National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) has also defined medical scientific skills as learning objectives in addition to the role of the scholar. The development of the Mannheim science curriculum started with a systematic inventory of the teaching of scientific competences in the Mannheim Reformed Curriculum of Medicine (MaReCuM). Methods: The inventory is based on the analysis of module profiles, teaching materials, surveys among experts, and verbatims from memory. Furthermore, science learning objectives were defined and prioritized, thus enabling the contents of the various courses to be assigned to the top three learning objectives. Results: The learning objectives systematic collection of information regarding the current state of research, critical assessment of scientific information and data sources, as well as presentation and discussion of the results of scientific studies are facilitated by various teaching courses from the first to the fifth year of undergraduate training. The review reveals a longitudinal science curriculum that has emerged implicitly. Future efforts must aim at eliminating redundancies and closing gaps; in addition, courses must be more closely aligned with each other, regarding both their contents and their timing, by means of a central coordination unit. Conclusion: The teaching of scientific thinking and working is a central component in the MaReCuM. The inventory and prioritization of science learning objectives form the basis for a structured ongoing development of the curriculum. An essential aspect here is the establishment of a central project team responsible for the planning

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

    Science.gov (United States)

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

    2013-08-01

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

  9. Marketing Education Curriculum.

    Science.gov (United States)

    Alaska State Dept. of Education, Juneau. Div. of Adult and Vocational Education.

    This handbook contains a competency-based curriculum for teaching marketing education in Alaska. The handbook is organized in seven sections. Section 1 introduces the competency-based curriculum, while Section 2 provides the scope and sequence and hierarchy of marketing education competencies. Section 3, the core of the curriculum, includes the…

  10. Application of the Intervention Mapping Framework to Develop an Integrated Twenty-first Century Core Curriculum—Part Three: Curriculum Implementation and Evaluation

    Directory of Open Access Journals (Sweden)

    Jaime A. Corvin

    2017-11-01

    Full Text Available Public health professionals have been challenged to radically reform public health training to meet evolving demands of twenty-first century public health. Such a transformation requires a systems thinking approach with an interdisciplinary focus on problem solving, leadership, management and teamwork, technology and information, budgeting and finance, and communication. This article presents processes for implementing and evaluating a revised public health curriculum and outlines lessons learned from this initiative. To date, more than 200 students have participated in the initial pilot testing of this program. A rigorous process and outcome evaluation plan was developed and employed. Results from the evaluation were used to enhance the resulting curriculum. Specifically, all instructional materials were evaluated by both the students who received the materials and the faculty who presented the materials. As each successive pilot is delivered, both enrollment and faculty involvement has increased. Through this process, the value of committed faculty, the importance of engaging learners in the evaluation of an education program, and the need to implement curriculum that has been carefully evaluated and evidence-informed in nature has emerged. We credit our successful transformation of the Masters in Public Health core to the challenge provided by the Framing the Future task force, the commitment of our College of Public Health leadership, the engagement of our faculty, and the time we allowed for the process to unfold. Ultimately, we believe this transformed curriculum will result in better trained public health professionals, interdisciplinary practitioners who can see public health challenges in new and different ways.

  11. Application of the Intervention Mapping Framework to Develop an Integrated Twenty-first Century Core Curriculum—Part Three: Curriculum Implementation and Evaluation

    Science.gov (United States)

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

    2017-01-01

    Public health professionals have been challenged to radically reform public health training to meet evolving demands of twenty-first century public health. Such a transformation requires a systems thinking approach with an interdisciplinary focus on problem solving, leadership, management and teamwork, technology and information, budgeting and finance, and communication. This article presents processes for implementing and evaluating a revised public health curriculum and outlines lessons learned from this initiative. To date, more than 200 students have participated in the initial pilot testing of this program. A rigorous process and outcome evaluation plan was developed and employed. Results from the evaluation were used to enhance the resulting curriculum. Specifically, all instructional materials were evaluated by both the students who received the materials and the faculty who presented the materials. As each successive pilot is delivered, both enrollment and faculty involvement has increased. Through this process, the value of committed faculty, the importance of engaging learners in the evaluation of an education program, and the need to implement curriculum that has been carefully evaluated and evidence-informed in nature has emerged. We credit our successful transformation of the Masters in Public Health core to the challenge provided by the Framing the Future task force, the commitment of our College of Public Health leadership, the engagement of our faculty, and the time we allowed for the process to unfold. Ultimately, we believe this transformed curriculum will result in better trained public health professionals, interdisciplinary practitioners who can see public health challenges in new and different ways. PMID:29164093

  12. Application of the Intervention Mapping Framework to Develop an Integrated Twenty-First Century Core Curriculum-Part 1: Mobilizing the Community to Revise the Masters of Public Health Core Competencies.

    Science.gov (United States)

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

    2017-01-01

    Twenty-first century health challenges have significantly altered the expanding role and functions of public health professionals. Guided by a call from the Association of Schools and Programs of Public Health's (ASPPH) and the Framing the Future: The Second 100 Years of Education for Public Health report to adopt new and innovative approaches to prepare public health leaders, the University of South Florida College of Public Health aimed to self-assess the current Masters of Public Health (MPH) core curriculum with regard to preparing students to meet twenty-first century public health challenges. This paper describes how Intervention Mapping was employed as a framework to increase readiness and mobilize the COPH community for curricular change. Intervention Mapping provides an ideal framework, allowing organizations to access capacity, specify goals, and guide the change process from curriculum development to implementation and evaluation of competency-driven programs. The steps outlined in this paper resulted in a final set of revised MPH core competencies that are interdisciplinary in nature and fulfill the emergent needs to address changing trends in both public health education and challenges in population health approaches. Ultimately, the competencies developed through this process were agreed upon by the entire College of Public Health faculty, signaling one college's readiness for change, while providing the impetus to revolutionize the delivery of public health education at the University of South Florida.

  13. A provisional fixed partial denture for an implant prosthesis.

    Science.gov (United States)

    Hansen, Paul A; Kim, Eunghwan

    2010-01-01

    This article presents a technique for fabricating an esthetic provisional restoration on multiple implants. Fabricating a provisional restoration allows the dentist to make a replica of the desired restoration. The incisal edge can be placed for esthetics and function in the new provisional restoration, allowing patients to evaluate comfort and test their ability to speak with the contour of the provisional restoration. Patients can evaluate both the ease of cleaning the restoration and how tissue esthetics can be duplicated to their satisfaction. By adding acrylic resin to or removing it from the provisional, the dentist can easily change the restoration until the patient is satisfied with the esthetic and functional result. This technique will allow the dentist to fabricate the provisional prosthesis quickly, while the patient is in the chair.

  14. Fixed and removable provisional options for patients undergoing implant treatment.

    Science.gov (United States)

    Cho, Sang-Choon; Shetty, Saphal; Froum, Stuart; Elian, Nicolas; Tarnow, Dennis

    2007-11-01

    The provisional phase of treatment can be the most challenging aspect of implant dentistry. The techniques available today include removable, tooth-supported, and implant-retained provisional restorations. The selection of the type of provisional prosthesis should be based on esthetic demands, functional requirements, duration, and ease of fabrication. This article includes a review of 118 articles from peer-reviewed journals published in English from January 1986 to February 2007. This review was performed using MEDLINE. The indications, advantages, and disadvantages of the various provisional restorations are discussed.

  15. Nationwide program of education for undergraduates in the field of disaster medicine: development of a core curriculum centered on blended learning and simulation tools.

    Science.gov (United States)

    Ingrassia, Pier Luigi; Ragazzoni, Luca; Tengattini, Marco; Carenzo, Luca; Della Corte, Francesco

    2014-10-01

    In recent years, effective models of disaster medicine curricula for medical schools have been established. However, only a small percentage of medical schools worldwide have considered at least basic disaster medicine teaching in their study program. In Italy, disaster medicine has not yet been included in the medical school curriculum. Perceiving the lack of a specific course on disaster medicine, the Segretariato Italiano Studenti in Medicina (SISM) contacted the Centro di Ricerca Interdipartimentale in Medicina di Emergenza e dei Disastri ed Informatica applicata alla didattica e alla pratica Medica (CRIMEDIM) with a proposal for a nationwide program in this field. Seven modules (introduction to disaster medicine, prehospital disaster management, definition of triage, characteristics of hospital disaster plans, treatment of the health consequences of different disasters, psychosocial care, and presentation of past disasters) were developed using an e-learning platform and a 12-hour classroom session which involved problem-based learning (PBL) activities, table-top exercises, and a computerized simulation (Table 1). The modules were designed as a framework for a disaster medicine curriculum for undergraduates and covered the three main disciplines (clinical and psychosocial, public health, and emergency and risk management) of the core of "Disaster Health" according to the World Association for Disaster and Emergency Medicine (WADEM) international guidelines for disaster medicine education. From January 2011 through May 2013, 21 editions of the course were delivered to 21 different medical schools, and 524 students attended the course. The blended approach and the use of simulation tools were appreciated by all participants and successfully increased participants' knowledge of disaster medicine and basic competencies in performing mass-casualty triage. This manuscript reports on the designing process and the initial outcomes with respect to learners

  16. Curriculum-based assessment of oral language and listening comprehension: a tool for intervention and progress monitoring in the Common Core State Standards.

    Science.gov (United States)

    Robinson, Wendy

    2012-05-01

    The Common Core State Standards and a Response to Intervention framework are movements sweeping the nation. Speech-language pathologists are uniquely positioned to play a pivotal role in supporting successful implementation of these movements. This article explores the assessment tools speech-language pathologists SLPs will need to identify and progress monitor critical language/literacy skills such as listening comprehension and oral narratives skills. Foundational research demonstrates that communication units, total words spoken, and major story components are measures that will discriminate between students with adequate language skills and language disorders and are curriculum-based, sensitive to change, and useful to determine the effectiveness of language/literacy interventions. Speech-language pathologist can broaden the impact of their knowledge and skills to improve outcomes for all students. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

  17. A cardiac catheterisation laboratory core curriculum for the continuing professional development of nurses and allied health professions: developed by the Education working group of the Nurses and Allied Professions Committee for the European Association of Percutaneous Cardiovascular Interventions (EAPCI) 2016.

    Science.gov (United States)

    Hinterbuchner, Lynne; Coelho, Salomé; Esteves, Ricardo; Carson, Sarah; Kløvgaard, Lene; Gonçalves, Lino; Windecker, Stephan; Zughaft, David

    2017-03-20

    The aim of this report is to provide a standard educational structure for nurses and allied professionals (NAP) specialising in interventional cardiology. The curriculum can also be used as a basis for training on a certificate-based level in interventional cardiology. The curriculum was developed by a panel of experts from various allied health professions. The syllabus focuses on nine core areas of themes essential for NAP working in interventional cardiology. The highly technical knowledge required for working in interventional cardiology as well as the various roles of the different professional groups have been taken into consideration. This core curriculum will ensure that essential content is covered during education and a basic level of quality is achieved across specialty cardiovascular educational programmes throughout Europe.

  18. A core curriculum for the continuing professional development of nurses: Developed by the Education Committee on behalf of the Council on Cardiovascular Nursing and Allied Professions of the ESC.

    Science.gov (United States)

    Astin, Felicity; Carroll, Diane L; Ruppar, Todd; Uchmanowicz, Izabella; Hinterbuchner, Lynne; Kletsiou, Eleni; Serafin, Agnieszka; Ketchell, Alison

    2015-06-01

    The European Society of Cardiology and the Council on Cardiovascular Nursing and Allied Professions share a vision; to decrease the burden of cardiovascular disease in Europe. Nurses represent the largest sector of the health professional workforce and have a significant contribution to make, which has not yet been fully realised. Recent evidence highlights an association between the level of nurse education and inpatient mortality making this an important topic, particularly as the provision of nurse education in Europe is variable. To develop a core curriculum to inform the education of nurses following initial qualification for work in cardiovascular settings. A syllabus was developed using published literature, policy documents and existing curricula with expert input from service users, specialist nurses, cardiologists, educationalists and academics. The syllabus formed the framework for the development of the core curriculum. Eight key themes characterise the core curriculum which are presented together with an account of the development process. While the curriculum is not intended to cover all aspects of the highly complex role of the cardiovascular nurse, the themes do exemplify the science and art of nursing and are transferable across different levels of clinical practice and settings. The curriculum functions both as a 'map', which identifies key themes to include in nurse education, and as a 'tool' to inform educational provision that bridges' the gap between initial nurse education and advanced specialist practice. Content can be adapted for use to fit the national context and reflects the specific needs, health priorities, legislative and regulatory standards that govern safe nursing practice across different countries. The core curriculum can be used as a learning framework to guide nurse education, in particular the continuing professional education of post-qualifying nurses working in cardiovascular settings. This represents a significant step

  19. English Core Competencies, Basic Competencies, and Assessment for Junior High School in Curriculum 2013; between Facts and Hopes

    Directory of Open Access Journals (Sweden)

    Does Ichnatun Dwi Soenoewati

    2015-12-01

    Full Text Available This paper focuses on some problems faced by Junior High School English target teachers concerning with the content, formulation, and the order of Core Competencies (known as KI and Basic Competencies (known as KD and the assessment in K ‘13 (known as K’13. The material in K ‘13 is regarded as being arranged in balance covering the students attitude, knowledge, and skills competencies stressing on language skills as a means of communication to convey ideas and knowledge. Based on the K ‘13 implementation mentoring, 13 out of 15 teachers (87% interpret the Core and Basic Competencies differently and most tend to be unclear. This happened due to the formulation, content, and order of the KIs/KDs which were illogical, in contrary to mind mapping, and confusing the target teachers. Moreover, the assessment system, especially attitude assessments are too complicated. These facts make the writer interested to discuss the English KIs/KDs and assessment for Junior High School in K ‘13; between Facts and Hopes. Keywords:  Core Competencies/Basic Competencies and assessment in K ‘13, revision of the formulation, content, order of core competencies and basic competencies, and the simplification of attitude assessment

  20. K-5 Literacy Education: A Comparison between American Common Core State Standards and Chinese National Curriculum Standards

    Science.gov (United States)

    Zhang, Haiyan; Yin, Jianjun

    2014-01-01

    Literacy education is the most important part in school education and its efficiency determines the students' achievements in their future education and career. In 2010, the Common Core State Standards (CCSS) were released, which aimed to provide common standards for K-12 public school students in the whole country to improve the educational…

  1. 2012 Provisional classification criteria for polymyalgia rheumatica

    DEFF Research Database (Denmark)

    Dasgupta, Bhaskar; Cimmino, Marco A; Kremers, Hilal Maradit

    2012-01-01

    % and specificity to 81%. According to these provisional classification criteria, patients ≥50 years old presenting with bilateral shoulder pain, not better explained by an alternative pathology, can be classified as having PMR in the presence of morning stiffness >45 minutes, elevated C-reactive protein and......The objective of this study was to develop European League Against Rheumatism/American College of Rheumatology classification criteria for polymyalgia rheumatica (PMR). Candidate criteria were evaluated in a 6-month prospective cohort study of 125 patients with new-onset PMR and 169 non......-PMR comparison subjects with conditions mimicking PMR. A scoring algorithm was developed based on morning stiffness >45 minutes (2 points), hip pain/limited range of motion (1 point), absence of rheumatoid factor and/or anti-citrullinated protein antibody (2 points), and absence of peripheral joint pain (1 point...

  2. A suggested emergency medicine boot camp curriculum for medical students based on the mapping of Core Entrustable Professional Activities to Emergency Medicine Level 1 milestones

    Directory of Open Access Journals (Sweden)

    Lamba S

    2016-03-01

    Full Text Available Sangeeta Lamba, Bryan Wilson, Brenda Natal, Roxanne Nagurka, Michael Anana, Harsh Sule Department of Emergency Medicine, Rutgers New Jersey Medical School, Newark, NJ, USA Background: An increasing number of students rank Emergency Medicine (EM as a top specialty choice, requiring medical schools to provide adequate exposure to EM. The Core Entrustable Professional Activities (EPAs for Entering Residency by the Association of American Medical Colleges combined with the Milestone Project for EM residency training has attempted to standardize the undergraduate and graduate medical education goals. However, it remains unclear as to how the EPAs correlate to the milestones, and who owns the process of ensuring that an entering EM resident has competency at a certain minimum level. Recent trends establishing specialty-specific boot camps prepare students for residency and address the variability of skills of students coming from different medical schools. Objective: Our project’s goal was therefore to perform a needs assessment to inform the design of an EM boot camp curriculum. Toward this goal, we 1 mapped the core EPAs for graduating medical students to the EM residency Level 1 milestones in order to identify the possible gaps/needs and 2 conducted a pilot procedure workshop that was designed to address some of the identified gaps/needs in procedural skills. Methods: In order to inform the curriculum of an EM boot camp, we used a systematic approach to 1 identify gaps between the EPAs and EM milestones (Level 1 and 2 determine what essential and supplemental competencies/skills an incoming EM resident should ideally possess. We then piloted a 1-day, three-station advanced ABCs procedure workshop based on the identified needs. A pre-workshop test and survey assessed knowledge, preparedness, confidence, and perceived competence. A post-workshop survey evaluated the program, and a posttest combined with psychomotor skills test using three

  3. Universal Design for Learning: speech-language pathologists and their teams making the common core curriculum accessible.

    Science.gov (United States)

    Staskowski, Maureen; Hardin, Susan; Klein, Mike; Wozniak, Carrie

    2012-05-01

    The Universal Design for Learning (UDL) framework was named in the supporting documents for the Common Core State Standards (CCSS) as a means of helping all students, especially those with disabilities, to meet and exceed the rigorous expectations. This article will describe the principles of UDL, show how educational teams use the framework to design instruction to teach the CCSS with examples from science and English language arts, and finally explore how the implementation of UDL provides an opportunity for speech-language pathologists to play a critical role in school improvement and instructional design and support. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

  4. Marketing Education Curriculum Guide.

    Science.gov (United States)

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

    This curriculum guide is intended to provide a common core of competencies from which to design an effective secondary marketing education program. Introductory materials include a definition of marketing education, objectives, outline of instructional content, and questions and answers regarding the curriculum guide. These practical materials are…

  5. Toward core inter-professional health promotion competencies to address the non-communicable diseases and their risk factors through knowledge translation: curriculum content assessment.

    Science.gov (United States)

    Dean, Elizabeth; Moffat, Marilyn; Skinner, Margot; Dornelas de Andrade, Armele; Myezwa, Hellen; Söderlund, Anne

    2014-07-14

    To increase the global impact of health promotion related to non-communicable diseases, health professionals need evidence-based core competencies in health assessment and lifestyle behavior change. Assessment of health promotion curricula by health professional programs is a first step. Such program assessment is a means of 1. demonstrating collective commitment across health professionals to prevent non-communicable diseases; 2. addressing the knowledge translation gap between what is known about non-communicable diseases and their risk factors consistent with 'best' practice; and, 3. establishing core health-based competencies in the entry-level curricula of established health professions. Consistent with the World Health Organization's definition of health (i.e., physical, emotional and social wellbeing) and the Ottawa Charter, health promotion competencies are those that support health rather than reduce signs and symptoms primarily. A process algorithm to guide the implementation of health promotion competencies by health professionals is described. The algorithm outlines steps from the initial assessment of a patient's/client's health and the indications for health behavior change, to the determination of whether that health professional assumes primary responsibility for implementing health behavior change interventions or refers the patient/client to others.An evidence-based template for assessment of the health promotion curriculum content of health professional education programs is outlined. It includes clinically-relevant behavior change theory; health assessment/examination tools; and health behavior change strategies/interventions that can be readily integrated into health professionals' practices. Assessment of the curricula in health professional education programs with respect to health promotion competencies is a compelling and potentially cost-effective initial means of preventing and reversing non-communicable diseases. Learning evidence

  6. VSRR - Quarterly provisional estimates for selected birth indicators

    Data.gov (United States)

    U.S. Department of Health & Human Services — Provisional estimates of selected reproductive indicators. Estimates are presented for: general fertility rates, age-specific birth rates, total and low risk...

  7. VSRR - Quarterly provisional estimates for selected indicators of mortality

    Data.gov (United States)

    U.S. Department of Health & Human Services — Provisional estimates of death rates. Estimates are presented for each of the 15 leading causes of death plus estimates for deaths attributed to drug overdose, falls...

  8. Technology and the use of acrylics for provisional dentine protection.

    Science.gov (United States)

    Kapusevska, Biljana; Dereban, Nikola; Popovska, Mirjana; Nikolovska, Julijana; Radojkova Nikolovska, Vеrа; Zabokova Bilbilova, Efka; Mijoska, Aneta

    2013-01-01

    Acrylics are compounds polymerized from monomers of acrylic, metacrylic acid or acrylonitrates. The purpose of this paper is to present the technology and use of acrylics for provisional dentine protection in the practice of dental prosthodontics. For this reason, we followed 120 clinical cases from the everyday clinical practice, divided into 4 groups of 30 patients who needed prosthetic reconstruction. The first group included cases in which we applied celluloid crowns for dentine protection, for the second group we used acrylic teeth from a set of teeth for complete dentures; in the third and fourth groups the fabrication was done with the system of an impression matrix and the acrylic resin block technique respectively. In all the examined patients, the gingival index by Silness and Loe and the vitality of the dental pulp were verified clinically, after preparation and 8 days from the placement of the provisional crown. The value for dental sensitivity measured after preparation was 2.59, and 8 days after the placement of the provisional crown it bwas 3.1. From these results we can conclude that after the 8th day from the placement of the provisional crown, there was an adaptation period, characterized by a decrease in the painful sensations. The value of the Silness and Loe gingival index measured after the preparation was 1.34, and 8 days from the placement of the provisional crown was 0.94. The results inclined us to the fact that the provisional acrylic crowns facilitated the reparation of the periodontal tissue.

  9. La ejecución provisional de las sentencias

    OpenAIRE

    Silva Álvarez,Óscar

    2008-01-01

    Dentro de la corriente reformista del proceso civil en Chile, un lugar importante debería estar ocupado por la figura de la ejecución provisional de las sentencias judiciales, como una manifestación del derecho a la tutela judicial efectiva y un instrumento para el acortamiento de los tiempos en el proceso. El presente artículo contiene un examen teórico a la figura de la ejecución provisional, y establece las reglas técnicas de su configuración legal. También analiza los aislados casos de ta...

  10. Occlusal wear of provisional implant-supported restorations

    NARCIS (Netherlands)

    Santing, Hendrik J.; Kleverlaan, Cornelis J.; Werner, Arie; Feilzer, Albert J.; Raghoebar, Gerry M.; Meijer, Henny J. A.

    BACKGROUND: Implant-supported provisional restorations should be resistant to occlusal wear. PURPOSE: The purpose of this laboratory study was to evaluate three-body wear of three indirect laboratory composite resins, five chair side bis-acryl resin-based materials, and two chair side

  11. Evaluation of Vertical Marginal Adaptation of Provisional Crowns by ...

    African Journals Online (AJOL)

    2018-01-30

    Jan 30, 2018 ... Department of Prosthetic Dental Sciences, College of Dentistry,. King Saud University, Riyadh, Kingdom of Saudi Arabia. E‑mail: malrifaiy@hotmail.com. How to cite this article: Al Rifaiy MQ. Evaluation of vertical marginal adaptation of provisional crowns by digital microscope. Niger J Clin Pract. 2017 ...

  12. Effect of provisional cements on shear bond strength of porcelain laminate veneers.

    Science.gov (United States)

    Altintas, Subutay Han; Tak, Onjen; Secilmis, Asli; Usumez, Aslihan

    2011-08-01

    The purpose of this study was to evaluate the effect of three provisional cements and two cleaning techniques on the final bond strength of porcelain laminate veneers. The occlusal third of the crowns of forty molar teeth were sectioned and embedded in autopolymerizing acrylic resin. Dentin surfaces were polished and specimens were randomly divided into four groups (n=10). Provisional restorations were fabricated and two provisional restorations were cemented onto each tooth. Restorations were fixed with one of three different provisional cements: eugenol-free provisional cement (Cavex), calcium hydroxide (Dycal), and light-cured provisional cement (Tempond Clear). Provisional restorations were removed with either a dental explorer and air-water spray, or a cleaning bur (Opticlean). In the control group, provisional restorations were not used on the surfaces of specimens. IPS Empress 2 ceramic discs were luted with a dual-cured resin cement (Panavia F). Shear bond strength was measured using a universal testing machine. Data were statistically analyzed by ANOVA, Tukey's HSD and Dunnett tests. Surfaces were examined by scanning electronic microscopy. Significant differences were found between the control group and both the light-cured provisional cement groups and the eugenol-free provisional cement-cleaning bur group (Pprovisional cement showed the lowest bond strength values. Selection of the provisional cement is an important factor in the ultimate bond strength of the final restoration. Calcium hydroxide provisional cement and cleaning with a dental explorer are advisable.

  13. Curriculum Guidelines on Forensic Dentistry.

    Science.gov (United States)

    Journal of Dental Education, 1990

    1990-01-01

    The American Association of Dental Schools' guidelines for curriculum design explain the scope of forensic dentistry and interrelationships with other fields, give an overview of the curriculum, and outline suggested primary educational goals, prerequisites, core content, specific behavioral objectives, sequencing, faculty and facility…

  14. Mapping Creativity in the Hungarian National Core Curriculum: A Content Analysis of the Overall Statements of Intent, Curricular Areas and Education Levels

    Science.gov (United States)

    Bereczki, Eniko Orsolya

    2016-01-01

    In the past 20 years, creativity has increasingly been recognised as an important aspect of young people's education around the world. The global interest in creativity is fuelled by various economic and social considerations. One concern of the approach to creativity in education is the curriculum. The research reported in this paper aimed at…

  15. Bacterial leakage of provisional restorative materials used in endodontics.

    Science.gov (United States)

    Hartwell, Gary R; Loucks, Carina A; Reavley, Brenton A

    2010-04-01

    To test the bacterial sealing ability of commonly used provisional endodontic restorative materials. This study investigated Cavit (3M ESPE), Ketac (3M ESPE), DuoTemp (Coltane/Whaledent), and a combination technique using Ketac and Cavit. One hundred molars were randomly selected and then mounted in an apparatus that isolated the crown portion of the tooth. Provisional restorative materials were placed in an open access following manufacturer guidelines. Streptococcus mutans was applied to the samples, and results were tabulated over the course of 4 weeks. Cavit and DuoTemp performed the best, and Ketac performed the worst. After 14 days, however, all materials leaked in over half of the samples. No material can be recommended as superior in providing a reliable seal after 14 days.

  16. Provisional Crown Dislodgement during Scuba Diving: A Case of Barotrauma

    OpenAIRE

    Meenal Nitin Gulve; Nitin Dilip Gulve

    2013-01-01

    Changes in ambient pressure, for example, during flying, diving, or hyperbaric oxygen therapy, can lead to barotrauma. Although it may seem that this issue was neglected in dental education and research in recent decades, familiarity with and understanding of these facts may be of importance for dental practitioners. We report the case of a patient who experienced barotrauma involving dislodgement of a provisional crown during scuba diving. Patients who are exposed to pressure changes as a pa...

  17. Immediately Loaded Intraorally Welded Complete-Arch Maxillary Provisional Prosthesis.

    Science.gov (United States)

    Albiero, Alberto Maria; Benato, Renato; Fincato, Andrea

    2015-01-01

    Guided implant surgery is not completely accurate when using computer-designed stereolithographic surgical guides. Complications are frequently reported when combining computer-guided flapless surgery with an immediately loaded prefabricated prosthesis. Achieving passive fit of a prefabricated prosthesis on the inserted implants the same day of the surgery can be difficult. The aim of this report is to show a new treatment approach to immediately loaded implants inserted with computer-guided surgery using an intraoral welded full-arch provisional prosthesis.

  18. In vitro color stability of provisional restorative materials

    Directory of Open Access Journals (Sweden)

    Hamid Jalali

    2012-01-01

    Aims: The purpose of this study was to investigate the effect of tea on provisional restorative materials. Setting and Design: This study was designed to measure the degree of color change of three acrylic resin provisional materials, before and after immersion in artificial saliva and artificial saliva-tea solution for 2 and 4 weeks. Materials and Methods : Three types of acrylic provisional materials (duralay, tempron, acropars TRP, were studied. Twenty disks (20±0.1 mm by 2±0.05 mm were fabricated from each material. Specimens were polished with acrylic bur using pumice and diamond polishing paste. Base line color was measured using a spectrophotometer. Ten disks were stored in artificial saliva and 10 were stored in a solution of artificial saliva and tea at room temperature. Color measurements were made after 2 and 4 weeks of immersion. Statistical analysis used: Differences in color changes were compared by two way ANOVA, across the six groups, followed by a Turkey-Kramer′s multiple comparison test. Results: For specimens immersed in artificial saliva, the color change of methyl methacrylate materials; duralay (ΔE=4.94 and tempron (ΔE=6.54, was significantly more than butyl methacrylate material; acropars (ΔE=4.10. After immersion in an artificial saliva- tea solution, tempron exhibited less color change (ΔE=8.50 compared to duralay (ΔE=10.93 and acropars (ΔE=15.64. Conclusion: Color stability of methyl methacrylate is higher than butyl methacrylates so if provisional materials are used for extended periods of time; tempron is preferred.

  19. 科技教育融入STEM 課程的核心價值與實踐 Core Value and Implementation of the Science, Technology, Engineering, and Mathematics Curriculum in Technology Education

    Directory of Open Access Journals (Sweden)

    范斯淳 Szu-Chun Fan

    2016-06-01

    Full Text Available 發展STEM(Science, Technology, Engineering & Mathematics)課程是近年來美國教育界所關注的課題,亦普遍受到先進國家的重視。本研究之目的是從美國科技教育學者的觀點,探討科技教育融入STEM 課程的核心價值與實踐方式,並據以提出對臺灣科技教育融入STEM課程的可行性及實施建議。本研究採深度訪談的方式訪談11 位美國科技教育學者,以瞭解美國科技教育界如何闡述STEM 課程之核心價值,及其課程發展與實踐方式。本研究歸納之結論如下:一、科技教育的STEM 課程應是一種整合式的教學與學習途徑;二、科技教育的STEM課程應著重在實作學習(hands-on learning)以及心智學習(minds-on learning)的平衡;三、科技教育的STEM 課程應以「科技與工程議題」為核心、「工程設計」歷程為架構,而「科學探究」、「數學分析」及「科技工具」為知識整合與應用的要項。據此,本研究針對臺灣邁向12 年國教之科技教育提出三點建議:一、國中的科技教育課程著重設計與製作的內涵,培養學生解決生活問題的能力;高中著重工程設計的內涵,培養學生整合STEM 知識以解決實務問題的能力;二、臺灣科技教育的STEM 課程應提供學生更多設計、探究、分析、測試與綜 合評估的學習機會,以建構更完整的整合與應用能力;三、提升臺灣生活科技教師對STEM課程的理解與教學專業知識的準備,是落實STEM 課程理念的關鍵課題。 The integrative science, technology, engineering, and mathematics (STEM curriculum has become the primary focus of American education reform, as well as a new curriculum development trend in some developed countries in recent years. This study sought to develop a holistic understanding of the core value of the STEM curriculum and its implementation regarding American technology

  20. Provisional implants for immediate restoration of partially edentulous jaws: a clinical study.

    Science.gov (United States)

    Krennmair, Gerald; Krainhöfner, Martin; Weinländer, Michael; Piehslinger, Eva

    2008-01-01

    The aim of this study was to evaluate the use of provisional implants, which can provide patients with provisional fixed partial dentures during the healing time of augmentation procedures and/or during the osseointegration period of definitive implants until delivery of the definitive prosthesis. Thirty-one patients were consecutively included in the study. Eighteen patients (group A, primary simultaneous group) were initially treated simultaneously with provisional and definitive implants and provided with 18 interim fixed partial dentures. Thirteen patients (group B) received provisional implants in a staggered procedure. In the first stage of group B patients (augmentation phase), provisional implants were placed to bridge the augmentation phase and for anchoring 13 interim fixed partial dentures. In the second stage (secondary simultaneous group), patients of group B received provisional implants to bridge the osseointegration phase for simultaneously placed definitive implants by further use of 13 interim fixed partial dentures. All patients were followed from provisional implant and definitive implant placement to delivery of the definitive prosthesis. Loss of provisional implants and interim fixed partial dentures was noted, and stability of provisional implants was evaluated using the Periotest device. The procedures of immediate rehabilitation with fixed partial dentures using provisional implants were subjectively rated by patients with regard to satisfaction, treatment period, and acceptance. In 31 patients, 44 provisional fixed partial dentures were supported by 98 provisional implants. No provisional implant loss in group A or group B-second stage was observed. Only 3 (3%) provisional implants were lost in group B-first stage during the augmentation phase. Incidence (90.8% versus 9.2%) and stability (Periotest values: 8.6 +/- 3.9 versus 4.8 +/- 2.7) of provisional implants differed significantly between maxilla and mandible (P fixed partial dentures

  1. Application of the Intervention Mapping Framework to Develop an Integrated Twenty-first Century Core Curriculum—Part Three: Curriculum Implementation and Evaluation

    OpenAIRE

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

    2017-01-01

    Public health professionals have been challenged to radically reform public health training to meet evolving demands of twenty-first century public health. Such a transformation requires a systems thinking approach with an interdisciplinary focus on problem solving, leadership, management and teamwork, technology and information, budgeting and finance, and communication. This article presents processes for implementing and evaluating a revised public health curriculum and outlines lessons lea...

  2. Effect of Provisional Cements on Shear Bond Strength of Porcelain Laminate Veneers

    Science.gov (United States)

    Altintas, Subutay Han; Tak, Onjen; Secilmis, Asli; Usumez, Aslihan

    2011-01-01

    Objectives: The purpose of this study was to evaluate the effect of three provisional cements and two cleaning techniques on the final bond strength of porcelain laminate veneers. Methods: The occlusal third of the crowns of forty molar teeth were sectioned and embedded in autopolymerizing acrylic resin. Dentin surfaces were polished and specimens were randomly divided into four groups (n=10). Provisional restorations were fabricated and two provisional restorations were cemented onto each tooth. Restorations were fixed with one of three different provisional cements: eugenol-free provisional cement (Cavex), calcium hydroxide (Dycal), and light-cured provisional cement (Tempond Clear). Provisional restorations were removed with either a dental explorer and air-water spray, or a cleaning bur (Opticlean). In the control group, provisional restorations were not used on the surfaces of specimens. IPS Empress 2 ceramic discs were luted with a dual-cured resin cement (Panavia F). Shear bond strength was measured using a universal testing machine. Data were statistically analyzed by ANOVA, Tukey’s HSD and Dunnett tests. Surfaces were examined by scanning electronic microscopy. Results: Significant differences were found between the control group and both the light-cured provisional cement groups and the eugenol-free provisional cement-cleaning bur group (P<.05). Groups that had received light-cured provisional cement showed the lowest bond strength values. Conclusions: Selection of the provisional cement is an important factor in the ultimate bond strength of the final restoration. Calcium hydroxide provisional cement and cleaning with a dental explorer are advisable. PMID:21912495

  3. Developing a provisional, international minimal dataset for Juvenile Dermatomyositis: for use in clinical practice to inform research.

    Science.gov (United States)

    McCann, Liza J; Arnold, Katie; Pilkington, Clarissa A; Huber, Adam M; Ravelli, Angelo; Beard, Laura; Beresford, Michael W; Wedderburn, Lucy R

    2014-01-01

    Juvenile dermatomyositis (JDM) is a rare but severe autoimmune inflammatory myositis of childhood. International collaboration is essential in order to undertake clinical trials, understand the disease and improve long-term outcome. The aim of this study was to propose from existing collaborative initiatives a preliminary minimal dataset for JDM. This will form the basis of the future development of an international consensus-approved minimum core dataset to be used both in clinical care and inform research, allowing integration of data between centres. A working group of internationally-representative JDM experts was formed to develop a provisional minimal dataset. Clinical and laboratory variables contained within current national and international collaborative databases of patients with idiopathic inflammatory myopathies were scrutinised. Judgements were informed by published literature and a more detailed analysis of the Juvenile Dermatomyositis Cohort Biomarker Study and Repository, UK and Ireland. A provisional minimal JDM dataset has been produced, with an associated glossary of definitions. The provisional minimal dataset will request information at time of patient diagnosis and during on-going prospective follow up. At time of patient diagnosis, information will be requested on patient demographics, diagnostic criteria and treatments given prior to diagnosis. During on-going prospective follow-up, variables will include the presence of active muscle or skin disease, major organ involvement or constitutional symptoms, investigations, treatment, physician global assessments and patient reported outcome measures. An internationally agreed minimal dataset has the potential to significantly enhance collaboration, allow effective communication between groups, provide a minimal standard of care and enable analysis of the largest possible number of JDM patients to provide a greater understanding of this disease. This preliminary dataset can now be developed into

  4. Toward core inter-professional health promotion competencies to address the non-communicable diseases and their risk factors through knowledge translation: curriculum content assessment

    National Research Council Canada - National Science Library

    Dean, Elizabeth; Moffat, Marilyn; Skinner, Margot; Dornelas de Andrade, Armele; Myezwa, Hellen; Söderlund, Anne

    2014-01-01

    To increase the global impact of health promotion related to non-communicable diseases, health professionals need evidence-based core competencies in health assessment and lifestyle behavior change...

  5. A Student Selected Component (or Special Study Module) in Forensic and Legal Medicine: Design, delivery, assessment and evaluation of an optional module as an addition to the medical undergraduate core curriculum.

    Science.gov (United States)

    Kennedy, Kieran M; Wilkinson, Andrew

    2018-01-01

    The General Medical Council (United Kingdom) advocates development of non-core curriculum Student Selected Components and their inclusion in all undergraduate medical school curricula. This article describes a rationale for the design, delivery, assessment and evaluation of Student Selected Components in Forensic and Legal Medicine. Reference is made to the available evidence based literature pertinent to the delivery of undergraduate medical education in the subject area. A Student Selected Component represents an opportunity to highlight the importance of the legal aspects of medical practice, to raise the profile of the discipline of Forensic and Legal Medicine amongst undergraduate medical students and to introduce students to the possibility of a future career in the area. The authors refer to their experiences of design, delivery, assessment and evaluation of Student Selected Components in Forensic and Legal Medicine at their respective Universities in the Republic of Ireland (Galway) and in the United Kingdom (Oxford). Copyright © 2017. Published by Elsevier Ltd.

  6. Effect of Provisional Cements on Shear Bond Strength of Porcelain Laminate Veneers

    OpenAIRE

    Altintas, Subutay Han; Tak, Onjen; Secilmis, Asli; Usumez, Aslihan

    2011-01-01

    Objectives: The purpose of this study was to evaluate the effect of three provisional cements and two cleaning techniques on the final bond strength of porcelain laminate veneers. Methods: The occlusal third of the crowns of forty molar teeth were sectioned and embedded in autopolymerizing acrylic resin. Dentin surfaces were polished and specimens were randomly divided into four groups (n=10). Provisional restorations were fabricated and two provisional restorations were cemented onto each to...

  7. Provisional drivers' perceptions of the impact of displaying P plates.

    Science.gov (United States)

    Bates, Lyndel; Scott-Parker, Bridie; Darvell, Millie; Watson, Barry

    2017-11-17

    P plates (or decals) identify a driver's license status to other road users. They are a compulsory part of the graduated driver licensing system in Queensland, Australia, for drivers on a P1 (provisional 1) or P2 (provisional 2) license. This study explored the perceptions of young drivers regarding the display of P plates (decals) in Queensland, Australia. In this study, 226 young drivers with a provisional (intermediate/restricted) license completed a 30-min online survey between October 2013 and June 2014. t Tests were used to compare the opinions of people who displayed their plates nearly always with those who displayed them less frequently. Participants approved of the requirement to display P plates with 69% of those on a P1 license and 79% on a P2 license supporting the condition to display P1 (red) plates. Participants on a P1 license (62%) and a P2 license (68%) also approved the requirement to display P2 (green) plates. However, young drivers also perceived that the display of P plates (measured from 1 = never to 5 = nearly all the time) enabled newly licensed drivers to be targeted by police and other drivers (those who do not always display P plates: M = 3.72, SD = 0.94; those who nearly always display P plates: M = 3.43, SD = 1.09). The study findings suggest that participants who nearly always display their P plates are more likely to report that having to display their plates resulted in them driving more carefully.

  8. Perceptions, Attitudes and Institutional Factors That Influence Academic Performance of Visual Arts Students in Ghana's Senior High School Core Curriculum Subjects

    Science.gov (United States)

    Opoku-Asare, Nana Afia; Tachie-Menson, Akosua; Essel, Harry Barton

    2015-01-01

    Senior High School (SHS) students in Ghana are required to pass all core and elective curricula subjects in the West Africa Senior School Certificate Examination (WASSCE) to qualify for higher education. Unfortunately, many Visual Arts students perform poorly or fail in English, Mathematics, Integrated Science and Social Studies, which constitute…

  9. Introduction of Core Based Subjects in the Curriculum of Technical and Vocational Institutions in Ghana: Assessment of Its Effect on Practical Training Sessions

    Science.gov (United States)

    William, Otu

    2015-01-01

    Technical education among other things focuses on training the skill manpower needs of the youth in most countries of which Ghana is no exception. This study looks at Ghana Education Service technical and vocational sector reform programme introduced in 2010 with emphasis on the introduction of compulsory core based subjects and its effect on…

  10. Developing and Evaluating an Eighth Grade Curriculum Unit That Links Foundational Chemistry to Biological Growth. Paper #1: Selecting Core Ideas and Practices -- An Iterative Process

    Science.gov (United States)

    Roseman, Jo Ellen; Herrmann-Abell, Cari; Flanagan, Jean; Kruse, Rebecca; Howes, Elaine; Carlson, Janet; Roth, Kathy; Bourdelat-Parks, Brooke

    2013-01-01

    Researchers at AAAS and BSCS have developed a six-week unit that aims to help middle school students learn important chemistry ideas that can be used to explain growth and repair in animals and plants. By integrating core physical and life science ideas and engaging students in the science practices of modeling and constructing explanations, the…

  11. The Paediatric Rheumatology International Trials Organisation provisional criteria for the evaluation of response to therapy in juvenile dermatomyositis.

    Science.gov (United States)

    Ruperto, Nicolino; Pistorio, Angela; Ravelli, Angelo; Rider, Lisa G; Pilkington, Clarissa; Oliveira, Sheila; Wulffraat, Nico; Espada, Graciela; Garay, Stella; Cuttica, Ruben; Hofer, Michael; Quartier, Pierre; Melo-Gomes, Jose; Reed, Ann M; Wierzbowska, Malgorzata; Feldman, Brian M; Harjacek, Miroslav; Huppertz, Hans-Iko; Nielsen, Susan; Flato, Berit; Lahdenne, Pekka; Michels, Harmut; Murray, Kevin J; Punaro, Lynn; Rennebohm, Robert; Russo, Ricardo; Balogh, Zsolt; Rooney, Madeleine; Pachman, Lauren M; Wallace, Carol; Hashkes, Philip; Lovell, Daniel J; Giannini, Edward H; Gare, Boel Andersson; Martini, Alberto

    2010-11-01

    To develop a provisional definition for the evaluation of response to therapy in juvenile dermatomyositis (DM) based on the Paediatric Rheumatology International Trials Organisation juvenile DM core set of variables. Thirty-seven experienced pediatric rheumatologists from 27 countries achieved consensus on 128 difficult patient profiles as clinically improved or not improved using a stepwise approach (patient's rating, statistical analysis, definition selection). Using the physicians' consensus ratings as the "gold standard measure," chi-square, sensitivity, specificity, false-positive and-negative rates, area under the receiver operating characteristic curve, and kappa agreement for candidate definitions of improvement were calculated. Definitions with kappa values >0.8 were multiplied by the face validity score to select the top definitions. The top definition of improvement was at least 20% improvement from baseline in 3 of 6 core set variables with no more than 1 of the remaining worsening by more than 30%, which cannot be muscle strength. The second-highest scoring definition was at least 20% improvement from baseline in 3 of 6 core set variables with no more than 2 of the remaining worsening by more than 25%, which cannot be muscle strength (definition P1 selected by the International Myositis Assessment and Clinical Studies group). The third is similar to the second with the maximum amount of worsening set to 30%. This indicates convergent validity of the process. We propose a provisional data-driven definition of improvement that reflects well the consensus rating of experienced clinicians, which incorporates clinically meaningful change in core set variables in a composite end point for the evaluation of global response to therapy in juvenile DM. Copyright © 2010 by the American College of Rheumatology.

  12. Toward core inter-professional health promotion competencies to address the non-communicable diseases and their risk factors through knowledge translation: Curriculum content assessment

    OpenAIRE

    Dean, Elizabeth; Moffat, Marilyn; Skinner, Margot; Dornelas de Andrade, Armele; Myezwa, Hellen; Söderlund, Anne

    2014-01-01

    Background To increase the global impact of health promotion related to non-communicable diseases, health professionals need evidence-based core competencies in health assessment and lifestyle behavior change. Assessment of health promotion curricula by health professional programs is a first step. Such program assessment is a means of 1. demonstrating collective commitment across health professionals to prevent non-communicable diseases; 2. addressing the knowledge translation gap between wh...

  13. Workplace exposure to nanoparticles and the application of provisional nanoreference values in times of uncertain risks

    NARCIS (Netherlands)

    van Broekhuizen, P; van Broekhuizen, F.; Cornelissen, R.; Reijnders, L.

    2012-01-01

    Nano reference values (NRVs) for occupational use of nanomaterials were tested as provisional substitute for Occupational Exposure Limits (OELs). NRVs can be used as provisional limit values until Health-Based OELs or derived no-effect levels (DNEL) become available. NRVs were defined for 8 h

  14. Provisional Admission Practices: Blending Access and Support to Facilitate Student Success

    Science.gov (United States)

    Nichols, Andrew Howard; Clinedinst, Melissa

    2013-01-01

    This report examines provisional admission as an initiative that can expand four-year college access and success for students from economically disadvantaged backgrounds. Provisional admission policies and programs enable students to enroll at an institution under specific conditions. Students are often required to meet certain academic…

  15. 76 FR 61042 - Modification of Regulations Regarding the Practice of Accepting Bonds During the Provisional...

    Science.gov (United States)

    2011-10-03

    ... Practice of Accepting Bonds During the Provisional Measures Period in Antidumping and Countervailing Duty... importers directly responsible for the payment of AD and CVD duties. DATES: This Final Rule is effective... practice of accepting bonds during the provisional measures period in AD and CVD investigations. See...

  16. Fabrication of a screw-retained fixed provisional prosthesis supported by dental implants.

    Science.gov (United States)

    Kökat, Ali Murat; Akça, Kivanç

    2004-03-01

    Screw-retained provisional implant-supported prostheses may have advantages over cement-retained prostheses in certain situations. This article describes a technique for fabrication of screw-retained provisional acrylic resin implant-supported prostheses from the modified metal components provided with the implant.

  17. Indirect implant-supported fixed provisional restoration in the esthetic zone: fabrication technique and treatment workflow.

    Science.gov (United States)

    Shor, Alexander; Schuler, Ralf; Goto, Yoshihiro

    2008-01-01

    Treatment objectives of an implant-supported fixed provisional restoration include shaping/preservation of the gingival soft tissue contour, functional and esthetic substitution of the missing dentition during postsurgical healing, and definitive prosthesis fabrication stages. Fixed provisional restoration can also serve as an esthetic and functional blueprint in the fabrication of the definitive restoration. Despite its common use and important indications, limited information is available on the various aspects of the provisional fabrication and treatment. This article presents a production technique and treatment workflow of a laboratory-fabricated, screw-retained fixed provisional restoration. Provisional restoration is fabricated using layering technique and internal stain characterization. The soft tissue profile of the working cast is modified according to the coronal contour of the diagnostic wax-up. Upon delivery, the provisional contour is reevaluated and modified as necessary. The developed emergence profile of the provisional restoration is transferred to the master cast via customized impression copings. Laboratory-fabricated implant-supported provisional restorations allow the esthetic and functional substitution of the missing dentition and the shaping of the soft tissue profile, and can act as a blueprint in the fabrication of definitive restorations.

  18. 78 FR 36571 - North American Datum of 1983 (NAD 83) Outer Continental Shelf (OCS) Provisional Official...

    Science.gov (United States)

    2013-06-18

    ... Official Protraction Diagrams in the Pacific Ocean, Hawaiian Islands Description/Date NF04-08 (Kaua'i... with this publication two NAD 83-based OCS Provisional OPDs that represent the Island of Oahu and... Title 43, Code of Federal Regulations, has created provisional versions of the basic record used for the...

  19. Reinventing the Core: Community, Dialogue, and Change

    Science.gov (United States)

    Pittendrigh, Adele

    2007-01-01

    This article examines a six-year process of reforming the core curriculum at a midsize public research university, showing how a seminar for first-year students, a lengthy campus-wide dialogue, and a multidisciplinary community of faculty produced a new core curriculum focused on inquiry, communication, and undergraduate research. (Contains 1…

  20. Development of an EMS curriculum.

    Science.gov (United States)

    Brice, Jane H; Perina, Debra G; Liu, J Marc; Braude, Darren A; Rinnert, Kathy J; MacDonald, Russell D

    2014-01-01

    Emergency medical services (EMS) became an American Board of Medical Specialties (ABMS) approved subspecialty of emergency medicine in September 2010. Achieving specialty or subspecialty recognition in an area of medical practice requires a unique body of knowledge, a scientific basis for the practice, a significant number of physicians who dedicate a portion of their practice to the area, and a sufficient number of fellowship programs. To prepare EMS fellows for successful completion of fellowship training, a lifetime of subspecialty practice, and certification examination, a formalized structured fellowship curriculum is necessary. A functional curriculum is one that takes the entire body of knowledge necessary to appropriately practice in the identified area and codifies it into a training blueprint to ensure that all of the items are covered over the prescribed training period. A curriculum can be as detailed as desired but typically all major headings and subheadings of the core content are identified and addressed. Common curricular components, specific to each area of the core content, include goals and objectives, implementation methods, evaluation, and outcomes assessment methods. Implementation methods can include simulation, observations, didactics, and experiential elements. Evaluation and outcomes assessment methods can include direct observation of patient assessment and treatment skills, structured patient simulations, 360° feedback, written and oral testing, and retrospective chart reviews. This paper describes a curriculum that is congruent with the current EMS core content, as well as providing a 12-month format to deploy the curriculum in an EMS fellowship program. Key words: curriculum; education; emergency medical services; fellowships and scholarships.

  1. Early versus delayed, provisional eptifibatide in acute coronary syndromes.

    Science.gov (United States)

    Giugliano, Robert P; White, Jennifer A; Bode, Christoph; Armstrong, Paul W; Montalescot, Gilles; Lewis, Basil S; van 't Hof, Arnoud; Berdan, Lisa G; Lee, Kerry L; Strony, John T; Hildemann, Steven; Veltri, Enrico; Van de Werf, Frans; Braunwald, Eugene; Harrington, Robert A; Califf, Robert M; Newby, L Kristin

    2009-05-21

    Glycoprotein IIb/IIIa inhibitors are indicated in patients with acute coronary syndromes who are undergoing an invasive procedure. The optimal timing of the initiation of such therapy is unknown. We compared a strategy of early, routine administration of eptifibatide with delayed, provisional administration in 9492 patients who had acute coronary syndromes without ST-segment elevation and who were assigned to an invasive strategy. Patients were randomly assigned to receive either early eptifibatide (two boluses, each containing 180 microg per kilogram of body weight, administered 10 minutes apart, and a standard infusion > or = 12 hours before angiography) or a matching placebo infusion with provisional use of eptifibatide after angiography (delayed eptifibatide). The primary efficacy end point was a composite of death, myocardial infarction, recurrent ischemia requiring urgent revascularization, or the occurrence of a thrombotic complication during percutaneous coronary intervention that required bolus therapy opposite to the initial study-group assignment ("thrombotic bailout") at 96 hours. The key secondary end point was a composite of death or myocardial infarction within the first 30 days. Key safety end points were bleeding and the need for transfusion within the first 120 hours after randomization. The primary end point occurred in 9.3% of patients in the early-eptifibatide group and in 10.0% in the delayed-eptifibatide group (odds ratio, 0.92; 95% confidence interval [CI], 0.80 to 1.06; P=0.23). At 30 days, the rate of death or myocardial infarction was 11.2% in the early-eptifibatide group, as compared with 12.3% in the delayed-eptifibatide group (odds ratio, 0.89; 95% CI, 0.79 to 1.01; P=0.08). Patients in the early-eptifibatide group had significantly higher rates of bleeding and red-cell transfusion. There was no significant difference between the two groups in rates of severe bleeding or nonhemorrhagic serious adverse events. In patients who had acute

  2. VSRR - Provisional monthly and 12-month ending number of live births, deaths and infant deaths: United States

    Data.gov (United States)

    U.S. Department of Health & Human Services — https://www.cdc.gov/nchs/products/vsrr/provisional-tables.htm Monthly and 12 month-ending provisional counts of births, deaths and infant deaths are provided for the...

  3. Provisional Crown Dislodgement during Scuba Diving: A Case of Barotrauma

    Directory of Open Access Journals (Sweden)

    Meenal Nitin Gulve

    2013-01-01

    Full Text Available Changes in ambient pressure, for example, during flying, diving, or hyperbaric oxygen therapy, can lead to barotrauma. Although it may seem that this issue was neglected in dental education and research in recent decades, familiarity with and understanding of these facts may be of importance for dental practitioners. We report the case of a patient who experienced barotrauma involving dislodgement of a provisional crown during scuba diving. Patients who are exposed to pressure changes as a part of their jobs or hobbies and their dentists should know the causes of barotrauma. In addition, the clinician must be aware of the possible influence of pressure changes on the retention of dental components.

  4. Making the nursing curriculum more inclusive for students with specific learning difficulties (SpLD): embedding specialist study skills into a core module.

    Science.gov (United States)

    Wray, Jane; Aspland, Jo; Taghzouit, Jayne; Pace, Kerry

    2013-06-01

    Wray et al. (2012) found that providing specialist 'add on' study skills sessions to students with SpLD increased the likelihood of progression and earlier identification. However, 48% of students identified as 'at risk' of having a SpLD did not pursue further assessment/support, which is of concern. OBJECTIVES/DESIGN/PARTICIPANTS/SETTINGS: The study aimed to explore the impact of embedding nine study skills sessions designed for students with SpLD into the mainstream curriculum on pre-registration nursing students in one HEI in the north of England. Two cohorts (September 2009 (n=257) and February 2010 (n=127)) took part; a total of 300 students completed a student feedback questionnaire (201 from September 2009, 99 from February 2010 (response rates of 87% and 80%)). The study used an outcome evaluation approach (Watson et al., 2008) to explore the impact of the sessions using a range of measures: (i) a student feedback questionnaire, (ii) length of time from registration to first contact with Disability Services, and (iii) progression data. Overall, the sessions were received very positively, especially those on essay writing, reflection and learning techniques. Students in the study cohorts made contact with Disability Services 4-6 weeks earlier than other cohorts; referrals were also higher. Equally, students with SpLD with access to study skills had higher rates of progression (e.g. 87% in 2009) than in years with no sessions (e.g. 62% in 2008); progression rates were comparable to their non-disabled peers. Mainstreaming what had previously been a reasonable adjustment made time- and resource-savings for the institution. Such approaches to embedding are important in encouraging and retaining talented and able students. Copyright © 2012 Elsevier Ltd. All rights reserved.

  5. A comparison of two methods of removing zinc oxide-eugenol provisional cement residue from the internal surface of cast restorations.

    Science.gov (United States)

    Mosharraf, Ramin; Soleimani, Bahram; Sanaee-Nasab, Mehdi

    2009-05-01

    Remnants of provisional cement on the internal surface of cast restorations can have an adverse effect on the performance of the definitive luting agent. The purpose of this study was to evaluate the effect of eugenol-containing temporary cement removal by an ultrasonic or an organic solvent on the retentive strength of metallic rings cemented to amalgam cores using zinc phosphate cement. A total of 36 cylindrical amalgam cores measuring 5.9 x 6 mm were made by condensing amalgam in brass molds for use in this in vitro study. Thirty-six cylindrical spaces measuring 6 x 6 mm were machined in the center of cast rods of Rexillium III alloy to create simulated retainers. The amalgam cores were divided into two groups and provisionally cemented in these cylindrical spaces (retainers) using zinc oxide-eugenol cement. After separation of the cores from the retainers, one group was cleaned with an ultrasonic cleaning device with water and the other group was cleaned with Solitine organic solvent. All specimens were then cemented with zinc phosphate cement and the samples were stored at 100% humidity in a 37 degrees C water bath after which they were tested with a DARTEK testing machine at a 0.02 cm/minute cross head speed. The data were analyzed using the Independent t-test. The statistical analysis revealed a significant difference between the two groups (pcleaning the internal surface of cast restorations, the ultrasonic cleaning method is more effective for removing zinc-oxide temporary cement.

  6. Teaching contextual knowledge in engineering education – Theory of Engineering Science and the Core Curriculum at the Technical University of Denmark

    DEFF Research Database (Denmark)

    Jørgensen, Ulrik; Brodersen, Søsser

    2011-01-01

    Despite contextual knowledge is considered very important for engineers in performing their profession, experiences from decades in Europe and the USA have shown that teaching such topics in engineering education is challenging and often unsuccessful. One of the dilemmas is that social science...... based reflections related to the use and uptake of technology in society often conflicts with engineering students’ self-understanding and identity. Another dilemma is related to the specificity and modeling reductionism in engineering science compared to the complexity of problems in engineering...... practice. Consequently courses added into engineering curricula emphasizing contextual issues stay in stark contrast to the dominant instrumental disciplines of mathematics and techno-science content of core engineering courses. Based on several years of teaching and experimenting with Theory of Science...

  7. Curriculum Guidelines for Predoctoral Pediatric Dentistry.

    Science.gov (United States)

    Journal of Dental Education, 1985

    1985-01-01

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

  8. Re-Imagining the Medical Informatics Curriculum.

    Science.gov (United States)

    Frisse, Mark E.

    1997-01-01

    An imaginary curriculum on use of information technology for medical purposes is described. The six core courses address these topics: introduction to complexity; decisions and outcomes; scarcity and conflict; teamwork and organizations; representing knowledge and action; and groupware and collaboration. The curriculum is based on the conception…

  9. [Clinical evaluation of "All-on-Four" provisional prostheses reinforced with carbon fibers].

    Science.gov (United States)

    Li, Bei-bei; Lin, Ye; Cui, Hong-yan; Hao, Qiang; Xu, Jia-bin; Di, Ping

    2016-02-18

    To assess the clinical effects of carbon fiber reinforcement on the "All-on-Four" provisional prostheses. Provisional prostheses were divided into control group and carbon fiber reinforcing group according to whether carbon fiber reinforcement was used in the provisional prostheses base resin. In our study, a total of 60 patients (32 males and 28 females) with 71 provisional prostheses(28 maxilla and 43 mandible)were enrolled between April 2008 and December 2012 for control group; a total of 23 patients (13 males and 10 females) with 28 provisional prostheses (9 maxillas and 19 mandibles) were enrolled between January 2013 and March 2014 for carbon fiber reinforcing group. The information of provisional prostheses in the patients was recorded according to preoperative examination. We used the date of definitive prosthesis restoration as the cut-off point, observing whether fracture occurred on the provisional prostheses in the two groups. Additionally we observed whether fiber exposure occurred on the tissue surface of the provisional prostheses and caused mucosal irritation. The interface between the denture base resin and the fibers was examined using scanning electron microscopy (SEM). The age [(57.3 ± 10.1) years vs.(55.1 ± 11.4) years], gender (32 males and 28 females vs. 13 males and 10 females), maxilla and mandible distributions (28 maxillas and 43 mandibles vs. 9 maxillas and 19 mandibles), the number of extraction jaws (46 vs. 23), the average using time [(7.8 ± 1.3) months vs. (7.5 ± 1.1) months], and the opposing dentition distributions of provisional prostheses of the patients showed no significant differences between the control and reinforcing groups. There were 21(29.6%) fractures that occurred on the 71 provisional prostheses in the control group; there was no fracture that occurred on the 28 provisional prosthesesin the carbon fiber reinforcing group. The fracture rate of the carbon fiber reinforcing group was significantly lower than that of

  10. Curriculum Integration.

    Science.gov (United States)

    Gibbons, J. A.

    1979-01-01

    This essay addresses the problem of the nature of curriculum integration, and an attempt is made to lay the basis for a theory of integration. An aspect of the relationship between mathematics and physics is discussed. (Author/MLF)

  11. The Principal as Curriculum Leader

    Science.gov (United States)

    Jenkins, Judy; Pfeifer, R. Scott

    2012-01-01

    Today's reform landscape transcends instructional leadership and data-based decision-making skills. This is not to say that those behaviors are not essential to a principal's success, but they no longer suffice. Principals do not need to be curriculum experts, but they do need to lead their schools with full knowledge of the Common Core State…

  12. Predoctoral Curriculum Guidelines for Biomaterials.

    Science.gov (United States)

    Journal of Dental Education, 1986

    1986-01-01

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

  13. VSRR - State and National Provisional Counts for Live Births, Deaths, and Infant Deaths

    Data.gov (United States)

    U.S. Department of Health & Human Services — NOTES: Figures include all revisions received from the states and, therefore, may differ from those previously published. Data are provisional and are subject to...

  14. Using a fixed provisional prosthesis during post-extraction healing and implant placement.

    Science.gov (United States)

    McArdle, Barry F

    2006-03-01

    Most dental patients insist on the use of provisional prostheses throughout healing and osseointegration when replacing extracted teeth with implants in esthetically sensitive areas. Removable appliances of some kind are normally used for this purpose, but patients often consider them to be too cumbersome. This can lead to decreased case acceptance and compliance with the use of the provisional restoration, which can compromise the final result of treatment. Custom fixed solutions to this problem exist, but they tend to be more complicated, less practical, and more expensive than other options now available. The Monodont bridge, a new system of prefabricated components for the creation of provisional fixed partial dentures, can be more esthetic, more retentive, more functional, more cost-effective, and more universally applicable than any other available techniques. This can raise patient tolerance of provisional prostheses and thus increase case acceptance, while fostering a more predictable esthetic result with regard to soft tissue contours and emergence profile.

  15. Fundamentals of Marketing. Missouri Marketing Education Curriculum. Competency Listing. Revised.

    Science.gov (United States)

    Smith, Clifton L.

    This guide lists the core curriculum competencies expected to be developed by students in secondary Fundamentals of Marketing courses in Missouri. It was developed through revision of the prior core curriculum by a project team with input from all the marketing instructors in the state. Competencies listed in the revised fundamentals of marketing…

  16. A provisional gene regulatory atlas for mouse heart development.

    Science.gov (United States)

    Chen, Hailin; VanBuren, Vincent

    2014-01-01

    Congenital Heart Disease (CHD) is one of the most common birth defects. Elucidating the molecular mechanisms underlying normal cardiac development is an important step towards early identification of abnormalities during the developmental program and towards the creation of early intervention strategies. We developed a novel computational strategy for leveraging high-content data sets, including a large selection of microarray data associated with mouse cardiac development, mouse genome sequence, ChIP-seq data of selected mouse transcription factors and Y2H data of mouse protein-protein interactions, to infer the active transcriptional regulatory network of mouse cardiac development. We identified phase-specific expression activity for 765 overlapping gene co-expression modules that were defined for obtained cardiac lineage microarray data. For each co-expression module, we identified the phase of cardiac development where gene expression for that module was higher than other phases. Co-expression modules were found to be consistent with biological pathway knowledge in Wikipathways, and met expectations for enrichment of pathways involved in heart lineage development. Over 359,000 transcription factor-target relationships were inferred by analyzing the promoter sequences within each gene module for overrepresentation against the JASPAR database of Transcription Factor Binding Site (TFBS) motifs. The provisional regulatory network will provide a framework of studying the genetic basis of CHD.

  17. A provisional gene regulatory atlas for mouse heart development.

    Directory of Open Access Journals (Sweden)

    Hailin Chen

    Full Text Available Congenital Heart Disease (CHD is one of the most common birth defects. Elucidating the molecular mechanisms underlying normal cardiac development is an important step towards early identification of abnormalities during the developmental program and towards the creation of early intervention strategies. We developed a novel computational strategy for leveraging high-content data sets, including a large selection of microarray data associated with mouse cardiac development, mouse genome sequence, ChIP-seq data of selected mouse transcription factors and Y2H data of mouse protein-protein interactions, to infer the active transcriptional regulatory network of mouse cardiac development. We identified phase-specific expression activity for 765 overlapping gene co-expression modules that were defined for obtained cardiac lineage microarray data. For each co-expression module, we identified the phase of cardiac development where gene expression for that module was higher than other phases. Co-expression modules were found to be consistent with biological pathway knowledge in Wikipathways, and met expectations for enrichment of pathways involved in heart lineage development. Over 359,000 transcription factor-target relationships were inferred by analyzing the promoter sequences within each gene module for overrepresentation against the JASPAR database of Transcription Factor Binding Site (TFBS motifs. The provisional regulatory network will provide a framework of studying the genetic basis of CHD.

  18. Effect of nightguard vital bleaching gel on the color stability of provisional restorative materials

    OpenAIRE

    Salwa Omar Bajunaid

    2016-01-01

    Purpose: To assess the hypothesis that there was no difference in effect of 10% and 15% tooth bleaching agents on color stability of materials used for provisional fixed dental prosthesis. Methodology: Fifteen samples from two materials used for provisional fixed dental prosthesis: methacrylate-based and composite-based materials and 15 preformed polycarbonate crowns soaked in bleaching gel or distilled water. Spectrophotometer recorded color of specimens at baseline, after 3, 7, and 14 d...

  19. Evaluation of surface physical properties of acrylic resins for provisional prosthesis

    OpenAIRE

    Sérgio Paulo Hilgenberg; Emigdio Enrique Orellana-Jimenez; Wilmer Fabian Sepúlveda-Navarro; Beatriz Elena Arana-Correa; Dario César Teixeira Alves; Nara Hellen Campanha

    2008-01-01

    Acrylic resins used for provisional prostheses should have satisfactory superficial characteristics in order to ensure gingival health and low bacterial attachment. The purpose of the present study was to evaluate the superficial roughness and contact angle after two types of polishing and the Vickers hardness of three acrylic resins (Duralay - G1, Dencrilay - G2, and Dencor - G3), all shade 66, indicated for provisional fixed prostheses. Five 20 x 3 ± 1 mm diameter discoid specimens were obt...

  20. In Vitro Fit and Cementation Resistance of Provisional Crowns for Single Implant-Supported Restorations

    OpenAIRE

    Moris,Izabela Cristina Maurício; Oliveira,Juliana Elias de; Faria,Adriana Cláudia Lapria; Ribeiro,Ricardo Faria; Rodrigues,Renata Cristina Silveira

    2015-01-01

    Abstract: This study aimed to verify marginal fit and the effect of cement film thickness standardization on retention of provisional crowns made with prefabricated acrylic cylinders on abutments, using two temporary luting agents subjected or not to mechanical cycling. Provisional crowns were made from bis-acryl (Luxatemp Fluorescence) or methyl methacrylate (Duralay) resins on acrylic cylinders and marginal fit and cement film thickness were evaluated. For retention evaluation, crowns were ...

  1. Clinical evaluation of a visible light-cured indirect composite for long-term provisionalization.

    Science.gov (United States)

    Ewoldsen, Nels; Sundar, Veeraraghavan; Bennett, William; Kanya, Kevin; Magyar, Karl

    2008-01-01

    To clinically evaluate a visible light-cured (VLC) resin composite system for long-term provisional and esthetic diagnostic restorations, fabricated using indirect techniques. One-hundred and nine teeth were restored in 31 patients. Preoperational impressions were used to create VLC resin composite restorations (Radica) using indirect techniques. Restorations were relined as necessary and placed using various provisional cements at a follow-up appointment, subsequent to preparation of the teeth. Both fabricating laboratory technicians and placing dentists rated the restorations for acceptability in esthetics, marginal fit, occlusion, and functionality in various stages of provisionalization. All restorations (100%) were rated acceptable for esthetics prior to relining. After relining, a majority (93-100%) of restorations were rated acceptable in esthetic and functional criteria. At the placement of the permanent restoration, a majority (96-100%) of restorations were rated acceptable in esthetic and functional criteria. Terms of service ranged from two to seventy-six days. In combination with in vitro results, the clinical performance of the Radica VLC system for provisionalization and esthetic diagnostic restorations was judged to be acceptable. The system offers esthetics that are superior to conventional provisional restorations, and should be a valuable option to practitioners considering longer-term provisionalization in complex cases.

  2. Molecular characterization of serologically atypical provisional serovars of Shigella isolates from Kolkata, India.

    Science.gov (United States)

    Dutta, Shanta; Jain, Priyanka; Nandy, Suman; Matsushita, Shigeru; Yoshida, Shin-ichi

    2014-12-01

    During 2000-2004, 13 Shigella strains that were untypable by commercially available antisera were isolated from children Shigella dysenteriae provisional serovar 204/96 (n = 3), Shigella dysenteriae provisional serovar E23507 (n = 1), Shigella dysenteriae provisional serovar I9809-73 (n = 1), Shigella dysenteriae provisional serovar 93-119 (n = 1), Shigella flexneri provisional serovar 88-893 (n = 6) and Shigella boydii provisional serovar E16553 (n = 1). In this study, characterization of those provisional serovars of Shigella was performed with respect to their antimicrobial resistance, plasmids, virulence genes and PFGE profiles. The drug resistant strains (n = 10) of Shigella identified in this study possessed various antibiotic resistance genetic markers like catA (for chloramphenicol resistance); tetA and tetB (for tetracycline resistance); dfrA1 and sul2 (for co-trimoxazole resistance); aadA1, strA and strB (for streptomycin resistance) and blaOXA-1 (for ampicillin resistance). Class 1 and/or class 2 integrons were present in eight resistant strains. Three study strains were pan-susceptible. A single mutation in the gyrA gene (serine to leucine at codon 83) was present in four quinolone resistant strains. The virulence gene ipaH (invasion plasmid antigen H) was uniformly present in all strains in this study, but the stx (Shiga toxin) and set1 (Shigella enterotoxin 1) genes were absent. Other virulence genes like ial (invasion associated locus) and sen (Shigella enterotoxin 2) were occasionally present. A large plasmid of 212 kb and of incompatibility type IncFIIA was present in the majority of the strains (n = 10) and diversity was noticed in the smaller plasmid profiles of these strains even within the same provisional serovars. PFGE profile analysis showed the presence of multiple unrelated clones among the isolates of provisional Shigella serovars. To the best of our knowledge, this is the first report on the phenotypic and

  3. Developing a provisional and national renal disease registry for Iran

    Directory of Open Access Journals (Sweden)

    Sima Ajami

    2015-01-01

    Full Text Available Background: Disease registry is a database that includes information about people suffering a special kind of disease. The aim of this study was to first identify and compare the National Renal Disease Registry (NRDR characteristics in some countries with Iran; and second, develop a provisional and NRDR for Iran. Materials and Methods: Retrieval of data of the NRDR was performed by scholars responsible in related agencies, including the Ministry of Health and Medical Education, Renal Disease charity, and data registries in the United States, United Kingdom, Malaysia, and Iran. This research was applied, and the study was descriptive-comparative. The study population consisted of the NRDR in selected countries in which data were collected by forms that were designed according to the study objectives. Sources of data were researchers, articles, books, journals, databases, websites, related documents, and people who are active in this regard, and related agencies, including the Ministry of Health and Medical Education, and patient support charity. The researchers collected data for each country based on the study objectives and then put them in comparative tables. Data were analyzed by descriptive, comparative, and theoretical methods. Results: Most of the renal transplant teams report their own results as a single center experiences. America and Britain have a preeminent national registry of renal disease compared to other countries. Conclusion: Given that control, prevention, and treatment of chronic renal diseases incur high expenses and the disease is one of leading mortality factors in Iran and across the world and since national registry system for chronic renal diseases can provide better tools and strategies to manage and evaluate patients′ characteristics as well as risk factors which eventually leads to making better decisions.

  4. A study on provisional cements, cementation techniques, and their effects on bonding of porcelain laminate veneers.

    Science.gov (United States)

    Vinod Kumar, G; Soorya Poduval, T; Bipin Reddy; Shesha Reddy, P

    2014-03-01

    Minimal tooth preparation is required for porcelain laminate veneers, but interim restorations are a must to protect their teeth against thermal insult, chemical irritation, and to provide aesthetics. Cement remaining after the removal of the provisional restoration can impair the etching quality of the tooth surface and fit and final bonding of the porcelain laminate veneer. This in vitro study examined the tooth surface for remaining debris of cement after removal of a provisional restoration. Determine the presence of cement debris on prepared tooth surface subsequent to the removal of provisional restoration. Determine the cement with the least residue following the cleansing procedures. Determine the effect of smear layer on the amount of residual luting cement. Eighty-four extracted natural anterior teeth were prepared for porcelain laminate veneers. For half of the teeth, the smear layer was removed before luting provisional restorations. Veneer provisional restorations were fabricated and luted to teeth with six bonding methods: varnish combined with glass ionomer cement (GIC), varnish combined with resin modified GIC, varnish, spot etching combined with dual-cure luting cement, adhesive combined with GIC, adhesive combined with resin modified GIC, and adhesive, spot etching combined with dual-cure luting cement. After removal of provisional restorations 1 week later, the tooth surface was examined for residual luting material with SEM. Traces of cement debris were found on all the prepared teeth surfaces for all six groups which were cemented with different methods. Cement debris was seen on teeth subsequent to the removal of provisional's. Dual-cure cement had the least residue following the cleansing procedures. Presence of smear layer had no statistical significance in comparison with cement residue. With the use of adhesive the cement debris was always found to be more than with the use of varnish. GIC showed maximum residual cement followed by dual-cure.

  5. Effect of different provisional cement remnant cleaning procedures including Er:YAG laser on shear bond strength of ceramics

    OpenAIRE

    Zortuk, Mustafa; Gumus, Hasan Onder; Kilinc, Halil Ibrahim; Tuncdemir, Ali Riza

    2012-01-01

    PURPOSE The purpose of this study was to evaluate the effect of provisional cement removal by different dentin cleaning protocols (dental explorer, pumice, cleaning bur, Er:YAG laser) on the shear bond strength between ceramic and dentin. MATERIALS AND METHODS In total, 36 caries-free unrestored human third molars were selected as tooth specimens. Provisional restorations were fabricated and cemented with eugenol-free provisional cement. Then, disc-shaped ceramic specimens were fabricated and...

  6. Welding Curriculum.

    Science.gov (United States)

    Alaska State Dept. of Education, Juneau. Div. of Adult and Vocational Education.

    This competency-based curriculum guide is a handbook for the development of welding trade programs. Based on a survey of Alaskan welding employers, it includes all competencies a student should acquire in such a welding program. The handbook stresses the importance of understanding the principles associated with the various elements of welding.…

  7. Marketing Competencies: A Core Course of Study.

    Science.gov (United States)

    Cicchetti, Elric A.

    The document provides a systematic analysis of curriculum in marketing, focusing on the design and evaluation of a vocational course in the distributive education curriculum. The core course, entitled basic marketing, was selected because marketing competencies are essential to every distributive education student. The following areas are…

  8. Mechanical properties of four methylmethacrylate-based resins for provisional fixed restorations.

    Science.gov (United States)

    Hernandez, E P; Oshida, Y; Platt, J A; Andres, C J; Barco, M T; Brown, D T

    2004-01-01

    The use of a provisional restoration is an important phase in the treatment of the dental prosthetic patient. A good provisional restoration should satisfy the following requirements: pulpal protection, positional stability, ease in cleaning, accurate margins, wear resistance, dimensional stability, and serve as a diagnostic aid in treatment assessment and esthetics. There is a tendency for discoloration, occlusal wear, and fracture that eventually leads to unnecessary repair. Heat-processed and reinforced methacrylate-based resins have been used to improve the mechanical and physical properties of provisional restorations. Among various improvements, the interpenetrating network crosslinked PMMA (IPN) has been shown to have superior mechanical properties if manufactured through a dough compression molding process at 130 degrees C. However, there have been no published data that relate with the use of this material for fixed provisional restorations. The objective of this study was to compare four methyl methacrylate-based resins for provisional crowns and bridges with varying processing cycles, including JET [self-cure], ACRALON [heat-cured], titanium dioxide filled PMMA [heat-cured], and IPN [heat-cured denture tooth resin]. Properties studied included transverse strength, toughness, rigidity, and hardness. From the results of this study the following conclusions can be made: the IPN group may have had a lower degree of conversion as demonstrated by decreased strength, toughness, and hardness data as compared with Acralon. Increasing the polymerization cycle of unmodified Acralon resin causes a significant increase in strength.

  9. Nutrition Education Curriculum. Kindergarten Curriculum.

    Science.gov (United States)

    Arkansas State Dept. of Education, Little Rock.

    Six major concepts form the framework for this kindergarten nutrition education curriculum: (1) Food is essential for all living things (learning to identify foods and food sources); (2) Nutrition is the food you eat and how the body uses it (recognizing the relationship between body growth and the ingestion of food); (3) Food is made up of…

  10. Cell Adhesion to Acrylic Custom Provisional Abutment Placed on an Immediate Implant: A Case Report.

    Science.gov (United States)

    Saito, Hanae; Hsia, Ru-Ching; Tarnow, Dennis P; Reynolds, Mark A

    2017-02-01

    This article presents the results of a scanning electron microscope (SEM) analysis of the surface of an acrylic custom provisional abutment following first disconnection from a post-extraction immediate implant placement. An implant was placed immediately after extraction, the site was grafted, and a barrier membrane was adapted for graft containment. A custom acrylic shell was then relined, polished, and steam-cleaned prior to being screwed onto the implant. After 5 months of undisturbed healing, the custom provisional abutment was disconnected for the first time and processed for SEM examination. The surface of the custom acrylic abutment revealed well-spread fibroblast-like cells with filopodia inserting into the porous surface. These observations suggest that the surface topography of the acrylic provisional restoration/ abutment can function as a substratum for cellular adhesion and may serve an important role in supporting peri-implant mucosa at the time of immediate implant placement.

  11. Immediate provisional restoration of a single-tooth implant in the esthetic zone: A case report

    Directory of Open Access Journals (Sweden)

    Po-Sung Fu

    2011-02-01

    Full Text Available Immediate implant restoration of single implants may demonstrate a positive effect on peri-implant soft tissue. Placement of a provisional restoration following implant surgery can create soft tissue contours that resemble normal gingival topography before placement of the definitive prosthesis. This article describes a staged approach of the mandibular permanent right central incisor, which was congenital missing. The proper space for restoration of the missing incisor was created through orthodontic treatment. The scheduled implant site was reconstructed using autogenous bone harvested from the chin region. After a healing period of four months, an implant was installed with the connection of a fixed provisional crown to a prefabricated temporary abutment. The soft tissue around the implant healed according to the contours of the provisional restoration and the emergence profile was used to duplicate the definitive restoration. Peri-implant esthetics was achieved through the staged approach and immediate restoration of the implant.

  12. Antibacterial effect of polyethyleneimine nanoparticles incorporated in provisional cements against Streptococcus mutans.

    Science.gov (United States)

    Shvero, Dana Kesler; Davidi, Michael Perez; Weiss, Ervin I; Srerer, Nir; Beyth, Nurit

    2010-08-01

    Frequently provisional restorations require long-term permanence in the oral cavity, thus an antibacterial effect is desirable. We hypothesized that this effect may be achieved by incorporating polyethyleneimine (PEI) nanoparticles into provisional cements. The nanoparticles antibacterial effect incorporated at 0.5%, 1%, and 2% w/w into provisional cement, was studied in vitro. The antibacterial effect against Streptococcus mutans and Enterococcus faecalis was tested using direct contact test. The data was analyzed using the ANOVA test, with the Dunnett test for multiple pairwise comparisons. A strong antibacterial effect was evident in all test groups after an aging period of 14 days against S. mutans and E. faecalis (p faecalis (p faecalis for a period of 14 days. The minimum effective concentration suggested is 1% w/w. Incorporation of nanoparticles may prevent caries and inflammation, and thereby improve the results of the prosthetic treatment. Further investigation is necessary on the effect on mechanical properties and clinical relevance.

  13. Microleakage of Glass Ionomer-based Provisional Cement in CAD/CAM-Fabricated Interim Crowns: An in vitro Study.

    Science.gov (United States)

    Farah, Ra'fat I; Al-Harethi, Naji

    2016-10-01

    The aim of this study was to compare in vitro the marginal microleakage of glass ionomer-based provisional cement with resin-based provisional cement and zinc oxide non-eugenol (ZONE) provisional cement in computer-aided design and computer-aided manufacturing (CAD/CAM)-fabricated interim restorations. Fifteen intact human premolars were prepared in a standardized manner for complete coverage of crown restorations. Interim crowns for the prepared teeth were then fabricated using CAD/CAM, and the specimens were randomized into three groups of provisional cementing agents (n = 5 each): Glass ionomer-based provisional cement (GC Fuji TEMP LT™), bisphenol-A-glycidyldimethacrylate (Bis-GMA)/ triethylene glycol dimethacrylate (TEGDMA) resin-based cement (UltraTemp® REZ), and ZONE cement (TempBond NE). After 24 hours of storage in distilled water at 37°C, the specimens were thermocycled and then stored again for 24 hours in distilled water at room temperature. Next, the specimens were placed in freshly prepared 2% aqueous methylene blue dye for 24 hours and then embedded in autopolymerizing acrylic resin blocks and sectioned in buccolingual and mesiodistal directions to assess dye penetration using a stereomicroscope. The results were statistically analyzed using a nonparametric Kruskal-Wallis test. Dunn's post hoc test with a Bonferroni correction test was used to compute multiple pairwise comparisons that identified differences among groups; the level of significance was set at p glass ionomer-based provisional cement and the ZONE cement. The provisional cementing agents exhibited different sealing abilities. The Bis-GMA/TEGDMA resin-based provisional cement exhibited the most effective favorable sealing properties against dye penetration compared with the glass ionomer-based provisional cement and conventional ZONE cement. Newly introduced glass ionomer-based provisional cement proved to be inferior to resin-based provisional cement as far as marginal microleakage

  14. Myeloid Neoplasms with Germline Predisposition: A New Provisional Entity Within the World Health Organization Classification.

    Science.gov (United States)

    Czuchlewski, David R; Peterson, LoAnn C

    2016-03-01

    The forthcoming update of the World Health Organization (WHO) classification of hematopoietic neoplasms will feature "Myeloid Neoplasms with Germline Predisposition" as a new provisional diagnostic entity. This designation will be applied to some cases of acute myeloid leukemia and myelodysplastic syndrome arising in the setting of constitutional mutations that render patients susceptible to the development of myeloid malignancies. For the diagnostic pathologist, recognizing these cases and confirming the diagnosis will demand a sophisticated grasp of clinical genetics and molecular techniques. This article presents a concise review of this new provisional WHO entity, including strategies for clinical practice. Copyright © 2016 Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    Pietarinen, Janne; Pyhältö, Kirsi; Soini, Tiina

    2017-01-01

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

  16. Fracture Strength and Failure Mode of Maxillary Implant-Supported Provisional Single Crowns : A Comparison of Composite Resin Crowns Fabricated Directly Over PEEK Abutments and Solid Titanium Abutments

    NARCIS (Netherlands)

    Santing, H.J.; Meijer, Henny J.A.; Raghoebar, G.M.; Ozcan, M.

    2012-01-01

    Background: Polyetheretherketone (PEEK) temporary abutments have been recently introduced for making implant-supported provisional single crowns. Little information is available in the dental literature on the durability of provisional implant-supported restorations. Purpose: The objectives of this

  17. Envisioning Curriculum as Six Simultaneities

    Science.gov (United States)

    Hussain, Hanin; Conner, Lindsey; Mayo, Elaine

    2014-01-01

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

  18. 77 FR 63801 - Aqua-Leisure Industries, Inc., Provisional Acceptance of a Settlement Agreement and Order

    Science.gov (United States)

    2012-10-17

    ... COMMISSION Aqua-Leisure Industries, Inc., Provisional Acceptance of a Settlement Agreement and Order AGENCY... Agreement with Aqua-Leisure Industries, Inc., containing a civil penalty of $650,000.00, within twenty (20... AMERICA CONSUMER PRODUCT SAFETY COMMISSION In the Matter of: Aqua-Leisure Industries, Inc. CPSC Docket No...

  19. 75 FR 1356 - RC2 Corporation, Provisional Acceptance of a Settlement Agreement and Order

    Science.gov (United States)

    2010-01-11

    ... nationwide, and secondarily through RC2's e-commerce websites or as `sub-components' of retail items... through RC2's e-commerce Web sites or as `sub-components' of retail items distributed independently of RC2... accordance with the terms of 16 CFR 1118.20(e). Published below is a provisionally-accepted Settlement...

  20. 77 FR 4023 - Hewlett-Packard Company, Provisional Acceptance of a Settlement Agreement and Order

    Science.gov (United States)

    2012-01-26

    ... COMMISSION Hewlett-Packard Company, Provisional Acceptance of a Settlement Agreement and Order AGENCY... Agreement with Hewlett-Packard Company, containing a civil penalty of $425,000.00, within twenty (20) days... 1118.20, Hewlett-Packard Company (``HP'') and the staff (``Staff'') of the United States Consumer...

  1. 75 FR 23745 - Jo-Ann Stores, Inc., Provisional Acceptance of a Settlement Agreement and Order

    Science.gov (United States)

    2010-05-04

    ... Robbie Ducky products at its retail stores nationwide during those periods for between $5 and $10 per... COMMISSION Jo-Ann Stores, Inc., Provisional Acceptance of a Settlement Agreement and Order AGENCY: Consumer... Agreement with Jo-Ann Stores, Inc., containing a civil penalty of $50,000.00. DATES: Any interested person...

  2. Effect of nightguard vital bleaching gel on the color stability of provisional restorative materials

    Directory of Open Access Journals (Sweden)

    Salwa Omar Bajunaid

    2016-01-01

    Conclusions: Composite-based provisional material showed highest color stability when exposed to vital tooth bleaching gel, whereas methacrylate-based material was the least color stable. Polycarbonate crowns were more color stable when exposed to 15% bleaching gel as opposed to 10% bleaching gel.

  3. Effect of nightguard vital bleaching gel on the color stability of provisional restorative materials.

    Science.gov (United States)

    Bajunaid, Salwa Omar

    2016-01-01

    To assess the hypothesis that there was no difference in effect of 10% and 15% tooth bleaching agents on color stability of materials used for provisional fixed dental prosthesis. Fifteen samples from two materials used for provisional fixed dental prosthesis: methacrylate-based and composite-based materials and 15 preformed polycarbonate crowns soaked in bleaching gel or distilled water. Spectrophotometer recorded color of specimens at baseline, after 3, 7, and 14 days. Data were statistically analyzed using two-factor ANOVA test to compare the color stability of tested materials. Methyl-based provisional material exhibited statistically higher color change when exposed to 10% and 15% bleaching gel (delta EFNx01: 9.0 and 11.1, respectively) as compared to distilled water (delta EFNx01: 2.9). Delta EFNx01 of composite-based material specimens exposed to distilled water was statistically higher (6.3) than specimens exposed to 10% and 15% bleaching gel (1.5 and 1.1, respectively). Polycarbonate crowns showed a statistically lower color change when exposed to 15% (0.9) than to 10% bleaching gel (5.1) or distilled water (5.5). Composite-based provisional material showed highest color stability when exposed to vital tooth bleaching gel, whereas methacrylate-based material was the least color stable. Polycarbonate crowns were more color stable when exposed to 15% bleaching gel as opposed to 10% bleaching gel.

  4. 76 FR 49453 - CVS Pharmacy, Inc., Provisional Acceptance of a Settlement Agreement and Order

    Science.gov (United States)

    2011-08-10

    ... COMMISSION CVS Pharmacy, Inc., Provisional Acceptance of a Settlement Agreement and Order AGENCY: Consumer... Agreement with CVS Pharmacy, Inc., containing a civil penalty of $45,000.00. DATES: Any interested person... 1. In accordance with 16 CFR 1118.20, CVS Pharmacy, Inc. (``CVS'') and the U.S. Consumer Product...

  5. A provisional check list of the reptiles and amphibians of Golden Gate Highlands National Park

    Directory of Open Access Journals (Sweden)

    M.F. Bates

    1991-09-01

    Full Text Available A provisional check list of 26 reptile and amphibian species (8 frog, 8 lizard and 10 snake species occurring in Golden Gate Highlands National Park is presented. The list does not reflect the results of an intensive survey, but is a record of specimens collected in the park and preserved at the National Museum, Bloemfontein.

  6. 75 FR 26939 - Target Corporation: Provisional Acceptance of a Settlement Agreement and Order

    Science.gov (United States)

    2010-05-13

    ... settlements which it provisionally accepts under the Consumer Product Safety Act in the Federal Register in... pursuant to the Consumer Product Safety Act, 15 U.S.C. 2051-2089 (``CPSA''). The Commission is responsible...'s products consisting of the following models: Truck Carry Case; Tiny Playground Set/Dream House...

  7. Comparative in vitro evaluation of CAD/CAM vs conventional provisional crowns

    Directory of Open Access Journals (Sweden)

    Adil Othman ABDULLAH

    Full Text Available ABSTRACT Objective This study compared the marginal gap, internal fit, fracture strength, and mode of fracture of CAD/CAM provisional crowns with that of direct provisional crowns. Material and Methods An upper right first premolar phantom tooth was prepared for full ceramic crown following tooth preparation guidelines. The materials tested were: VITA CAD-Temp®, Polyetheretherketone “PEEK”, Telio CAD-Temp, and Protemp™4 (control group. The crowns were divided into four groups (n=10, Group1: VITA CAD-Temp®, Group 2: PEEK, Group 3: Telio CAD-Temp, and Group 4: Protemp™4. Each crown was investigated for marginal and internal fit, fracture strength, and mode of fracture. Statistical analysis was performed using GraphPad Prism software version 6.0. Results The average marginal gap was: VITA CAD-Temp® 60.61 (±9.99 µm, PEEK 46.75 (±8.26 µm, Telio CAD-Temp 56.10 (±5.65 µm, and Protemp™4 193.07(±35.96 µm (P0.05. Conclusions CAD/CAM fabricated provisional crowns demonstrated superior fit and better strength than direct provisional crowns.

  8. NGE64/19: Regulaci??n de la jornada laboral, con car??cter provisional

    OpenAIRE

    Universidad de Granada

    2012-01-01

    Resoluci??n de la Gerencia, de 10 de septiembre de 2012, por la que se regula la jornada laboral, con car??cter provisional, para dar cumplimiento a lo establecido en la Ley 2/2012 y en el Real Decreto Ley 20/2012.

  9. 75 FR 55777 - Pro-Pac Distributing Corp., Provisional Acceptance of a Settlement Agreement and Order

    Science.gov (United States)

    2010-09-14

    ... COMMISSION Pro-Pac Distributing Corp., Provisional Acceptance of a Settlement Agreement and Order AGENCY... Agreement with Pro-Pac Distributing Corp., containing a civil penalty of $125,000.00. DATES: Any interested... STATES OF AMERICA CONSUMER PRODUCT SAFETY COMMISSION In the Matter of: Pro-Pac Distributing Corp...

  10. Proteomics Core

    Data.gov (United States)

    Federal Laboratory Consortium — Proteomics Core is the central resource for mass spectrometry based proteomics within the NHLBI. The Core staff help collaborators design proteomics experiments in a...

  11. Time: Assessing Understanding of Core Ideas

    Science.gov (United States)

    Thomas, Margaret; McDonough, Andrea; Clarkson, Philip; Clarke, Doug

    2016-01-01

    Although an understanding of time is crucial in our society, curriculum documents have an undue emphasis on reading time and little emphasis on core underlying ideas. Given this context, a one-to-one assessment interview, based on a new framework, was developed and administered to investigate students' understanding of core ideas undergirding the…

  12. Health Care Financial Management: Curriculum Objectives and Bibliography.

    Science.gov (United States)

    Zelman, William N., Ed.; And Others

    Curriculum objectives for health care financial management, a bibliography and examples of financial management curricula are presented. The outline of curriculum objectives identifies a core of knowledge and skills in financial management that health administration students might obtain in their academic training. The outline's content is divided…

  13. Curriculum Guidelines on Predoctoral Oral and Maxillofacial Surgery.

    Science.gov (United States)

    Journal of Dental Education, 1985

    1985-01-01

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

  14. Collaboration leads to enhanced curriculum.

    Science.gov (United States)

    Valerius, J; Mohan, V; Doctor, D; Hersh, W

    2015-01-01

    In 2007, we initiated a health information management (HIM) track of our biomedical informatics graduate program, and subsequent ongoing program assessment revealed a confluence of topics and courses within HIM and clinical informatics (CI) tracks. We completed a thorough comparative analysis of competencies derived from AMIA, AHIMA, and CAHIIM. Coupled with the need to streamline course offerings, the process, described in this paper allowed new opportunities for faculty collaboration, resulted in the creation of a model assessment for best practice in courses, and led to new avenues of growth within the program. The objective of the case study is to provide others in the informatics educational community with a model for analysis of curriculum in order to improve quality of student learning. We describe a case study where an academic informatics program realigned its course offerings to better reflect the HIM of today, and prepare for challenges of the future. Visionary leadership, intra-departmental self-analysis and alignment of the curriculum through defined mapping process reduced overlap within the CI and HIM tracks. Teaching within courses was optimized through the work of core faculty collaboration. The analysis of curriculum resulted in reduction of overlap within course curriculum. This allowed for additional and new course content to be added to existing courses. Leadership fostered an environment where top-down as well as bottom-up collaborative assessment activities resulted in a model to consolidate learning and reduce unnecessary duplication within courses. A focus on curriculum integration, emphasis on course alignment and strategic consolidation of course content raised the quality of informatics education provided to students. Faculty synergy was an essential component of this redesign process. Continuous quality improvement strategy included an ongoing alignment of curriculum and competencies through a comparative analysis approach. Through

  15. Understanding through Context: Hhow a Thematic Based Curriculum Can Benefit CGSOC Students

    Science.gov (United States)

    2011-03-31

    PEMESII-PT, Thematic-based Curriculum 14. SUBJECT TERMS 51 15. NUMBER OF PAGES 16. PRICE CODE 17. SECURITY CLASSIFICATION UNCLASSIFIED...environment is a part of the “stage setter ” portion of the CGSOC core curriculum. 13William Bergquist. "Diversity in the College Curriculum," in

  16. Pre-endodontic Post and Core Technique for Endodontic and Prosthodontic Treatment.

    Science.gov (United States)

    Sasaki, Keita; Yamamoto, Takatsugu; Ikawa, Tomoko; Shigeta, Yuko; Shigemoto, Shuji; Ando, Eriko; Ogawa, Takumi; Ihara, Keisuke

    2018-01-01

    Displacement of provisional fixed prostheses may result in undesirable and embarrassing outcomes in dental treatments, especially in endodontic treatment. Development of certain counter measures has been necessary to avoid such discomforts. The aim of this report was to propose a pre-endodontic post and core technique to achieve smooth progress of the treatment. The patient was a 59-year-old male diagnosed with an infraocclusion caused by wear of his teeth. He received full mouth provisional fixed restorations for a complete oral rehabilitation. Displacement and fracture of the restorations frequently occurred during the observation period for the function of the restorations. Therefore, the pre-endodontic post and core technique was applied to the abutment teeth before their endodontic treatments were started. The technique consisted of three steps as follows: Step 1: Caries removal and dowel preparation were performed for the abutment teeth having apical periodontitis. Composite cores were indirectly fabricated, which had access holes for endodontic treatment. Step 2: The cores were bonded to the teeth. In endodontic treatment, rubber dam appliances were easily placed owing to the core, and proper tooth isolation was accomplished. Step 3: Fiberposts were bonded to the dowel holes through the access holes after the root canal filling. During endodontic treatment, displacement and/or fracture of the provisional restorations did not occur. The pre-endodontic post and core technique was effective in obtaining improved retention of provisional restoration, appropriate isolation for endodontic treatment, and sufficient retention of the post and core. The pre-endodontic post and core technique is useful for avoiding the discomforts in dental treatments, namely, a smooth transition from endodontic to prosthodontic treatment can be achieved.

  17. Engineering the curriculum: Towards an adaptive curriculum

    Science.gov (United States)

    Johns-Boast, Lynette Frances

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

  18. Intentional Hidden Curriculum

    OpenAIRE

    氏原, 陽子

    2013-01-01

    This paper aims to make clear the existence of an intentional hidden curriculum and define the hidden curriculum. First, this paper criticizes hidden curriculum arguments thatregard hidden curriculum as unintentional learning outcome. Since these arguments can go up Bloom, this paper reviews Bloom and shows that the biggest problem is the difficulty injudging whether there is intention or not. Second, this paper investigates into intentional hidden curriculum. Portelli argues about the hidden...

  19. Benefits of curriculum renewal: The Stellenbosch University ...

    African Journals Online (AJOL)

    Background. Driven by a changing healthcare environment, the Division of Physiotherapy (Stellenbosch University) reduced core content and adopted a multimodal approach to teaching and learning. The benefits of curriculum renewal, however, are seldom investigated despite ongoing internal appraisal. Evaluation of the ...

  20. Comparing the Indonesian Kurikulum 2013 with the Australian Curriculum: Focusing on Science for Junior Secondary Schools

    Science.gov (United States)

    Michie, Michael

    2017-01-01

    The introduction of a new curriculum in Indonesian schools seeks to bring about changes in Indonesian society as well as students' knowledge base. The curriculum is based on two layers of competencies: Core Competencies, and Basic Competencies. Core Competencies are applicable at all year levels and for all subjects. They include religious and…

  1. Vector-controlled alveolar distraction osteogenesis using an implant-fixed provisional prosthesis: a case report.

    Science.gov (United States)

    Kawashima, Wataru; Takayama, Kenichi; Fujii, Ryosuke; Matsubara, Yuuri; Kirita, Tadaaki

    2013-02-01

    This is a case report of anterosuperior alveolar distraction using an implant-fixed provisional prosthesis. Osteotomy and placement of a distraction device were performed in a healthy 69-year-old woman. To avoid lingual inclination during the distraction period, the device's rod was buried in the labial side of a provisional prosthesis supported by posterior implants. The mandibular bone was obliquely distracted by 0.3 mm every 2 days. Implant insertion was performed, and a good prognosis was anticipated. Inclination is thought to be caused by soft tissue on the lingual side. Many reports propose methods to avoid inclination, but these methods require established support from the teeth and cannot be adapted for an edentulous case. The method reported here is useful for distraction osteogenesis because it can be adapted for edentulous cases.

  2. A provisional bibliography of Asian martial arts periodicals published in Spain (1961-2009

    Directory of Open Access Journals (Sweden)

    Carlos Gutiérrez-García

    2012-07-01

    Full Text Available A provisional bibliography about Asian martial arts periodicals published in Spain from 1961, first journal’s publication date, to 2009 is presented. Asian martial arts journals were just included for preparing this bibliography. Main public documentary centres as well as personal archives were visited for information searching and data mining. Analysis process was complex due to the scarce number of this kind of publications collected in public institutions. 66 periodicals were discovered and several useful elements were detailed for their description and documentary analysis (title, type of publication, period, frequency, issues, editor, place of publication, ISSN and a brief explanation of their editorial line. Despite its provisional character, this bibliography shows the great amount and variety of data contained in these periodicals, turning into a relevant resource for studying the martial arts’ history in Spain.

  3. An Investigation Into the Integrity of Fit of Provisional Crowns Using Current Proprietary Temporary Crown Materials.

    Science.gov (United States)

    Taylor, Philip D; Georgakis, Georgios; Niggli, Jason

    2016-06-01

    Three methods of direct provisional crown construction were investigated for accuracy of marginal fit. A modified proprietary crown coping was compared to Bis GMA and isobutyl methacrylate resin provisional crowns with margins modified by using a flowable composite and 'bead on' isobutyl methacrylate respectively. Measurement was at 50x magnification at seven sites over the fit surface. Data was analyzed using SPSS version 13.0.1 and measurement compared using the Mann Whitney test set at a significance level of 0.05. Reliability was checked using the Bland Altman test. Statistical significant differences were found between the three groups. The order of best fit was Bis-GMA and flowable composite > isobutyl methacrylate with 'bead on' margins > Bis-GMA modified implant temporary coping. The clinical significance is that the Bis GMA and flowable composite combination can be used with equal confidence to traditional methods of temporarisation.

  4. Comparative in vitro evaluation of CAD/CAM vs conventional provisional crowns.

    Science.gov (United States)

    Abdullah, Adil Othman; Tsitrou, Effrosyni A; Pollington, Sarah

    2016-01-01

    This study compared the marginal gap, internal fit, fracture strength, and mode of fracture of CAD/CAM provisional crowns with that of direct provisional crowns. An upper right first premolar phantom tooth was prepared for full ceramic crown following tooth preparation guidelines. The materials tested were: VITA CAD-Temp®, Polyetheretherketone "PEEK", Telio CAD-Temp, and Protemp™4 (control group). The crowns were divided into four groups (n=10), Group1: VITA CAD-Temp®, Group 2: PEEK, Group 3: Telio CAD-Temp, and Group 4: Protemp™4. Each crown was investigated for marginal and internal fit, fracture strength, and mode of fracture. Statistical analysis was performed using GraphPad Prism software version 6.0. The average marginal gap was: VITA CAD-Temp® 60.61 (±9.99) µm, PEEK 46.75 (±8.26) µm, Telio CAD-Temp 56.10 (±5.65) µm, and Protemp™4 193.07(±35.96) µm (PCAD-Temp® 124.94 (±22.96) µm, PEEK 113.14 (±23.55) µm, Telio CAD-Temp 110.95 (±11.64) µm, and Protemp™4 143.48(±26.74) µm. The average fracture strength was: VITA CAD-Temp® 361.01 (±21.61) N, PEEK 802.23 (±111.29) N, Telio CAD-Temp 719.24 (±95.17) N, and Protemp™4 416.40 (±69.14) N. One-way ANOVA test showed a statistically significant difference for marginal gap, internal gap, and fracture strength between all groups (p0.05). CAD/CAM fabricated provisional crowns demonstrated superior fit and better strength than direct provisional crowns.

  5. Immediate provisional restoration of a single-tooth implant in the esthetic zone: A case report

    OpenAIRE

    Fu, Po-Sung; Wu, Yi-Min; Tsai, Ching-Fang; Huang, Ta-Ko; Chen, Wen-Cheng; Hung, Chun-Cheng; 傅柏松,; 吳逸民,; 蔡菁芳,; 黃大可; 陳文正,; 洪純正,

    2011-01-01

    Immediate implant restoration of single implants may demonstrate a positive effect on peri-implant soft tissue. Placement of a provisional restoration following implant surgery can create soft tissue contours that resemble normal gingival topography before placement of the definitive prosthesis. This article describes a staged approach of the mandibular permanent right central incisor, which was congenital missing. The proper space for restoration of the missing incisor was created through or...

  6. Biomechanical impact of provisional stenting and balloon dilatation on coronary bifurcation: clinical implications.

    Science.gov (United States)

    Chen, Henry Y; Al-Saadon, Khalid; Louvard, Yves; Kassab, Ghassan S

    2017-07-01

    In-stent restenosis (ISR) and stent thrombosis remain clinically significant problems for bifurcations. Although the role of wall shear stress (WSS) has been well investigated, the role of circumferential wall stresses (CWS) has not been well studied in provisional stenting with and without final kissing balloon (FKB). We hypothesized that the perturbation of CWS at the SB in provisional stenting and balloon dilatation is an important factor in addition to WSS, and, hence, may affect restenosis rates (i.e., higher CWS correlates with higher restenosis). To test this hypothesis, we developed computational models of stent, FKB at bifurcation, and finite element simulations that considered both fluid and solid mechanics of the vessel wall. We computed the stress ratio (CWS/WSS) to show potential correlation with restenosis in clinical studies (i.e., higher stress ratio correlates with higher restenosis). Our simulation results show that stenting in the main branch (MB) increases the maximum CWS in the side branch (SB) and, hence, yields a higher stress ratio in the SB, as compared with the MB. FKB dilatation decreases the CWS and increases WSS, which collectively lowers the stress ratio in the SB. The changes of stress ratio were correlated positively with clinical data in provisional stenting and FKB. Both fluid and solid mechanics need to be evaluated when considering various stenting techniques at bifurcations, as solid stresses also play an important role in clinical outcome. An integrative index of bifurcation mechanics is the stress ratio that considers both CWS and WSS.NEW & NOTEWORTHY Although the role of wall shear stress (WSS) has been well investigated, the role of circumferential wall stresses (CWS) has not been well studied in provisional stenting with and without final kissing balloon. Both fluid and solid mechanics need to be evaluated when considering various stenting techniques at bifurcations. An integrative index of bifurcation mechanics is the

  7. Provisional in-silico biopharmaceutics classification (BCS) to guide oral drug product development

    OpenAIRE

    Wolk O; Agbaria R; Dahan A

    2014-01-01

    Omri Wolk, Riad Agbaria, Arik Dahan Department of Clinical Pharmacology, School of Pharmacy, Faculty of Health Sciences, Ben-Gurion University of the Negev, Beer-Sheva, Israel Abstract: The main objective of this work was to investigate in-silico predictions of physicochemical properties, in order to guide oral drug development by provisional biopharmaceutics classification system (BCS). Four in-silico methods were used to estimate LogP: group contribution (CLogP) using two different softwa...

  8. Examining the provisional guidelines for weight gain in twin pregnancies: a retrospective cohort study

    OpenAIRE

    Lutsiv, Olha; Hulman, Adam; Woolcott, Christy; Beyene, Joseph; Giglia, Lucy; Armson, B. Anthony; Dodds, Linda; Neupane, Binod; McDonald, Sarah D

    2017-01-01

    Background Weight gain during pregnancy has an important impact on maternal and neonatal health. Unlike the Institute of Medicine (IOM) recommendations for weight gain in singleton pregnancies, those for twin gestations are termed “provisional”, as they are based on limited data. The objectives of this study were to determine the neonatal and maternal outcomes associated with gaining weight below, within and above the IOM provisional guidelines on gestational weight gain in twin pregnancies, ...

  9. The American Volunteer Soldier: Will He Fight. (A Provisional Attitudinal Analysis)

    Science.gov (United States)

    1975-06-02

    NUMBER 4. TITLE (end Subtitlm) THE AMERICAN VOLUNTEER SOLDIER: WILL HE FIGHT? (A PROVISIONAL ATTITUDINAL ANALYSIS) 5. TYPE OF REPORT A PERIOD... Psychologycal Solutions to Social Problems; An Introduction to Social Technology. New York: Academic Press, 1971. Walton, George, COL, USA (Ret...QUESTIONNAIRE. There are several types of questions in this questionnaire. EXAMPLES of the types you will encounter are listed below: FILL IN: [EXAMPLE

  10. Trying to Understand Curriculum in the New Millennium

    Directory of Open Access Journals (Sweden)

    Rodica Mariana Niculescu

    2009-12-01

    Full Text Available This paper is focused on presenting curriculum as a core issue of any educational reform, and as a very controversial concept. Two core concepts are underlined within curriculum definitions: learning situation and learning experience and their complementary relation is analyzed. The pyramidal model of curriculum is explained as a new approach. All this presentation aims to present a point of view about the thorny issue of curriculum and it tries to synthetically put together different approaches of the topic in modern and post-modern society. The necessity to rethink and enlarge the competence concept represents a conclusion which could be the basis of a further more detailed analysis of the curriculum development.

  11. Ice cores

    DEFF Research Database (Denmark)

    Svensson, Anders

    2014-01-01

    Ice cores from Antarctica, from Greenland, and from a number of smaller glaciers around the world yield a wealth of information on past climates and environments. Ice cores offer unique records on past temperatures, atmospheric composition (including greenhouse gases), volcanism, solar activity......, dustiness, and biomass burning, among others. In Antarctica, ice cores extend back more than 800,000 years before present (Jouzel et al. 2007), whereas. Greenland ice cores cover the last 130,000 years...

  12. Influence of immediate loading on provisional restoration in dental implant stability

    Science.gov (United States)

    Ikbal, M.; Odang, R. W.; Indrasari, M.; Dewi, R. S.

    2017-08-01

    The success of dental implant treatment is determined by the primary stability at placement. One factor that could influence this stability is occlusal loading through provisional restoration. Two types of loading protocols are usually used: immediate and delayed loading. However, some controversies remain about the influence of occlusal loading on implant stability. Therefore, the influence of immediate loading on implant stability must be studied. An animal study was conducted by placing nine dental implants in the mandibular jaw of three Macaca fascicularis. Provisional restorations with various occlusal contacts (no, light, and normal contact) were placed on the implant. The implant stability was measured using the Ostell ISQ three times: immediately (baseline) and at the first and second months after implant placement. The implant stability between implants with no and normal occlusal contact as well as light and normal occlusal contact showed significant differences (p implant placement. However, no significant increase (p > 0.05) in implant stability was seen at the baseline and the first and second months after implant placement for all occlusal contact groups. Immediate loading influenced the implant stability, and provisional restoration of implant without occlusal contact showed the highest implant stability.

  13. Curriculum Development: Teacher Involvement in Curriculum Development

    Science.gov (United States)

    Alsubaie, Merfat Ayesh

    2016-01-01

    In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program ("Guide to curriculum…

  14. Highway Maintenance Equipment Operator: Basic Core. Training Materials.

    Science.gov (United States)

    Perky, Sandra Dutreau; And Others

    This basic core curriculum is part of a three-part series of instructional guides designed for use in teaching a course in highway maintenance equipment operation. Addressed in the individual units of the curriculum, after an orientation unit, are safety; basic math; basic hand tools; procedures for loading. lashing, and unloading equipment;…

  15. Curriculum Integration: An Overview

    Science.gov (United States)

    Wall, Amanda; Leckie, Alisa

    2017-01-01

    Curriculum integration is a tenet of middle level education. "This We Believe," the position paper of the Association for Middle Level Education, advocates for curriculum that is exploratory, relevant, integrative, and meaningful for young adolescents. Teachers can integrate curriculum across content areas by anchoring units of study in…

  16. Curriculum Development in Geomorphology.

    Science.gov (United States)

    Gregory, Kenneth J.

    1988-01-01

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

  17. Curriculum Writing in Music.

    Science.gov (United States)

    Conway, Colleen

    2002-01-01

    Explains the process for creating a curriculum in music education. Offers a definition of curriculum and address issues to be considered while designing the curriculum. Discusses how to incorporate the National Standards for Music Education, describes important music concepts, and offer guidelines for writing. (CMK)

  18. Master's Degree and Post-Master's Certificate Preparation for the Academic Nurse Educator Role: The Use of the National League for Nursing Core Competencies of Nurse Educators as a Curriculum Guide

    Science.gov (United States)

    Fitzgerald, Ann

    2017-01-01

    This study described the education courses in Master's Degree and Post-master's Certificate in nursing education programs and determined the extent to which the eight core competencies, used to certify nurse educator's, were included. The data regarding the required credit hours, practicum hours, distance accessibility, and preparation for the…

  19. Comparison of the color stability of provisional restorative materials after storing in different drinks

    Directory of Open Access Journals (Sweden)

    Merve Bankoğlu Güngör

    2016-05-01

    Full Text Available OBJECTIVE: The objective of the present study was to compare the color stability of provisional restorative materials after stroring in different drinks. MATERIALS AND METHOD: Thirty specimens (10 mm in diameter and 2 mm in thickness were prepared from three different materials (Temdent, TRIAD ve TelioCAD. Specimens were divided into six groups according to drinks (distilled water, coffee, tea, cola, red wine and fruit juice; n=5. Specimens were stored in these drinks at 37 °C for 48 hours. The L*, a*, b* values of the specimens were measured with a spectrophometer and recorded before and after storing in drinks. Then ΔE* values were calculated. The data were statistically analyzed using two-way analysis of variance (ANOVA and Tukey’s HSD post hoc tests (α=0.05. RESULTS: Difference between the ΔE* values of specimens stored in different drinks was statistically significant (p<0.05. Color change of TelioCAD specimens was smallest in cola drink and greatest in red wine. Color change of Temdent specimens was smallest in fruit juice and greatest in coffee. For TRIAD specimens, greater color change was observed in coffee, red wine, and tea, in descending order. When the results of storing in the same drink were compared, TRIAD showed the greatest values of color change in coffee and red wine in comparison to the other provisional materials (p<0.05. CONCLUSION: Color stability changed according to the type of the provisional material and the drink. When the drinks were evaluated, greater color changes were observed in coffee, and when the materials were evaluated greater color changes were observed in TRIAD.

  20. Transformer core

    NARCIS (Netherlands)

    Mehendale, A.; Hagedoorn, Wouter; Lötters, Joost Conrad

    2008-01-01

    A transformer core includes a stack of a plurality of planar core plates of a magnetically permeable material, which plates each consist of a first and a second sub-part that together enclose at least one opening. The sub-parts can be fitted together via contact faces that are located on either side

  1. Transformer core

    NARCIS (Netherlands)

    Mehendale, A.; Hagedoorn, Wouter; Lötters, Joost Conrad

    2010-01-01

    A transformer core includes a stack of a plurality of planar core plates of a magnetically permeable material, which plates each consist of a first and a second sub-part that together enclose at least one opening. The sub-parts can be fitted together via contact faces that are located on either side

  2. Use of intraoral welding to stabilize dental implants in augmented sites for immediate provisionalization: a case report.

    Science.gov (United States)

    Avvanzo, Pierluigi; Fabrocini, Lelio A; Ciavarella, Domenico; Avvanzo, Andrea; Lo Muzio, Lorenzo; De Maio, Raffaele A

    2012-02-01

    Immediate implant rehabilitation of edentulous arches may be somewhat problematic because of anatomic situations involving insufficient bone thickness or height and tooth position. The aim of this report was to present a retrospective case series of dental implants placed into augmented sites (split crest or sinus augmentation) that were stabilized with an intraorally welded framework at the time of immediate provisionalization. An intraoral welding unit was used to join and stabilize implants as an orthopedic splint to break down forces applied on provisional restorations during healing and osseointegration. This approach allows for the immediate provisionalization of implants in bone-defective areas where multiple implant systems have been enacted. Forty-eight implants in 16 patients were inserted, welded together to a titanium framework, and immediately provisionalized during the same surgery in which split-crest or sinus augmentation procedures were performed. After removing the welded frameworks, 1 of 48 implants failed; the failed implant was associated with a sinus augmentation procedure. Intraoral welding stabilization may be a predictable procedure to allow immediate loading in augmented areas during healing time and to stabilize implants against nonaxial forces, thereby reducing the number of surgical and prosthetic sessions and making patients comfortable and accustomed to immediate fixed provisional and definitive restorations.

  3. Effect of different provisional cement remnant cleaning procedures including Er:YAG laser on shear bond strength of ceramics.

    Science.gov (United States)

    Zortuk, Mustafa; Gumus, Hasan Onder; Kilinc, Halil Ibrahim; Tuncdemir, Ali Riza

    2012-11-01

    The purpose of this study was to evaluate the effect of provisional cement removal by different dentin cleaning protocols (dental explorer, pumice, cleaning bur, Er:YAG laser) on the shear bond strength between ceramic and dentin. In total, 36 caries-free unrestored human third molars were selected as tooth specimens. Provisional restorations were fabricated and cemented with eugenol-free provisional cement. Then, disc-shaped ceramic specimens were fabricated and randomly assigned to four groups of dentin cleaning protocols (n = 9). Group 1 (control): Provisional cements were mechanically removed with a dental explorer. Group 2: The dentin surfaces were treated with a cleaning brush with pumice Group 3: The dentin surfaces were treated with a cleaning bur. Group 4: The provisional cements were removed by an Er:YAG laser. Self-adhesive luting cement was used to bond ceramic discs to dentin surfaces. Shear bond strength (SBS) was measured using a universal testing machine at a 0.05 mm/min crosshead speed. The data were analyzed using a Kolmogorov Smirnov, One-way ANOVA and Tukey HSD tests to perform multiple comparisons (α=0.05). THE DENTIN CLEANING METHODS DID NOT SIGNIFICANTLY AFFECT THE SBS OF CERAMIC DISCS TO DENTIN AS FOLLOWS: dental explorer, pumice, cleaning bur, and Er:YAG laser. The use of different cleaning protocols did not affect the SBS between dentin and ceramic surfaces.

  4. Effect of different provisional cement remnant cleaning procedures including Er:YAG laser on shear bond strength of ceramics

    Science.gov (United States)

    Zortuk, Mustafa; Gumus, Hasan Onder; Kilinc, Halil Ibrahim

    2012-01-01

    PURPOSE The purpose of this study was to evaluate the effect of provisional cement removal by different dentin cleaning protocols (dental explorer, pumice, cleaning bur, Er:YAG laser) on the shear bond strength between ceramic and dentin. MATERIALS AND METHODS In total, 36 caries-free unrestored human third molars were selected as tooth specimens. Provisional restorations were fabricated and cemented with eugenol-free provisional cement. Then, disc-shaped ceramic specimens were fabricated and randomly assigned to four groups of dentin cleaning protocols (n = 9). Group 1 (control): Provisional cements were mechanically removed with a dental explorer. Group 2: The dentin surfaces were treated with a cleaning brush with pumice Group 3: The dentin surfaces were treated with a cleaning bur. Group 4: The provisional cements were removed by an Er:YAG laser. Self-adhesive luting cement was used to bond ceramic discs to dentin surfaces. Shear bond strength (SBS) was measured using a universal testing machine at a 0.05 mm/min crosshead speed. The data were analyzed using a Kolmogorov Smirnov, One-way ANOVA and Tukey HSD tests to perform multiple comparisons (α=0.05). RESULTS The dentin cleaning methods did not significantly affect the SBS of ceramic discs to dentin as follows: dental explorer, pumice, cleaning bur, and Er:YAG laser. CONCLUSION The use of different cleaning protocols did not affect the SBS between dentin and ceramic surfaces. PMID:23236570

  5. Using health promotion competencies for curriculum development in higher education.

    Science.gov (United States)

    Madsen, Wendy; Bell, Tanya

    2012-03-01

    Health promotion core competencies are used for a variety of reasons. Recently there have been moves to gain international consensus regarding core competencies within health promotion. One of the main reasons put forward for having core competencies is to guide curriculum development within higher education institutions. This article outlines the endeavours of one institution to develop undergraduate and postgraduate curricula around the Australian core competencies for health promotion practitioners. It argues that until core competencies have been agreed upon internationally, basing curricula on these carries a risk associated with change. However, delaying curricula until such risks are ameliorated decreases opportunities to deliver dynamic and current health promotion education within higher institutions.

  6. Curriculum reform in Finnish pharmacy education.

    Science.gov (United States)

    Katajavuori, Nina; Hakkarainen, Katja; Kuosa, Tiina; Airaksinen, Marja; Hirvonen, Jouni; Holm, Yvonne

    2009-12-17

    To improve pharmacy education through integrating theory and practice, coherent constructively aligned course entities, and enhanced deep-level learning. The reform was conducted collaboratively with faculty and staff members, students, and stakeholders in pharmacy. The curriculum, syllabus, and teaching methods were assessed through evaluations and research, conducting core content analyses, and measuring the workload of pharmacy education courses. The new curriculum, launched in August 2005, consists of 6 strands, comprised of different courses which run through the entire program. Three years after the introduction of the reformed curriculum, the results of the reform are being evaluated. Ongoing assessments of teaching and learning will reveal how the education at the faculty level has developed since the reform. These assessment procedures are an integral part of the faculty's quality assurance program. The integration of practical training and theoretical studies was improved with personal study plans introduced to enhance students' learning.

  7. Clinical nutrition in the hepatogastroenterology curriculum

    DEFF Research Database (Denmark)

    Mulder, Chris J J; Wanten, Geert J A; Semrad, Carol E

    2016-01-01

    of Gastroenterology and Hepatology has defined specific expertise areas in Advanced endoscopy, hepatology, digestive oncology and clinical nutrition, training for the latter topic is lacking in the current hepatogastroenterology (HGE) curriculum. Given its relevance for HGE practice, and being at the core...... of gastrointestinal functioning, there is an obvious need for training in nutrition and related issues including the treatment of disease-related malnutrition and obesity and its associated metabolic derangements. This document aims to be a starting point for the integration of nutritional expertise in the HGE...... curriculum, allowing a central role in the management of malnutrition and obesity. We suggest minimum endpoints for nutritional knowledge and expertise in the standard curriculum and recommend a focus period of training in nutrition issues in order to produce well-trained HGE specialists. This article...

  8. Immediate implant placement and provisionalization with simultaneous guided bone regeneration in the esthetic zone

    Directory of Open Access Journals (Sweden)

    Chih-Long Chen

    2011-03-01

    Full Text Available The procedure for immediate implant placement and provisionalization is time-saving, possibly with only one surgical intervention required, although allowing maximal preservation of peri-implant tissues. In this case, we extracted a fractured maxillary right central incisor of a 46-year-old woman with high esthetic expectations, and a transmucosal implant was immediately installed. Simultaneous guided bone regeneration was performed to correct the defects at the facial side of the socket and augment the alveolar ridge horizontally. Primary stability of the implant body and wound closure without tension were confirmed. Connection of a 15° angled abutment and fabrication of a provisional acrylic resin crown without occlusal contact were also completed in the same appointment. After intensive follow-up and soft-tissue molding for 6 months, the customized zirconia abutment and all-ceramic crown were definitively fabricated. During the 18-month follow-up period, the patient was satisfied with the esthetic and functional results.

  9. Finite element analysis of provisional structures of implant-supported complete prostheses.

    Science.gov (United States)

    Carneiro, Bruno Albuquerque; de Brito, Rui Barbosa; França, Fabiana Mantovani Gomes

    2014-04-01

    The use of provisional resin implant-supported complete dentures is a fast and safe procedure to restore mastication and esthetics of patients soon after surgery and during the adaptation phase to the new denture. This study assessed stress distribution of provisional implant-supported fixed dentures and the all-on-4 concept using self-curing acrylic resin (Tempron) and bis-acrylic resin (Luxatemp) to simulate functional loads through the three-dimensional finite element method. Solidworks software was used to build three-dimensional models using acrylic resin (Tempron, model A) and bis-acrylic resin (Luxatemp, model B) for denture captions. Two loading patterns were applied on each model: (1) right unilateral axial loading of 150 N on the occlusal surfaces of posterior teeth and (2) oblique loading vector of 150 N at 45°. The results showed that higher stress was found on the bone crest below oblique load application with a maximum value of 187.57 MPa on model A and 167.45 MPa on model B. It was concluded that model B improved stress distribution on the denture compared with model A.

  10. The use of transitional implants to support provisional prostheses during the healing phase: a literature review.

    Science.gov (United States)

    de Almeida, Erika Oliveira; Filho, Homberto Gennari; Goiatto, Marcelo Coelho

    2011-01-01

    transitional implants are indicated for cases in which immediate loading is counterindicated because a healing period is necessary for osseointegration of the definitive implants. These provisional implants were developed to support an implant-supported fixed prosthesis or overdenture to provide retention, stability, and support. The aim of this article was to conduct a literature review on transitional implants to highlight the characteristics of the transitional implants and their advantages, indications, and contraindications, including the level of osseointegration of such implants according to the functional period. the present literature review was based on the Old Medline and Medline databases from 1999 to 2010 using the key words "transitional implants" and "temporary implants." Fourteen articles were found: 11 clinical studies or techniques and three histologic and histomorphometric studies. the transitional immediate prostheses were worn by completely and partially edentulous patients. Advantages of transitional implants include complete denture retention, stability, and support; maintenance of chewing, phonetics, and patient comfort; protection of bone grafts; vertical stop during healing period; easy and fast surgical and prosthetic procedures; lower cost in comparison to the definitive implant; and reestablishment of esthetics. The success of transitional implants as conservative treatment for conventional immediate loading is a reality if correctly indicated. transitional implants are a provisional treatment alternative for completely and partially edentulous patients. However, additional studies are required to evaluate the level of remodeling and repair of the transitional implants under loading.

  11. Evaluation of surface physical properties of acrylic resins for provisional prosthesis

    Directory of Open Access Journals (Sweden)

    Sérgio Paulo Hilgenberg

    2008-09-01

    Full Text Available Acrylic resins used for provisional prostheses should have satisfactory superficial characteristics in order to ensure gingival health and low bacterial attachment. The purpose of the present study was to evaluate the superficial roughness and contact angle after two types of polishing and the Vickers hardness of three acrylic resins (Duralay - G1, Dencrilay - G2, and Dencor - G3, all shade 66, indicated for provisional fixed prostheses. Five 20 x 3 ± 1 mm diameter discoid specimens were obtained for each group. One side of the specimens was subjected to standard polishing (pumice and whiting slurry, and the opposite side was polished with special tips. The mean roughness and contact angles of the materials were measured. The specimens were subjected to the Vickers microhardness test, which indicated that standard polishing produced a surface roughness equivalent to that of the special tips. The contact angles obtained with the standard polishing were equivalent to those observed in the special tips group. The microhardness of G1 and G3 resins showed statistical differences.

  12. Core BPEL

    DEFF Research Database (Denmark)

    Hallwyl, Tim; Højsgaard, Espen

    extensions. Combined with the fact that the language definition does not provide a formal semantics, it is an arduous task to work formally with the language (e.g. to give an implementation). In this paper we identify a core subset of the language, called Core BPEL, which has fewer and simpler constructs......, does not allow omissions, and does not contain ignorable elements. We do so by identifying syntactic sugar, including default values, and ignorable elements in WS-BPEL. The analysis results in a translation from the full language to the core subset. Thus, we reduce the effort needed for working...... formally with WS-BPEL, as one, without loss of generality, need only consider the much simpler Core BPEL. This report may also be viewed as an addendum to the WS-BPEL standard specification, which clarifies the WS-BPEL syntax and presents the essential elements of the language in a more concise way...

  13. Ice Cores

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Records of past temperature, precipitation, atmospheric trace gases, and other aspects of climate and environment derived from ice cores drilled on glaciers and ice...

  14. Core benefits

    National Research Council Canada - National Science Library

    Keith, Brian W

    2010-01-01

    This SPEC Kit explores the core employment benefits of retirement, and life, health, and other insurance -benefits that are typically decided by the parent institution and often have significant governmental regulation...

  15. Hollow Core?

    Science.gov (United States)

    Qiao, G. J.; Liu, J. F.; Wang, Yang; Wu, X. J.; Han, J. L.

    We carried out the Gaussian fitting to the profile of PSR B1237+25 and found that six components rather than five are necessary to make a good fit. In the central part, we found that the core emission is not filled pencil beam but is a small hollow cone. This implies that the impact angle could be $\\beta<0.5^\\circ$. The ``hollow core'' is in agreement with Inverse Compton Scattering model of radio pulsars.

  16. Modeling in the Common Core State Standards

    Science.gov (United States)

    Tam, Kai Chung

    2011-01-01

    The inclusion of modeling and applications into the mathematics curriculum has proven to be a challenging task over the last fifty years. The Common Core State Standards (CCSS) has made mathematical modeling both one of its Standards for Mathematical Practice and one of its Conceptual Categories. This article discusses the need for mathematical…

  17. Comparative evaluation of marginal leakage of provisional crowns cemented with different temporary luting cements: In vitro study

    Science.gov (United States)

    Arora, Sheen Juneja; Arora, Aman; Upadhyaya, Viram; Jain, Shilpi

    2016-01-01

    Background or Statement of Problem: As, the longevity of provisional restorations is related to, a perfect adaptation and a strong, long-term union between restoration and teeth structures, therefore, evaluation of marginal leakage of provisional restorative materials luted with cements using the standardized procedures is essential. Aims and Objectives: To compare the marginal leakage of the provisional crowns fabricated from Autopolymerizing acrylic resin crowns and bisphenol A-glycidyl dimethacrylate (BIS-GMA) resin crowns. To compare the marginal leakage of the provisional crowns fabricated from autopolymerizing acrylic resin crowns and BIS-GMA resin crowns cemented with different temporary luting cements. To compare the marginal leakage of the provisional crowns fabricated from autopolymerizing acrylic resin (SC-10) crowns cemented with different temporary luting cements. To compare the marginal leakage of the provisional crowns fabricated from BIS-GMA resin crowns (Protemp 4) cemented with different temporary luting cements. Methodology: Freshly extracted 60 maxillary premolars of approximately similar dimensions were mounted in dental plaster. Tooth reduction with shoulder margin was planned to use a customized handpiece-holding jig. Provisional crowns were prepared using the wax pattern fabricated from computer aided designing/computer aided manufacturing milling machine following the tooth preparation. Sixty provisional crowns were made, thirty each of SC-10 and Protemp 4 and were then cemented with three different luting cements. Specimens were thermocycled, submerged in a 2% methylene blue solution, then sectioned and observed under a stereomicroscope for the evaluation of marginal microleakage. A five-level scale was used to score dye penetration in the tooth/cement interface and the results of this study was analyzed using the Chi-square test, Mann–Whitney U-test, Kruskal–Wallis H-test and the results were statistically significant P crowns

  18. A technique for indirect fabrication of a complete-arch, implant-supported, fixed provisional restoration from a radiographic template.

    Science.gov (United States)

    Spyropoulou, Panagiota-Eirini; Razzoog, Michael; Sierraalta, Marianella

    2010-09-01

    This article describes an alternative technique for the fabrication of a complete-arch, implant-supported, cement-retained, fixed provisional restoration. The definitive cast is fabricated from the surgical guide and the provisional restoration is fabricated indirectly from the radiographic guide. This technique is an easy and time-saving procedure to fabricate an interim prosthesis for immediate or delayed loading of implants. Copyright © 2010 The Editorial Council of the Journal of Prosthetic Dentistry. Published by Mosby, Inc. All rights reserved.

  19. Basic parallel and distributed computing curriculum

    OpenAIRE

    Tadonki, Claude

    2012-01-01

    International audience; With the advent of multi-core processors and their fast expansion, it is quite clear that parallel computing is now a genuine requirement in Computer Science and Engineering (and related) curriculum. In addition to the pervasiveness of parallel computing devices, we should take into account the fact that there are lot of existing softwares that are implemented in the sequential mode, and thus need to be adapted for a parallel execution. Therefore, it is required to the...

  20. Blueprint for an Undergraduate Primary Care Curriculum.

    Science.gov (United States)

    Fazio, Sara B; Demasi, Monica; Farren, Erin; Frankl, Susan; Gottlieb, Barbara; Hoy, Jessica; Johnson, Amanda; Kasper, Jill; Lee, Patrick; McCarthy, Claire; Miller, Kathe; Morris, Juliana; O'Hare, Kitty; Rosales, Rachael; Simmons, Leigh; Smith, Benjamin; Treadway, Katherine; Goodell, Kristen; Ogur, Barbara

    2016-07-12

    In light of the increasing demand for primary care services and the changing scope of health care, it is important to consider how the principles of primary care are taught in medical school. While the majority of schools have increased students' exposure to primary care, they have not developed a standardized primary care curriculum for undergraduate medical education. In 2013, the authors convened a group of educators from primary care internal medicine, pediatrics, family medicine, and medicine-pediatrics, as well as five medical students to create a blueprint for a primary care curriculum that could be integrated into a longitudinal primary care experience spanning undergraduate medical education and delivered to all students regardless of their eventual career choice.The authors organized this blueprint into three domains: care management, specific areas of content expertise, and understanding the role of primary care in the health care system. Within each domain, they described specific curriculum content, including longitudinality, generalism, central responsibility for managing care, therapeutic alliance/communication, approach to acute and chronic care, wellness and prevention, mental and behavioral health, systems improvement, interprofessional training, and population health, as well as competencies that all medical students should attain by graduation.The proposed curriculum incorporates important core features of doctoring, which are often affirmed by all disciplines but owned by none. The authors argue that primary care educators are natural stewards of this curriculum content and can ensure that it complements and strengthens all aspects of undergraduate medical education.

  1. Curriculum optimization of College of Optical Science and Engineering

    Science.gov (United States)

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

    2017-08-01

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

  2. 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.

  3. Core-Plus Mathematics. What Works Clearinghouse Intervention Report

    Science.gov (United States)

    What Works Clearinghouse, 2010

    2010-01-01

    "Core-Plus Mathematics" is a four-year curriculum that replaces the traditional sequence with courses that each feature interwoven strands of algebra and functions, statistics and probability, geometry and trigonometry, and discrete mathematics. The first three courses in the series provide a common core of broadly useful mathematics,…

  4. Preschool Literacy and the Common Core: A Professional Development Model

    Science.gov (United States)

    Wake, Donna G.; Benson, Tammy Rachelle

    2016-01-01

    Many states have adopted the Common Core Standards for literacy and math and have begun enacting these standards in school curriculum. In states where these standards have been adopted, professional educators working in K-12 contexts have been working to create transition plans from existing state-based standards to the Common Core standards. A…

  5. Implementing Jesuit Charisms and Core Values in Distance Education

    Science.gov (United States)

    Dickel, Charles Timothy; Ishii-Jordan, Sharon R.

    2008-01-01

    Given the ever-increasing number of students who are taking distance education courses, it seems appropriate to look beyond the explicit, academic curriculum and consider how institutional charisms and core values might be implemented in distance education courses. This article explores the incorporation of charisms and core values in distance…

  6. [Comparison of the training schemes of the specialization schools of the public health area: a rational basis for a proposal of a core curriculum for the university training programme contained in article 38 of Legislative Decree (D.Lgs) 81/2008].

    Science.gov (United States)

    Manno, M; Bartolucci, G B; Boscolo, P; Carta, P; Ferrario, M M; Sbordone, C

    2010-01-01

    A document by the B. Ramazzini College of University Teachers of Occupational Medicine of the Italian Society of Occupational Health and Industrial Hygiene (S.I.M.L.I.I). The aim of this document was to compare the professional competence, training profile and core curricula of the three main specialization courses in the Public Health postgraduate medical area, i.e., Occupational Medicine, Hygiene and Preventive Medicine, and Forensic Medicine, such as contained in the Ministerial Decree (D.M) of 1 August 2005. We set out to identify, using clear and objective criteria, the knowledge and skills that specialists in Hygiene or Forensic Medicine must develop, in accordance with Art. 38 of the new Italian law on safety ahd health at work (D.Lgs 81/2008), in order to be authorized to perform occupational health activities as "Competent Physicians" (CP). The comparison revealed significant differences in structure and content among the three courses. In particular, compared to the course in Occupational Medicine, the courses in Hygiene and in Forensic Medicine both lack clinical training, including diagnostic and therapeutic skills, risk-oriented occupational health activities, biological monitoring, assessment of individual susceptibility, and clinical or instrumental procedures to prevent and detect occupational diseases. Furthermore, the specialization course in Hygiene lacks any training regarding the criteria and methods for assessing the individual worker's fitness for work, while the course in Forensic Medicine lacks any training in occupational risk assessment and management. From this comparison, a list was derived of the education and training debits that specialists in Hygiene or Forensic Medicine should cover (credits) in order to be authorized to perform CP activities as indicated by the new law. A core curriculum is proposed here, based on the corresponding credits, for use as a reference.

  7. The Information Systems Core: A Study from the Perspective of IS Core Curricula in the U.S.

    Science.gov (United States)

    Hwang, Drew; Ma, Zhongming; Wang, Ming

    2015-01-01

    To keep up with technology changes and industry trends, it is essential for Information Systems (IS) programs to maintain up to date curricula. In doing so, IS educators need to determine what the IS core is and implement it in their curriculum. This study performed a descriptive analysis of 2,229 core courses offered by 394 undergraduate IS…

  8. 78 FR 3883 - The Bon-Ton Stores, Inc., Provisional Acceptance of a Settlement Agreement and Order

    Science.gov (United States)

    2013-01-17

    ... drawstrings (Garments) to consumers. The Garments were sold at retail stores in the United States for between... COMMISSION The Bon-Ton Stores, Inc., Provisional Acceptance of a Settlement Agreement and Order AGENCY... Agreement with The Bon-Ton Stores, Inc., containing a civil penalty of $450,000.00, within twenty (20) days...

  9. Innovative approach to computer-guided surgery and fixed provisionalization assisted by screw-retained transitional implants.

    Science.gov (United States)

    Gallucci, German O; Finelle, Gary; Papadimitriou, Dimitrios E V; Lee, Sang J

    2015-01-01

    The objectives of this case series are to describe a novel clinical approach to treat completely edentulous patients and determine its viability. Computer-guided implant planning was used to create a screw-retained surgical template (ST) supported by transitional implants and a fixed screw-retained provisional prosthesis supported by the transitional implants at the time of definitive implant placement. Five patients with at least one edentulous arch were treated. After the diagnostic tooth setup was performed, a duplicate with radiopaque acrylic resin was fabricated to serve as a surgical template (ST) for the placement of screw-form transitional implants and a radiographic guide (RG). Four transitional implants were strategically placed through the guide where they would not interfere with the future definitive implants. The transitional implants were used to support the RG during computed tomographic scanning. Subsequently, the RG was converted into a second ST based on three-dimensional virtual planning. Eight implants were placed by the computer-guided system, and an immediate prefabricated fixed provisional was connected to the transitional implants. All the implants included in the study achieved primary stability and osseointegrated successfully. For 4 months, the transitional implants served successfully as abutments for the provisional prosthesis. This innovative clinical approach overcomes the limitations of a mucosa/bone-supported ST by offering fixed, reproducible support for the RG and ST by means of transitional implants. The delivery of a prefabricated screw-retained provisional on transitional implants allows for passive healing and minimum chairside adjustments.

  10. 76 FR 77981 - Build-A-Bear Workshop, Inc., Provisional Acceptance of a Settlement Agreement and Order

    Science.gov (United States)

    2011-12-15

    ... COMMISSION Build-A-Bear Workshop, Inc., Provisional Acceptance of a Settlement Agreement and Order AGENCY... Agreement with Build-A-Bear Workshop, Inc., containing a civil penalty of $600,000.00. DATES: Any interested... Agreement 1. In accordance with 16 CFR 1118.20, Build-A-Bear Workshop, Inc. (``Build-A-Bear'') and staff of...

  11. Immediate loading versus immediate provisionalization of maxillary single-tooth replacements: a prospective randomized study with BioComp implants

    NARCIS (Netherlands)

    Lindeboom, Jerome A.; Frenken, Joost W.; Dubois, Leander; Frank, Michael; Abbink, Ingmar; Kroon, Frans H.

    2006-01-01

    PURPOSE: The aim of this prospective randomized study was to evaluate the clinical outcome of immediately loaded solid plasma sprayed (TPS) BioComp (BioComp Industries BV, Vught, The Netherlands) implants versus immediate provisionalized but non-loaded BioComp implants in the anterior and premolar

  12. Cosmetology. Secondary Curriculum Guide.

    Science.gov (United States)

    Moye, Michael D.; And Others

    This curriculum guide is designed to offer guidelines along with supporting resources and teaching ideas from which the local secondary instructor can extract a cosmetology curriculum that meets local needs. Following an outline of the philosophy and goals underlying state and local vocational education programs in Georgia, the purpose and…

  13. Into the Curriculum.

    Science.gov (United States)

    School Library Media Activities Monthly, 1994

    1994-01-01

    Provides six fully developed library media activities designed to be used with specific curriculum units in health, physical education, reading/language arts, science, and social studies. Library media skills, objectives, curriculum objectives, grade levels, instructional roles, activity and procedures for completion, evaluation, and follow-up are…

  14. Into the Curriculum.

    Science.gov (United States)

    School Library Media Activities Monthly, 1991

    1991-01-01

    Provides fully developed library media activities designed for specific curriculum units. Curriculum areas represented include reading and language arts (proverbs and fables, letters of the alphabet, and biographies); science (the study of Gregor Mendel and genetics, oil resources); and social studies (global awareness). (LRW)

  15. Illinois Manufacturing Technology Curriculum.

    Science.gov (United States)

    Cliffe, Roger; And Others

    This manufacturing technology curriculum involves students in learning problem-solving, communication, team building, quality control, safety, math, science, and technical skills. The document begins with a section on implementation, which gives background information on the purposes and development of the curriculum, explains its rationale,…

  16. Equasions for Curriculum Improvement.

    Science.gov (United States)

    Eckenrod, James S.

    1986-01-01

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

  17. A Critical Humanist Curriculum

    Science.gov (United States)

    Magill, Kevin; Rodriguez, Arturo

    2015-01-01

    This essay is a critical humanist discussion of curriculum; a departure from the technicist view of education [education meant to support a global capitalist economy] and an analysis of curriculum considering critical humanism, political economy and critical race theory among other modes of critical analysis and inquiry. Our discussion supports a…

  18. The Galapagos Jason Curriculum.

    Science.gov (United States)

    National Science Teachers Association, Arlington, VA.

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

  19. Solar Technology Curriculum, 1980.

    Science.gov (United States)

    Seward County Community Coll., Liberal, KS.

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

  20. Investigation on the hematopoietic effect of functional foods using radiation and preparing the provisional product

    Energy Technology Data Exchange (ETDEWEB)

    Kim, Sung Ho; Oh, Heon; Lee, Song Eun; Jeong, Yong Woon [Chonnam National University, Kwangju (Korea)

    1999-04-01

    We performed this study to determine the effect of several oriental prescriptions as energy tonic (Chinese medical concept: Bu-Qi) or blood building (Chinese medical concept: Bu-Xie) decoction and its major ingredients on jejunal crypt survival, endogenous spleen colony formation, and apoptosis in jejunal crypt cells of mice irradiated with high and low dose of gamma-irradiation. For the study of evaluation on the biological stability of irradiated chinese medical prescriptions, we performed the experiment to determine the effect of irradiated (10kGy) or unirradiated Si-Wu-Tang, Bu-Zhong-Yi-Qi-Tang and San-Ling-Bai-Shu-San in irradiated mice. Further studies are needed to characterize better the protective nature of the total extract and its ingredients and for preparing the provisional product. (author). 61 refs., 3 figs., 21 tabs.

  1. Retentive force of O-ring attachment to use Immediate Provisional Implant (IPI)-retained overdenture.

    Science.gov (United States)

    Kobayashi, Mariko; Ohkubo, Chikahiro; Suzuki, Yasunori; Aoki, Takayuki; Sato, Jun-ichi; Hosoi, Toshio

    2005-12-01

    This study evaluated the retentive force of the O-ring attachment to an Immediate Provisional Implant (IPI)-retained overdenture. Two sizes of O-rings (#1, #2) were placed on the IPI abutment head. As the controls, soft relining material, silicone lining material, and the PMMA resin were used to connect the IPI abutment head. The retentive forces (n=5, N) obtained at a crosshead speed of 40 mm/min were analyzed by ANOVA/Tukey's HSD test (alpha=0.05). O-ring #1 showed the significantly greatest force among all materials tested (p0.05). Appropriate retention was obtained using the smaller O-ring#1 for the IPI-retained overdenture.

  2. Upper lower Cambrian (provisional Cambrian Series 2 trilobites from northwestern Gansu Province, China

    Directory of Open Access Journals (Sweden)

    Jan Bergström†

    2014-08-01

    Full Text Available Upper lower Cambrian (provisional Cambrian Series 2 trilobites are described from three sections through the Shuangyingshan Formation in the Beishan area, northwestern Gansu Province, China. The trilobite fauna is dominated by eodiscoid and corynexochid trilobites, together representing at least ten genera: Serrodiscus, Tannudiscus, Calodiscus, Pagetides, Kootenia, Edelsteinaspis, Ptarmiganoides?, Politinella, Dinesus and Subeia. Eleven species are described, of which seven are identified with previously described taxa and four described under open nomenclature. The composition of the fauna suggests biogeographic affinity with Siberian rather than Gondwanan trilobite faunas, and the Cambrian Series 2 faunas described herein and from elsewhere in northwestern China seem to be indicative of the marginal areas of the Siberian palaeocontinent. This suggests that the Middle Tianshan–Beishan Terrane may have been located fairly close to Siberia during middle–late Cambrian Epoch 2.

  3. Pre-surgical Provisional Prosthesis for Immediate Non-occlusal-loaded Flapless Implant.

    Science.gov (United States)

    Inbarajan, Athiban; Banu, Fathima; Tv, Padmanabhan; Kumar, Anand; Seenivasan, Madhan

    2017-06-13

    A 49-year-old patient reported for immediate replacement of missing maxillary anterior teeth with implant-retained prosthesis. Elevation of flap alters the mucosal level, causes discomfort, and delays the restorative procedure. To maintain the esthetics, flapless surgery was planned. Since placement of an implant is pre-planned in a predetermined site, fabrication of the prostheses before commencement of the surgery, especially when replacing the teeth in the anterior region, could be a viable option. This case report explains the method of fabrication of the provisional restoration for flapless surgery in the presurgical phase. The technique would avoid any micromotion and implant instability caused due to abutment preparation and impression procedure postsurgically.

  4. Emergency department external fixation for provisional treatment of pilon and unstable ankle fractures

    Directory of Open Access Journals (Sweden)

    Craig R Lareau

    2015-01-01

    Full Text Available Unstable ankle fractures and impacted tibial pilon fractures often benefit from provisional external fixation as a temporizing measure prior to definitive fixation. Benefits of external fixation include improved articular alignment, decreased articular impaction, and soft tissue rest. Uniplanar external fixator placement in the Emergency Department (ED ex-fix is a reliable and safe technique for achieving ankle reduction and stability while awaiting definitive fixation. This procedure involves placing transverse proximal tibial and calcaneal traction pins and connecting the pins with two external fixator rods. This technique is particularly useful in austere environments or when the operating room is not immediately available. Additionally, this bedside intervention prevents the patient from requiring general anesthesia and may be a cost-effective strategy for decreasing valuable operating time. The ED ex-fix is an especially valuable procedure in busy trauma centers and during mass casualty events, in which resources may be limited.

  5. Pre-prosthetic minor tooth movement with elastic separating ring & provisional restoration modification: case report

    Directory of Open Access Journals (Sweden)

    Haneol Shin

    2012-05-01

    Full Text Available Proximal caries or coronal defect in posterior teeth may result in the loss of proximal space and drifting of neighboring teeth, which makes restoration difficult. Inability to restore proper contours and to align tooth axis properly are commonly encountered problems when planning tooth restoration. Moreover, tilted teeth aggravate periodontal tissue breakdown, such as pseudo-pocket, and angular osseous defect. The purpose of this case presentation is to describe a simple technique for inducing minor tooth movement with orthodontic separating ring and provisional restoration modification. This method was used to create crown placement space on mesially tilted molar. This method is easy, simple and efficient technique which could be used in interproximal space gaining in selected situation.

  6. Workplace exposure to nanoparticles and the application of provisional nanoreference values in times of uncertain risks

    Science.gov (United States)

    van Broekhuizen, Pieter; van Broekhuizen, Fleur; Cornelissen, Ralf; Reijnders, Lucas

    2012-03-01

    Nano reference values (NRVs) for occupational use of nanomaterials were tested as provisional substitute for Occupational Exposure Limits (OELs). NRVs can be used as provisional limit values until Health-Based OELs or derived no-effect levels (DNEL) become available. NRVs were defined for 8 h periods (time weighted average) and for short-term exposure periods (15 min-time weighted average). To assess the usefulness of these NRVs, airborne number concentrations of nanoparticles (NPs) in the workplace environment were measured during paint manufacturing, electroplating, light equipment manufacturing, non-reflective glass production, production of pigment concentrates and car refinishing. Activities monitored were handling of solid engineered NPs (ENP), abrasion, spraying and heating during occupational use of nanomaterials (containing ENPs) and machining nanosurfaces. The measured concentrations are often presumed to contain ENPs as well as process-generated NPs (PGNP). The PGNP are found to be a significant source for potential exposure and cannot be ignored in risk assessment. Levels of NPs identified in workplace air were up to several millions of nanoparticles/cm3. Conventional components in paint manufacturing like CaCO3 and talc may contain a substantial amount of nanosized particulates giving rise to airborne nanoparticle concentrations. It is argued that risk assessments carried out for e.g. paint manufacturing processes using conventional non-nano components should take into account potential nanoparticle emissions as well. The concentrations measured were compared with particle-based NRVs and with mass-based values that have also been proposed for workers protection. It is concluded that NRVs can be used for risk management for handling or processing of nanomaterials at workplaces provided that the scope of NRVs is not limited to ENPs only, but extended to the exposure to process-generated NPs as well.

  7. Analysis of colour stability of selected provisional prosthetic materials: an in vitro study.

    Science.gov (United States)

    Koczorowski, Ryszard; Linkowska-Swidzińska, Kamila; Gedrange, Tomasz; Swidziński, Teodor

    2009-08-01

    Prosthetic restorative materials (that are) used for temporary fixed dentures tend to exhibit variable discolouration over several weeks of use. The aim of this study was to perform a spectrophotometric analysis of the influence of selected discolouring factors on the colour stability of provisional prosthetic materials in vitro. In the study, the following prosthetic materials for short-term use in the oral cavity were evaluated: Luxatemp, Structur 2S.C., Protemp II, Zhermacryl STC and Dentalon Plus. Samples of these materials were immersed in coffee, tea and dark fruit juice for 60 h at different pH values. Colour was evaluated by determining the monochromatic coefficients of light reflected by the samples, using a spectrophotometric method. Results received in artificial light (illuminant A) were compared with those obtained in daylight (illuminant D65). Changes in colour and its parameters according to the CIE L*a*b* system were analysed. The analysis (of the colour and colour parameters) of the tested materials in two types of light showed that Structur displayed the greatest tendency to discolouration and that the least tendency to discolouration was exhibited by Dentalon Plus. The fact that colour parameters obtained in two types of light were not identical suggests that changes in the colour of the same material may be perceived differently, depending on the illuminant. Provisional prosthetic materials show variable colour stability under different conditions in the oral cavity. The colour of prosthetic materials may be perceived differently, depending on the illuminant and the effect of the environment in which they are used.

  8. In Vitro Fit and Cementation Resistance of Provisional Crowns for Single Implant-Supported Restorations.

    Science.gov (United States)

    Moris, Izabela Cristina Maurício; Oliveira, Juliana Elias de; Faria, Adriana Cláudia Lapria; Ribeiro, Ricardo Faria; Rodrigues, Renata Cristina Silveira

    2015-10-01

    This study aimed to verify marginal fit and the effect of cement film thickness standardization on retention of provisional crowns made with prefabricated acrylic cylinders on abutments, using two temporary luting agents subjected or not to mechanical cycling. Provisional crowns were made from bis-acryl (Luxatemp Fluorescence) or methyl methacrylate (Duralay) resins on acrylic cylinders and marginal fit and cement film thickness were evaluated. For retention evaluation, crowns were cemented with two temporary luting agents: non-eugenol zinc oxide (Tempbond NE) or calcium hydroxide-based (Hydcal) cements and subjected to tensile strength in a universal testing machine. After cleaning, debonded crowns were cemented again, subjected to mechanical cycling and retention was reassessed. The results of marginal fit and cement film thickness were analyzed by Student's t-test while retention of cements before and after mechanical cycling was analyzed using a mixed linear model. Methyl methacrylate crowns presented greater marginal misfit (p=0.001) and occlusal cement film thickness (p=0.003) than the bis-acryl ones. No difference was observed at axial cement film thickness (p=0.606). Resins (p=0.281) did not affect crown retention, but luting agents (p=0.029) and mechanical cycling (p=0.027) showed significant effects. The only significant interaction was mechanical cycling*luting agents, which means that luting agents were differently affected by mechanical cycling (p=0.002). In conclusion, the results showed that bis-acryl resin associated to calcium-hydroxide luting agent provided the best retention and lower cement thickness.

  9. Agitation in cognitive disorders: International Psychogeriatric Association provisional consensus clinical and research definition.

    Science.gov (United States)

    Cummings, Jeffrey; Mintzer, Jacobo; Brodaty, Henry; Sano, Mary; Banerjee, Sube; Devanand, D P; Gauthier, Serge; Howard, Robert; Lanctôt, Krista; Lyketsos, Constantine G; Peskind, Elaine; Porsteinsson, Anton P; Reich, Edgardo; Sampaio, Cristina; Steffens, David; Wortmann, Marc; Zhong, Kate

    2015-01-01

    Agitation is common across neuropsychiatric disorders and contributes to disability, institutionalization, and diminished quality of life for patients and their caregivers. There is no consensus definition of agitation and no widespread agreement on what elements should be included in the syndrome. The International Psychogeriatric Association formed an Agitation Definition Work Group (ADWG) to develop a provisional consensus definition of agitation in patients with cognitive disorders that can be applied in epidemiologic, non-interventional clinical, pharmacologic, non-pharmacologic interventional, and neurobiological studies. A consensus definition will facilitate communication and cross-study comparison and may have regulatory applications in drug development programs. The ADWG developed a transparent process using a combination of electronic, face-to-face, and survey-based strategies to develop a consensus based on agreement of a majority of participants. Nine-hundred twenty-eight respondents participated in the different phases of the process. Agitation was defined broadly as: (1) occurring in patients with a cognitive impairment or dementia syndrome; (2) exhibiting behavior consistent with emotional distress; (3) manifesting excessive motor activity, verbal aggression, or physical aggression; and (4) evidencing behaviors that cause excess disability and are not solely attributable to another disorder (psychiatric, medical, or substance-related). A majority of the respondents rated all surveyed elements of the definition as "strongly agree" or "somewhat agree" (68-88% across elements). A majority of the respondents agreed that the definition is appropriate for clinical and research applications. A provisional consensus definition of agitation has been developed. This definition can be used to advance interventional and non-interventional research of agitation in patients with cognitive impairment.

  10. Successful Curriculum Development and Evaluation of Group Work in an Introductory Mineralogy Laboratory

    Science.gov (United States)

    Dohaney, Jacqueline; Brogt, Erik; Kennedy, Ben

    2012-01-01

    Mineralogy is a core topic for tertiary geoscience programs worldwide. We report on the use of laboratory group work as an effective and integral part of a new introductory mineralogy curriculum at the University of British Columbia. The new laboratory curriculum was developed by incorporating student feedback with evidence-based pedagogies. These…

  11. Effects of a Reform High School Mathematics Curriculum on Student Achievement: Whom Does It Benefit?

    Science.gov (United States)

    Krupa, Erin E.; Confrey, Jere

    2017-01-01

    This study compared the effects of an integrated reform-based curriculum to a subject-specific curriculum on student learning of 19,526 high school algebra students. Using hierarchical linear modelling to account for variation in student achievement, the impact of the reform-based "Core-Plus Mathematics" curricular materials on student…

  12. Principles for Learning and Competences in the 21st-Century Curriculum

    Science.gov (United States)

    Acedo, Clementina; Hughes, Conrad

    2014-01-01

    This article addresses the core competences, attitudes and knowledge that the authors believe will promote transformative learning in the 21st century and should, therefore, feature in curriculum design. It first defines the purpose of curriculum, stressing the need for a coherent worldwide understanding of what is meant and intended by…

  13. Tools for "Iina" (Life): The Journey of the "Iina" Curriculum to the Glittering World

    Science.gov (United States)

    Arviso, Vivian; Welle, Dorinda; Todacheene, GloJean; Chee, Janet Slowman; Hale-Showalter, Gloria; Waterhouse, Shirley; John, Susie; and Susie John, MD, MPH

    2012-01-01

    This article presents the participatory curriculum development process and foundational Dine (Navajo) concepts that inform the Tools for "Iina" (Life) curriculum, designed for grades 4-6 by a group of Dine educators to strengthen resiliency by addressing children's health, relationships, identity, and sense of the future, utilizing core concepts…

  14. Research on the integration of teaching content of core courses in Agro-ecological environmental specialties of higher vocational colleges

    Science.gov (United States)

    Chen, Juan; Ma, Guosheng

    2018-02-01

    Curriculum is the means to cultivate higher vocational talents. On the basis of analyzing the core curriculum problems of curriculum reform and Agro-ecological environmental specialties in higher vocational colleges, this paper puts forward the optimization and integration measures of 6 core courses, including “Eco-environment Repair Technology”, “Agro-environmental Management Plan”, “Environmental Engineering Design”, “Environmental Pest Management Technology”, “Agro-chemical Pollution Control Technology”, “Agro-environmental Testing and Analysis”. It integrates the vocational qualification certificate education and professional induction certificate training items, and enhances the adaptability, skills and professionalism of professional core curriculum.

  15. School Curriculum Committee: Its Role In Curriculum ...

    African Journals Online (AJOL)

    Then all the school curriculum committee members and the principals of the school are taken by purposive sampling techniques. Moreover, one supervisor from each sample zone was also taken as a sample of the study. Questionnaires and structured interview guides were employed for data collection. The subjects of the ...

  16. Clinically oriented three-year medical physics curriculum: a new design for the future.

    Science.gov (United States)

    Nachiappan, Arun C; Lee, Stephen R; Willis, Marc H; Galfione, Matthew R; Chinnappan, Raj R; Diaz-Marchan, Pedro J; Bushong, Stewart C

    2012-09-01

    Medical physics instruction for diagnostic radiology residency at our institution has been redesigned with an interactive and image-based approach that encourages clinical application. The new medical physics curriculum spans the first 3 years of radiology residency and is integrated with the core didactic curriculum. Salient features include clinical medical physics conferences, fundamentals of medical physics lectures, practicums, online modules, journal club, and a final review before the American Board of Radiology core examination.

  17. Thematic curriculum approach

    Directory of Open Access Journals (Sweden)

    Šefer Jasmina P.

    2003-01-01

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

  18. The chore curriculum

    OpenAIRE

    Lancy, David F.

    2012-01-01

    The term “curriculum” in chore curriculum conveys the idea that there is a discernible regularity to the process whereby children attempt to learn, then master and finally, carry out their chores. While the academic or “core” curriculum (of Math, English, Science) found in schools is formal and imposed on students in a top–down process, the chore curriculum is informal and emerges in the interaction of children’s need to fit in and emulate those older, their developing cognitive and sensorimo...

  19. Clinical nutrition in the hepatogastroenterology curriculum.

    Science.gov (United States)

    Mulder, Chris J J; Wanten, Geert J A; Semrad, Carol E; Jeppesen, Palle B; Kruizenga, Hinke M; Wierdsma, Nicolette J; Grasman, Matthijs E; van Bodegraven, Adriaan A

    2016-02-07

    Gastroenterology (GE) used to be considered a subspecialty of internal medicine. Today, GE is generally recognized as a wide-ranging specialty incorporating capacities, such as hepatology, oncology and interventional endoscopy, necessitating GE-expert differentiation. Although the European Board of Gastroenterology and Hepatology has defined specific expertise areas in Advanced endoscopy, hepatology, digestive oncology and clinical nutrition, training for the latter topic is lacking in the current hepatogastroenterology (HGE) curriculum. Given its relevance for HGE practice, and being at the core of gastrointestinal functioning, there is an obvious need for training in nutrition and related issues including the treatment of disease-related malnutrition and obesity and its associated metabolic derangements. This document aims to be a starting point for the integration of nutritional expertise in the HGE curriculum, allowing a central role in the management of malnutrition and obesity. We suggest minimum endpoints for nutritional knowledge and expertise in the standard curriculum and recommend a focus period of training in nutrition issues in order to produce well-trained HGE specialists. This article provides a road map for the organization of such a training program. We would highly welcome the World Gastroenterology Organisation, the European Board of Gastroenterology and Hepatology, the American Gastroenterology Association and other (inter)national Gastroenterology societies support the necessary certifications for this item in the HGE-curriculum.

  20. English Language Learners interactions with various science curriculum features

    Science.gov (United States)

    Norland, Jennifer Jane

    2005-12-01

    The purpose of this study was to examine the interactions of eighth grade English Language Learners in an inclusive science classroom. There is a paucity of research in this area. Central to this study was the students' perceptions and interactions with five different science curriculum features; teacher presentation and guided notes, worksheets, homework, labs, and practice and review activities. The student participants were English Language Learners from two language proficiency levels and the teacher was a provisionally licensed first year science teacher. The aggregate data included individual interviews with the students and teacher, classroom observations, and the collection of classroom artifacts. The findings revealed: (a) students' comprehension of the material was inconsistent throughout all of the curriculum features and differences were observed not only between but also within the two proficiency levels; (b) classroom organizational issues created challenges for both the teacher and the students; (c) off task behavior was most prevalent during the teacher's one-to-one instruction and interfered with learning; (d) differences between levels of language proficiency were observed among students who preferred to work independently and were comfortable asking the teacher for assistance and the students who preferred working with and receiving assistance from peers; and (e) language proficiency rather than cultural differences appeared to be the greatest barrier to classroom success. Overall, English language proficiency was a crucial determinant in the English Language Learners success in the inclusive classroom. Additionally, implications suggest that a limited teaching skill set could adversely affect the success of students in inclusive classrooms.

  1. Another Nibble at the Core: Student Learning in a Thematically-Focused Introductory Sociology Course

    Science.gov (United States)

    Howard, Jay R.; Novak, Katherine B.; Cline, Krista M. C.; Scott, Marvin B.

    2014-01-01

    Identifying and assessing core knowledge has been and continues to be a challenge that vexes the discipline of sociology. With the adoption of a thematic approach to courses in the core curriculum at Butler University, faculty teaching Introductory Sociology were presented with the opportunity and challenge of defining the core knowledge and…

  2. Course Development for a New General Education Curriculum.

    Science.gov (United States)

    West Virginia State Coll., Institute.

    West Virginia State College's course development for a new general education core curriculum is described in this report. The process of curricular change that led to the development of new courses entitled "Origins" (investigating the origins of the universe, earth, human life, the mind, and society) and "Race, Gender, and Human…

  3. Translating curriculum into practice at Eastern Cape Technikon - a ...

    African Journals Online (AJOL)

    The purpose of the programme was defined as to train a core group of staff members to become competent curriculum developers according to SAQA requirements and to enable them to play a leading role in the development of learner centered and open learning approaches. In addition to a skills audit different workshops ...

  4. Towards Community Oriented Curriculum in Finnish Literacy Education

    Science.gov (United States)

    Makinen, Marita

    2013-01-01

    Finland's successful PISA "literacy results reflect" the foundation of the Finnish education system, which could be characterised by the words equality, equity and individual support. However, international interest in this PISA success has not focused on curricular aspects, and yet the core curriculum specifies teaching and learning practices in…

  5. Are You Being Served? Designing the Customer Service Curriculum

    Science.gov (United States)

    Ippoliti, Cinthya

    2014-01-01

    Customer service is a core component of user experience and an important element in making patrons feel welcomed and valued within our libraries. At the University of Maryland Libraries, we took on the challenging task of creating a customer service training curriculum for all staff working at public service points and offering a digital badge for…

  6. The Implementation of the Creative Arts Curriculum in Secondary ...

    African Journals Online (AJOL)

    This paper focuses on the status of the implementation of the creative arts curriculum at the secondary school level. The New National Policy on Education recognized the creative Arts as core subjects at the junior secondary school level, but at the senior secondary school level, they are optional. With very good laid down ...

  7. 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…

  8. Teaching a Geographical Component in World History Curriculum

    Science.gov (United States)

    Kachina, Olga A.

    2011-01-01

    This article is devoted to the topic of teaching a geographical component in World History curriculum in American public high schools. Despite the fact that the federal legislation entitled "No Child Left Behind" (2001) declared geography as a "core" academic subject, geography was the only subject dropped from federal funding.…

  9. African Art: An Essay for Teachers, Curriculum Handbook.

    Science.gov (United States)

    Kelso, Ann B., Ed.

    In an introductory section by Michael D. Harris, this resource presents a discussion of aspects and problems in the WEstern study of African Art. This is followed by six lesson plans based on art works from the Fred and Rita Richman Collection of Sub-Saharan Art in the High Museum. The handbook follows Georgia's Quality Core Curriculum and the Ten…

  10. A cross-validation of the provisional diagnostic instrument (PDI-4

    Directory of Open Access Journals (Sweden)

    Faries Douglas E

    2012-10-01

    Full Text Available Abstract Background The Provisional Diagnostic Instrument (PDI-4 is a brief, adult self-report instrument for 4 common psychiatric diagnoses in primary care patients: major depressive episode (MDE, generalized anxiety disorder (GAD, attention deficit hyperactivity disorder (ADHD, and bipolar I disorder based on past or present mania. Our objective was to assess validity of the PDI-4 in a population independent of the study population originally used to develop the scale. Methods An online version of the 17-item PDI-4 was administered to 1,047 adults in the US; respondents also completed the PHQ-9, HADS-A, CAARS-S, and MDQ within the online survey. Respondents self-reported diagnosis by a healthcare professional with the terms depression (n=221, anxiety (n=218, attention deficit disorder (n=206, bipolar or manic depressive disorder (n=195, or none of these (n=207. Statistical analyses examined convergent and discriminant validity, and operating characteristics of the PDI-4 relative to the individual, validated, self-rated scales PHQ-9, HADS-A, CAARS-S, and MDQ, for each PDI-4 diagnosis. Results Convergent validity of the PDI-4 was supported by strong correlations with the corresponding individual scales (range of 0.63 [PDI-4 and MDQ] to 0.87 [PDI-4 and PHQ-9]. Operating characteristics of the PDI-4 were similar to results in the previous site-based study. The scale exhibited moderate sensitivities (0.52 [mania] to 0.70 [ADHD] and strong specificities (0.86 [mania] to 0.92 [GAD] using the individual scales as the gold standards. ANOVAs demonstrated that PDI-4 discriminated between subsets of patients defined by pre-specified severity level cutoff scores of the individual scales. However, overlapping symptoms and co-morbidities made differentiation between mental diagnoses much weaker than differentiation from the control group with none of the diagnoses. Conclusions The PDI-4 appears to be a suitable, brief, self-rated tool for provisional

  11. Physiologically-based pharmacokinetic model for Fentanyl in support of the development of Provisional Advisory Levels

    Energy Technology Data Exchange (ETDEWEB)

    Shankaran, Harish, E-mail: harish.shankaran@pnnl.gov [Computational Biology and Bioinformatics Group, Pacific Northwest National Laboratory, Richland, WA 99352 (United States); Adeshina, Femi [National Homeland Security Research Center, United States Environmental Protection Agency, Washington, DC 20460 (United States); Teeguarden, Justin G. [Systems Toxicology Group, Pacific Northwest National Laboratory, Richland, WA 99352 (United States)

    2013-12-15

    Provisional Advisory Levels (PALs) are tiered exposure limits for toxic chemicals in air and drinking water that are developed to assist in emergency responses. Physiologically-based pharmacokinetic (PBPK) modeling can support this process by enabling extrapolations across doses, and exposure routes, thereby addressing gaps in the available toxicity data. Here, we describe the development of a PBPK model for Fentanyl – a synthetic opioid used clinically for pain management – to support the establishment of PALs. Starting from an existing model for intravenous Fentanyl, we first optimized distribution and clearance parameters using several additional IV datasets. We then calibrated the model using pharmacokinetic data for various formulations, and determined the absorbed fraction, F, and time taken for the absorbed amount to reach 90% of its final value, t90. For aerosolized pulmonary Fentanyl, F = 1 and t90 < 1 min indicating complete and rapid absorption. The F value ranged from 0.35 to 0.74 for oral and various transmucosal routes. Oral Fentanyl was absorbed the slowest (t90 ∼ 300 min); the absorption of intranasal Fentanyl was relatively rapid (t90 ∼ 20–40 min); and the various oral transmucosal routes had intermediate absorption rates (t90 ∼ 160–300 min). Based on these results, for inhalation exposures, we assumed that all of the Fentanyl inhaled from the air during each breath directly, and instantaneously enters the arterial circulation. We present model predictions of Fentanyl blood concentrations in oral and inhalation scenarios relevant for PAL development, and provide an analytical expression that can be used to extrapolate between oral and inhalation routes for the derivation of PALs. - Highlights: • We develop a Fentanyl PBPK model for relating external dose to internal levels. • We calibrate the model to oral and inhalation exposures using > 50 human datasets. • Model predictions are in good agreement with the available

  12. Examining the provisional guidelines for weight gain in twin pregnancies: a retrospective cohort study.

    Science.gov (United States)

    Lutsiv, Olha; Hulman, Adam; Woolcott, Christy; Beyene, Joseph; Giglia, Lucy; Armson, B Anthony; Dodds, Linda; Neupane, Binod; McDonald, Sarah D

    2017-09-29

    Weight gain during pregnancy has an important impact on maternal and neonatal health. Unlike the Institute of Medicine (IOM) recommendations for weight gain in singleton pregnancies, those for twin gestations are termed "provisional", as they are based on limited data. The objectives of this study were to determine the neonatal and maternal outcomes associated with gaining weight below, within and above the IOM provisional guidelines on gestational weight gain in twin pregnancies, and additionally, to explore ranges of gestational weight gain among women who delivered twins at the recommended gestational age and birth weight, and those who did not. A retrospective cohort study of women who gave birth to twins at ≥20 weeks gestation, with a birth weight ≥ 500 g was conducted in Nova Scotia, Canada (2003-2014). Our primary outcome of interest was small for gestational age (<10th percentile). In order to account for gestational age at delivery, weekly rates of 2nd and 3rd trimester weight gain were used to categorize women as gaining below, within, or above guidelines. We performed traditional regression analyses for maternal outcomes, and to account for the correlated nature of the neonatal outcomes in twins, we used generalized estimating equations (GEE). A total of 1482 twins and 741 mothers were included, of whom 27%, 43%, and 30% gained below, within, and above guidelines, respectively. The incidence of small for gestational age in these three groups was 30%, 21%, and 20%, respectively, and relative to gaining within guidelines, the adjusted odds ratios were 1.44 (95% CI 1.01-2.06) for gaining below and 0.92 (95% CI 0.62-1.36) for gaining above. The gestational weight gain in women who delivered twins at 37-42 weeks with average birth weight ≥ 2500 g and those who delivered twins outside of the recommend ranges were comparable to each other and the IOM recommendations. While gestational weight gain below guidelines for twins was associated with some

  13. Georgia science curriculum alignment and accountability: A blueprint for student success

    Science.gov (United States)

    Reining-Gray, Kimberly M.

    Current trends and legislation in education indicate an increased dependency on standardized test results as a measure for learner success. This study analyzed test data in an effort to assess the impact of curriculum alignment on learner success as well as teacher perceptions of the changes in classroom instruction due to curriculum alignment. Qualitative and quantitative design methods were used to determine the impact of science curriculum alignment in grades 9-12. To determine the impact of science curriculum alignment from the Quality Core Curriculum (QCC) to the Georgia Performance Standards (GPS) test data and teacher opinion surveys from one Georgia School system were examined. Standardized test scores before and after curriculum alignment were analyzed as well as teacher perception survey data regarding the impact of curriculum change. A quantitative teacher perception survey was administered to science teachers in the school system to identify significant changes in teacher perceptions or teaching strategies following curriculum realignment. Responses to the survey were assigned Likert scale values for analysis purposes. Selected teachers were also interviewed using panel-approved questions to further determine teacher opinions of curriculum realignment and the impact on student success and teaching strategies. Results of this study indicate significant changes related to curriculum alignment. Teachers reported a positive change in teaching strategies and instructional delivery as a result of curriculum alignment and implementation. Student scores also showed improvement, but more research is recommended in this area.

  14. Multifactorial analysis of variables influencing the fracture strength of repair joints for provisional restorative materials using the statistically based Taguchi method

    Directory of Open Access Journals (Sweden)

    Chun-Jen Cheng

    2010-06-01

    Conclusion: Within the limitations of this study, these four design factors had different contributions to the fracture strength of repaired provisional restorations. Clinicians must be aware of the sequence of importance in determining better problem-solving methods.

  15. Effect of water temperature on the fit of provisional crown margins during polymerization: An in vitro study

    Science.gov (United States)

    Ramkumar, Vivekanandan; Sangeetha, Arunachalam; Kumar, Vinaya

    2012-01-01

    Aim: To evaluate the effect of water temperature on the marginal fit of bis-acrylic composite provisional crown during resin polymerization. Materials and Methods: Precisely machined 10 brass master dies were designed to simulate molar teeth. Five brass dies were selected and precisely machined to simulate all ceramic crown preparation. An acrylic jaw replica was made in which brass dies were arranged equidistant from each other. A custom-made metallic tray was fabricated on the acrylic jaw replica to make polyvinyl siloxane impression matrix. Bis-acrylic composite resin provisional crowns were made using polyvinyl siloxane impression matrix. Provisional crowns were polymerized at room temperature (Group I direct technique, on dental stone cast; Group I indirect technique crowns) and at different water temperatures (Group II direct technique crowns). The vertical marginal gap between all the provisional crown margins and the finish line of brass dies was measured using a Research Stereomicroscope System. Results: The results were statistically analyzed using one-way analysis of variance (ANOVA) test and Newman–Keul's test. The results showed that crowns polymerized in 20°C and 30°C water had marginal gap approximately three times smaller than those polymerized in 30°C air, due to the reduced polymerization shrinkage. Conclusion: This study shows that crowns polymerized in 20°C and 30°C water had mean vertical marginal gap approximately three times smaller than those polymerized in 30°C air. It was approximately closer to that of crowns fabricated by indirect technique. Warmer water also supposedly hastens polymerization. PMID:23066294

  16. Coronal leakage of provisional restorative materials used in endodontics with and without intracanal medication after exposure to human saliva

    Directory of Open Access Journals (Sweden)

    P Udayakumar

    2016-01-01

    Full Text Available Aim: To determine the coronal leakage of various provisional restorations with and without intracanal medication over time after being exposed to human saliva. Materials and Methods: This study investigated Coltosol F, Cavit, Ketac Molar, and IRM as provisional restorative material. Calcium hydroxide and chlorhexidine were used as an intracanal medicament. Ninety-eight single rooted teeth were randomly selected and then mounted in an apparatus that isolated the crown portion of the tooth. Provisional restorative materials were placed in the access cavity following manufacturer guidelines after placement of intracanal medicament. Human saliva and brain heart infusion broth in 3:1 ratio were applied to the samples, incubated at 37°C, and results were tabulated over the course of 4 weeks by the appearance of turbidity in the lower part of the apparatus. Statistical Analysis: The data were statistically analyzed using proportional Z-test. The level of significance was set at 0.05. Results: Coltosol F and Cavit could significantly prevent the bacterial leakage up to a period of 7 days with a P value of 0.01 and 0.005, respectively. Bacterial recontamination was relatively less in the samples treated with intracanal medicaments up to 14 days. After 14 days, however, all materials leaked in over half of the samples. Conclusion: No provisional restorative material can be considered superior in providing a reliable seal after 14 days. Inter-appointments schedule should not extend beyond 2 weeks and after endodontic therapy final restoration should be completed within 1 week.

  17. The Effect of Different Fiber Concentrations on the Surface Roughness of Provisional Crown and Fixed Partial Denture Resin

    OpenAIRE

    Zortuk, Mustafa; K?l?c, Kerem; Uzun, Gulay; Ozturk, Ahmet; Kesim, Bulent

    2008-01-01

    Objectives The aim of this study was to investigate surface roughness in provisional crown acrylics, after polishing, reinforced with different concentrations of glass fibers. Methods A total of 48 disk-shaped specimens were prepared using autopolymerizing acrylic resin. These specimens were divided into four groups according to the level of glass fiber added: Group A (no fiber), Group B (0.5%), Group C (1%) and Group D (2%). After polishing the specimens, an average surface roughness (Ra) va...

  18. Randomized comparison between provisional and routine kissing-balloon technique after main vessel crossover stenting for coronary bifurcation lesions.

    Science.gov (United States)

    Yamawaki, Masahiro; Fujita, Masaki; Sasaki, Shinya; Tsurugida, Masanori; Nanasato, Mamoru; Araki, Motoharu; Hirano, Keisuke; Ito, Yoshiaki; Tsukahara, Reiko; Muramatsu, Toshiya

    2017-04-11

    We compared the myocardial ischemic burden of provisional and routine final kissing-balloon inflation (FKI) with the 1-stent strategy using a second-generation drug-eluting stent for coronary bifurcation lesions (CBL). There are no established guidelines for side branch (SB) intervention after main vessel stenting. In total, 113 CBL patients were randomized to receive different SB intervention strategies: provisional-FKI group (n = 57; FKI only when SB flow was TIMI stress myocardial perfusion scintigraphy with (99m)Tc was performed after 8 months. The regional summed-difference score (r-SDS) was calculated according to the coronary territory. The primary endpoint included target vessel ischemia (TVI; r-SDS ≥ 2) at 8 months, whereas the clinical primary endpoint was major adverse cardiovascular events (MACE) at 3 years. The percent (%) myocardial ischemia (100 × SDS/68) was also calculated. At 8 months, TVI was identified in 11 and 4% in the provisional-FKI and routine-FKI groups, respectively (p = 0.226). SB-binary restenosis (48 vs. 4%, p 10% myocardial ischemia) was not observed in the target vessel in either group. Long-term cumulative MACE were similar between the groups (9 vs. 14%; p = 0.358). Provisional-FKI according to TIMI-SB flow grade led to similar and acceptable myocardial ischemia, in comparison with routine-FKI, which may contribute to the identical long-term follow-up.

  19. Effect of water temperature on the fit of provisional crown margins during polymerization: An in vitro study

    Directory of Open Access Journals (Sweden)

    Vivekanandan Ramkumar

    2012-01-01

    Full Text Available Aim: To evaluate the effect of water temperature on the marginal fit of bis-acrylic composite provisional crown during resin polymerization. Materials and Methods: Precisely machined 10 brass master dies were designed to simulate molar teeth. Five brass dies were selected and precisely machined to simulate all ceramic crown preparation. An acrylic jaw replica was made in which brass dies were arranged equidistant from each other. A custom-made metallic tray was fabricated on the acrylic jaw replica to make polyvinyl siloxane impression matrix. Bis-acrylic composite resin provisional crowns were made using polyvinyl siloxane impression matrix. Provisional crowns were polymerized at room temperature (Group I direct technique, on dental stone cast; Group I indirect technique crowns and at different water temperatures (Group II direct technique crowns. The vertical marginal gap between all the provisional crown margins and the finish line of brass dies was measured using a Research Stereomicroscope System. Results: The results were statistically analyzed using one-way analysis of variance (ANOVA test and Newman-Keul′s test. The results showed that crowns polymerized in 20°C and 30°C water had marginal gap approximately three times smaller than those polymerized in 30°C air, due to the reduced polymerization shrinkage. Conclusion: This study shows that crowns polymerized in 20°C and 30°C water had mean vertical marginal gap approximately three times smaller than those polymerized in 30°C air. It was approximately closer to that of crowns fabricated by indirect technique. Warmer water also supposedly hastens polymerization.

  20. Effect of Intraoral Mechanical Cleaning Techniques on Bond Strength of Cast Crowns to Metal Cores.

    Science.gov (United States)

    AlZain, Sahar; Kattadiyil, Mathew T; AlHelal, Abdulaziz; Alqahtani, Ali

    2017-11-30

    To evaluate the effect of cleaning of metal cores from provisional cement, using an intraoral airborne-particle abrasion method, on the bond strength of permanent resin cement with cast crowns to cores. Thirty stainless steel models of a standard complete crown tooth preparation were fabricated. Thirty Type III gold crowns were fabricated. Each cast crown corresponded to one stainless steel crown preparation model. All crowns were cemented with noneugenol zinc oxide cement and stored for 7 days at 37°C. All crowns were debonded, and the cement was cleaned with airborne-particle abrasion using 50 μm aluminum oxide at 4.1 bar (0.41 MPa) followed by ultrasonic cleaning. Based on the mechanical cleaning technique of the remaining provisional cement on surfaces of cast cores, specimens were equally divided into 3 groups: hand cleaning (HC) with a dental excavator, hand cleaning followed by polishing using a brush and pumice (BP), and hand cleaning followed by intraoral airborne-particle abrasion (APA). All crowns were then cemented to their corresponding cores using universal resin cement. All crowns were stored for 7 days at 37°C. An Instron universal testing machine was used to record the bond strength of crowns. Airborne-particle abrasion method for intraoral mechanical cleaning revealed a statistically significantly higher bond strength compared to the other two methods. When comparing the three methods of provisional cement cleaning from metal cores, airborne-particle abrasion resulted in the highest bond strength for cast crowns. © 2017 by the American College of Prosthodontists.

  1. Provisional Tic Disorder: What to tell parents when their child first starts ticcing

    Science.gov (United States)

    Black, Kevin J; Black, Elizabeth Rose; Greene, Deanna J.; Schlaggar, Bradley L.

    2016-01-01

    The child with recent onset of tics is a common patient in a pediatrics or child neurology practice. If the child’s first tic was less than a year in the past, the diagnosis is usually Provisional Tic Disorder (PTD). Published reviews by experts reveal substantial consensus on prognosis in this situation: the tics will almost always disappear in a few months, having remained mild while they lasted. Surprisingly, however, the sparse existing data may not support these opinions. PTD may have just as much importance for science as for clinical care. It provides an opportunity to prospectively observe the spontaneous remission of tics. Such prospective studies may aid identification of genes or biomarkers specifically associated with remission rather than onset of tics. A better understanding of tic remission may also suggest novel treatment strategies for Tourette syndrome, or may lead to secondary prevention of tic disorders. This review summarizes the limited existing data on the epidemiology, phenomenology, and outcome of PTD, highlights areas in which prospective study is sorely needed, and proposes that tic disorders may completely remit much less often than is generally believed. PMID:27158458

  2. Soft Tissue Augmentation Techniques in Implants Placed and Provisionalized Immediately: A Systematic Review

    Directory of Open Access Journals (Sweden)

    Rosa Rojo

    2016-01-01

    Full Text Available The aim of this study was to evaluate the effectiveness of techniques for soft tissue augmentation in the placement of immediate implants with and without provisionalization and to assess the quality of the reports in the literature. Randomized clinical trials, prospective clinical trials, and case series were included in this review. Clinical questions were formulated and organised according to the PICOS strategy. An electronic search was performed in PubMed, Cochrane Central Register of Controlled Trials, Scopus, and ISI Web up until June 2016. Interexaminer agreement on eligibility (k=0.842; p=0.103 and quality (k=0.933; p<0.001 was high. Methodological approaches were assessed using criteria based on design related forms designed by the Dutch Cochrane Collaboration. Finally, 14 papers were identified. In two studies, the implant survival was 90%; for the rest of the studies it was 100%. All studies reported favourable aesthetic, biological, and radiographic outcomes. Surgical and biomechanical complications of this technique were not relevant. This technique effectively compensates for the expected loss of volume of the oral soft tissues and maintains high success rates with good aesthetic results over time.

  3. Provisional Matrix Deposition in Hemostasis and Venous Insufficiency: Tissue Preconditioning for Nonhealing Venous Ulcers

    Science.gov (United States)

    Parker, Tony J.; Broadbent, James A.; McGovern, Jacqui A.; Broszczak, Daniel A.; Parker, Christina N.; Upton, Zee

    2015-01-01

    Significance: Chronic wounds represent a major burden on global healthcare systems and reduce the quality of life of those affected. Significant advances have been made in our understanding of the biochemistry of wound healing progression. However, knowledge regarding the specific molecular processes influencing chronic wound formation and persistence remains limited. Recent Advances: Generally, healing of acute wounds begins with hemostasis and the deposition of a plasma-derived provisional matrix into the wound. The deposition of plasma matrix proteins is known to occur around the microvasculature of the lower limb as a result of venous insufficiency. This appears to alter limb cutaneous tissue physiology and consequently drives the tissue into a ‘preconditioned’ state that negatively influences the response to wounding. Critical Issues: Processes, such as oxygen and nutrient suppression, edema, inflammatory cell trapping/extravasation, diffuse inflammation, and tissue necrosis are thought to contribute to the advent of a chronic wound. Healing of the wound then becomes difficult in the context of an internally injured limb. Thus, interventions and therapies for promoting healing of the limb is a growing area of interest. For venous ulcers, treatment using compression bandaging encourages venous return and improves healing processes within the limb, critically however, once treatment concludes ulcers often reoccur. Future Directions: Improved understanding of the composition and role of pericapillary matrix deposits in facilitating internal limb injury and subsequent development of chronic wounds will be critical for informing and enhancing current best practice therapies and preventative action in the wound care field. PMID:25785239

  4. Canadian Federalism in Design and Practice: The Mechanics of a Permanently Provisional Constitution

    Directory of Open Access Journals (Sweden)

    Gardner James A.

    2017-12-01

    Full Text Available This paper examines the interaction between constitutional design and practice through a case study of Canadian federalism. Focusing on the federal architecture of the Canadian Constitution, the paper examines how subnational units in Canada actually compete with the central government, emphasizing the concrete strategies and tactics they most commonly employ to get their way in confrontations with central authority. The evidence affirms that constitutional design and structure make an important difference in the tactics and tools available to subnational units in a federal system, but that design is not fully constraining: there is considerable evidence of extraconstitutional innovation and improvisation by governments. Furthermore, changes in practice initiated by Canadian subnational actors have produced changes in the allocation of national and subnational authority that are plausibly characterized as constitutional in magnitude. The paper concludes that the design of the Canadian federal system may inadvertently undermine its capacity to stabilize itself at any particular point of constitutional evolution, making it ‘permanently provisional.’

  5. Soft Tissue Augmentation Techniques in Implants Placed and Provisionalized Immediately: A Systematic Review.

    Science.gov (United States)

    Rojo, Rosa; Prados-Frutos, Juan Carlos; Manchón, Ángel; Rodríguez-Molinero, Jesús; Sammartino, Gilberto; Calvo Guirado, José Luis; Gómez-de Diego, Rafael

    2016-01-01

    The aim of this study was to evaluate the effectiveness of techniques for soft tissue augmentation in the placement of immediate implants with and without provisionalization and to assess the quality of the reports in the literature. Randomized clinical trials, prospective clinical trials, and case series were included in this review. Clinical questions were formulated and organised according to the PICOS strategy. An electronic search was performed in PubMed, Cochrane Central Register of Controlled Trials, Scopus, and ISI Web up until June 2016. Interexaminer agreement on eligibility (k = 0.842; p = 0.103) and quality (k = 0.933; p < 0.001) was high. Methodological approaches were assessed using criteria based on design related forms designed by the Dutch Cochrane Collaboration. Finally, 14 papers were identified. In two studies, the implant survival was 90%; for the rest of the studies it was 100%. All studies reported favourable aesthetic, biological, and radiographic outcomes. Surgical and biomechanical complications of this technique were not relevant. This technique effectively compensates for the expected loss of volume of the oral soft tissues and maintains high success rates with good aesthetic results over time.

  6. ¿Cuánto cuesta el rescate bancario?: una estimación provisional

    Directory of Open Access Journals (Sweden)

    José Francisco Bellod Redondo

    2013-01-01

    Full Text Available en este trabajo presentamos una estimación provisional del importe de los recursos movilizados por las Administraciones Públicas en favor de los bancos españoles. Como el proceso de rescate bancario aún no ha finalizado y, como ciertos costes han de tener lugar en el futuro, la cuantificación es necesariamente incompleta. Según nuestras estimaciones los recursos inyectados ascienden a día de hoy a más de 126.000 millones de euros (11´9% del PIB, de los cuales más de 41.000 millones son irrecuperables. La venta de bancos a precios simbólicos ha sido una operación muy gravosa por la cual se han perdido 13.548 millones de euros. Aparte habría que computar los recursos procedentes del Banco Central Europeo (BCE, más de 340.000 millones de euros.

  7. Work and organisation in wood fuel systems. Provisional results from a pilot project

    Energy Technology Data Exchange (ETDEWEB)

    Ager, B. [Swedish Univ. of Agricultural Sciences, Dept. of Operational Efficiency, Garpenberg (Sweden); Soederqvist, A. [WE-Consulting AB, Tyresoe (Sweden)

    1996-12-31

    The use of wood fuels in Sweden has increased dramatically over the last few years. So far wood chips from tops and limbs and waste from the lumber/wood working industry have been the primary fuel sources. However, upgraded wood fuels, mainly in the shape of pellets, are rapidly gaining ground and used wood and short rotation forests are other sources under expansion. In the modern wood fuel sector new technology and production systems are being tested and introduced and new organisational structures and enterprises are developing. But rather few studies have been carried out concerning the conditions for the workers engaged in the production systems. An area which has attracted several studies is health hazards caused by various kinds of air pollutants, such as dust and moulds, but in most other areas knowledge is rather scarce. After a minor introductory study a comprehensive pilot project was formulated. The project is titled `Work and organisation in wood fuel systems` and will run from July 1996 to March 1998. The main objective of this project is to investigate working environment and work organisation in wood fuel systems in order to identify problems and ways of achieving improvement and development. This paper will discuss provisional results from studies of three selected production systems, which are especially common or expanding - harvest and transport of logging residues, production of wood pellets, and heating plants. (au)

  8. One Health Core Competency Domains

    Directory of Open Access Journals (Sweden)

    Rebekah Frankson

    2016-09-01

    Full Text Available The emergence of complex global challenges at the convergence of human, animal, and environmental health has catalyzed a movement supporting ‘One Health’ approaches. Despite recognition of the importance of One Health approaches to address these complex challenges, little effort has been directed at identifying the seminal knowledge, skills and attitudes necessary for individuals to successfully contribute to One Health efforts. Between 2008 and 2011, three groups independently embarked on separate initiatives to identify core competencies for professionals involved with One Health approaches. Core competencies were considered critically important for guiding curriculum development and continuing professional education as they describe the knowledge, skills and attitudes required to be effective. A workshop was convened in 2012 to synthesize the various strands of work on One Health competencies. Despite having different mandates, participants, and approaches, all of these initiatives identified similar core competency domains: management; communication and informatics; values and ethics; leadership; teams and collaboration; roles and responsibilities; and systems thinking. These core competency domains have been used to develop new continuing professional education programs for One Health professionals and help university curricula prepare new graduates to be able to contribute more effectively to One Health approaches.

  9. Redesign of a fixture mount to be used as an impression coping and a provisional abutment as well

    Directory of Open Access Journals (Sweden)

    Glenn Hsuan-Chen Chang

    2011-01-01

    Full Text Available Purpose: An integrated fixture mount/impression coping/ temporary abutment can provide many advantages for immediate loading of dental implants, such as simpler procedure, less chair time, cost reduction, and comfort for the patients. Materials and Methods: A newly designed dental implant fixture mount (DIFMA can be used as an impression coping for taking an immediate impression. An immediate load provisional prosthesis can then be fabricated shortly after implant placement to immediately load the implants. This fixture mount can also serve as a temporary abutment for immediate chair-side fabrication of provisional prosthesis. Two clinical cases are presented. Results: A clinical case utilizing the fixture mount abutment (DIFMA/implant assembly is presented. The precision of fitting between the impression copings and implants is secured with this system. The chair time for taking an immediate impression is greatly reduced. Less cost for the restoration is provided and patient comfort is delivered. Conclusions: More patient satisfaction can be conferred by employing the fixture mount in the process of immediate impression taking and as an immediate provisional abutment.

  10. The success rate of narrow body implants used for supporting immediate provisional restorations: a pilot feasibility study.

    Science.gov (United States)

    Wang, Hom-Lay; Okayasu, Kozue; Fu, Jia-Hui; Hamerink, Howard A; Layher, Mary G; Rudek, Ivan Elimar

    2012-12-01

    Implants were first designed to be used in the reconstruction of edentulous mandibles. However, with the technological advancement, enormous changes were made to improve the implant design and surface characteristics leading to the wide use of implants in the replacement of missing teeth. During the transition from an edentulous span to a fixed prosthesis, narrow body implants (NBIs) have been proposed to enhance patient comfort and function. Therefore, this study was aimed at investigating the survival and success rates of NBIs used for supporting immediately nonfunctional loaded provisional fixed partial denture (PFPD). Either 2.2- or 2.4-mm-diameter dental implants were placed transmucosally into the edentulous ridges of 10 partially edentulous patients. PFPD of self-cured bis-acryl composite material were made using either a vacuform template chairside or a relined prefabricated PFPD. Occlusal adjustments were made to ensure that there was no functional loading on the provisional restorations before they were secured onto the transitional implants. At 1 year, the implant success and survival rates were 38.7% and 93.5%, respectively, with a mean percentage of bone loss of 9.46% (0%-40%) and a mean bone loss of 1.19 mm (range: 0-3.5 mm). With a favorable implant survival rate, the use of NBIs to support provisional restorations seemed to be a feasible treatment option. In addition, there is merit for research on the long-term use of NBIs-supported final prostheses.

  11. Effect of dentin adhesives used as sealers and provisional cementation on bond strength of a resin cement to dentin.

    Science.gov (United States)

    Chieffi, Nicoletta; Sadek, Fernanda; Monticelli, Francesca; Goracci, Cecilia; Grandini, Simone; Davidson, Carel; Tay, Franklin R; Ferrari, Marco

    2006-04-01

    To evaluate the effects of dentin adhesives employed as resin sealers and provisional cementation on the bond strengths of a resin cement to dentin. A two-step etch-and-rinse adhesive (Excite DSC--Group 1) and two-step self-etch adhesive (AdheSE--Group 2) were applied to exposed dentin surfaces prepared from human molars (N=4). Water was used instead of a resin sealer in control Groups 3 and 4. A eugenol-free provisional cement (except for Group 4) was applied to the treated surfaces. After storing in distilled water for 1 week, the provisional cement was removed and cylindrical composite blocks were luted with a resin cement (Variolink II). 0.9 x 0.9 mm sticks were produced from these luted specimens for microtensile bond testing and SEM examination. One-way ANOVA revealed that neither the resin sealer nor the temporary eugenol-free cement had a negative effect on the final bond strength (P> 0.05). Mixed failures were predominantly identified from SEM.

  12. Immediate implant placement and provisionalization with and without a connective tissue graft: an analysis of facial gingival tissue thickness.

    Science.gov (United States)

    Rungcharassaeng, Kitichai; Kan, Joseph Y K; Yoshino, Shuji; Morimoto, Taichiro; Zimmerman, Grenith

    2012-12-01

    Facial gingival tissue thickness (FGTT) is important for an esthetically pleasing anterior restoration since it determines the soft tissue's ability to conceal the underlying restorative material. The purpose of this study was to investigate the change in FGTT after immediate implant placement and provisionalization with and without a connective tissue graft. Patients with a failing maxillary anterior tooth planned for immediate implant placement and provisionalization with (CT group) or without (NCT group) a subepithelial connective tissue graft were included in this study. After tooth extraction, direct measurement of the FGTT was performed; subsequent measurements were performed at the time of definitive prosthesis placement. Data were analyzed using independent and paired t tests at a significance level of α = .05. There was no statistically significant difference in the mean FGTT at tooth extraction between the CT and NCT groups. At prosthesis delivery, the mean FGTT for the CT group was significantly greater than that of the NCT group. The mean FGTT of both groups at prosthesis delivery was significantly higher than that at tooth extraction. The mean change in FGTT in the CT group was also significantly greater than that in the NCT group. Immediate implant placement and provisionalization in conjunction with a connective tissue graft is more likely to result in sufficient peri-implant tissue thickness to conceal underlying implant restorative materials than when performed without a connective tissue graft.

  13. A case study evaluation of edible plants curriculum implemented in an elementary school

    Science.gov (United States)

    Graves, Leila

    The main purpose of this study was to describe elementary teachers' attitudes and perceptions toward plant science. The secondary purpose was to create an edible plant curriculum as a vehicle for integrating STEM and 21st Century skills into Common Core Content. Results indicate that teachers and STEM coordinators did find the curriculum to be effective in teaching the interdisciplinary standard-based and inquiry based content and skills targeted. Additionally, the curriculum development process produced a hybrid design framework that facilitated the creation of life science content as a vehicle for integrating STEM into common core content. However, several significant barriers will need to be overcome with regard to the teachers', STEM coordinators' and administrators' perception that plant science and nutrition literacy are "special" content activities versus important STEM content. Keywords; STEM, Curriculum development, 21st Century skills, Common Core Content, Plant Science and Nutrition Literacy, Interdisciplinary Standard-based and inquiry based.

  14. The Pain Interprofessional Curriculum Design Model.

    Science.gov (United States)

    Watt-Watson, Judy; Lax, Leila; Davies, Robyn; Langlois, Sylvia; Oskarsson, Jon; Raman-Wilms, Lalitha

    2017-06-01

     Although the University of Toronto Centre for the Study of Pain has successfully implemented an Interfaculty Pain Curriculum since 2002, we have never formalized the process in a design model. Therefore, our primary aim was to develop a model that provided an overview of dynamic, interrelated elements that have been important in our experience. A secondary purpose was to use the model to frame an interactive workshop for attendees interested in developing their own pain curricula.  The faculties from Dentistry, Medicine, Nursing, Occupational Therapy, Pharmacy, and Physical Therapy met to develop the model components. Discussion focused on patient-centered pain assessment and management in an interprofessional context, with pain content being based on the International Association for the Study of Pain-Interprofessional Pain Curriculum domains and related core pain competencies. Profession-specific requirements were also considered, including regulatory/course requirements, level of students involved, type of course delivery, and pedagogic strategies.  The resulting Pain Interprofessional Curriculum Design Model includes components that are dynamic, competency-based, collaborative, and interrelated. Key questions important to developing curricular components guide the process. The Model framed two design workshops with very positive responses from international and national attendees.  The Pain Interprofessional Curriculum Design Model is based on established pain curricula and related competencies that are relevant to all health science students at the prelicensure (entry-to-practice) level. The model has been developed from our experience, and the components resonated with workshop attendees from other regions. This Model provides a basis for future interventions in curriculum design and evaluation.

  15. Reno Orthopaedic Trauma Fellowship business curriculum.

    Science.gov (United States)

    Althausen, Peter L; Bray, Timothy J; Hill, Austin D

    2014-07-01

    The Reno Orthopaedic Center (ROC) Trauma Fellowship business curriculum is designed to provide the fellow with a graduate level business practicum and research experience. The time commitments in a typical 12-month trauma fellowship are significant, rendering a traditional didactic master's in business administration difficult to complete during this short time. An organized, structured, practical business education can provide the trauma leaders of tomorrow with the knowledge and experience required to effectively navigate the convoluted and constantly changing healthcare system. The underlying principle throughout the curriculum is to provide the fellow with the practical knowledge to participate in cost-efficient improvements in healthcare delivery. Through the ROC Trauma Fellowship business curriculum, the fellow will learn that delivering healthcare in a manner that provides better outcomes for equal or lower costs is not only possible but a professional and ethical responsibility. However, instilling these values without providing actionable knowledge and programs would be insufficient and ineffective. For this reason, the core of the curriculum is based on individual teaching sessions with a wide array of hospital and private practice administrators. In addition, each section is equipped with a suggested reading list to maximize the learning experience. Upon completion of the curriculum, the fellow should be able to: (1) Participate in strategic planning at both the hospital and practice level based on analysis of financial and clinical data, (2) Understand the function of healthcare systems at both a macro and micro level, (3) Possess the knowledge and skills to be strong leaders and effective communicators in the business lexicon of healthcare, (4) Be a partner and innovator in the improvement of the delivery of orthopaedic services, (5) Combine scientific and strategic viewpoints to provide an evidence-based strategy for improving quality of care in a

  16. Hidden Curriculum as One of Current Issue of Curriculum

    Science.gov (United States)

    Alsubaie, Merfat Ayesh

    2015-01-01

    There are several issues in the education system, especially in the curriculum field that affect education. Hidden curriculum is one of current controversial curriculum issues. Many hidden curricular issues are the result of assumptions and expectations that are not formally communicated, established, or conveyed within the learning environment.…

  17. Rethinking the mathematics curriculum

    CERN Document Server

    Hoyles, Celia; Woodhouse, Geoffrey

    1998-01-01

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

  18. Humane Education: A Curriculum Approach.

    Science.gov (United States)

    Pearce, Robert W.

    1980-01-01

    Describes a curriculum-based approach to humane education and addresses the role of humane education in the school curriculum as well as the relationship's of education to other facets of animal welfare work. (Author/DS)

  19. Real time curriculum map for internal medicine residency.

    Science.gov (United States)

    Wong, Roger Y; Roberts, J Mark

    2007-11-07

    To manage the voluminous formal curriculum content in a limited amount of structured teaching time, we describe the development and evaluation of a curriculum map for academic half days (AHD) in a core internal medicine residency program. We created a 3-year cyclical curriculum map (an educational tool combining the content, methodology and timetabling of structured teaching), comprising a matrix of topics under various specialties/themes and corresponding AHD hours. All topics were cross-matched against the ACP-ASIM in-training examination, and all hours were colour coded based on the categories of core competencies. Residents regularly updated the map on a real time basis. There were 208 topics covered in 283 AHD hours. All topics represented core competencies with minimal duplication (78% covered once in 3 years). Only 42 hours (15%) involved non-didactic teaching, which increased after implementation of the map (18-19 hours/year versus baseline 5 hours/year). Most AHD hours (78%) focused on medical expert competencies. Resident satisfaction (90% response) was high throughout (range 3.64 +/- 0.21, 3.84 +/- 0.14 out of 4), which improved after 1 year but returned to baseline after 2 years. We developed and implemented an internal medicine curriculum map based on real time resident input, with minimal topic duplication and high resident satisfaction. The map provided an opportunity to balance didactic versus non-didactic teaching, and teaching on medical versus non medical expert topics.

  20. European core curriculum in cariology for undergraduate dental students

    NARCIS (Netherlands)

    Schulte, A.G.; Pitts, N.B.; Huysmans, M.C.D.N.J.M.; Splieth, C.; Buchalla, W.

    2011-01-01

    As dental caries prevalence is still high in many populations and groups of both children and adults worldwide, and as caries continues to be responsible for significant health, social and economic impacts, there is an urgent need for dental students to receive a systematic education in cariology

  1. European Core Curriculum in Cariology for undergraduate dental students

    NARCIS (Netherlands)

    Schulte, A.G.; Pitts, N.B.; Huysmans, M.C.D.N.J.M.; Splieth, C.; Buchalla, W.

    2011-01-01

    As dental caries prevalence is still high in many populations and groups of both children and adults worldwide, and as caries continues to be responsible for significant health, social and economic impacts, there is an urgent need for dental students to receive a systematic education in cariology

  2. Infusing Qualitative Research Experiences into Core Counseling Curriculum Courses

    Science.gov (United States)

    Letourneau, Jade L. H.

    2015-01-01

    Many calls to action for promoting research with counselors-in-training and producing research-practitioners have been published over the past few decades (Balkin 2013; Granello and Granello 1998; Heppner and Anderson 1985), yet the research-practice gap remains. This article explores how qualitative research may help bridge that gap and offers…

  3. Teaching about America's Fiscal Future in the University's Core Curriculum

    Science.gov (United States)

    Galatas, Steven; Pressley, Cindy

    2010-01-01

    Civic engagement is increasingly recognized as a significant function of public universities. The university provides a variety of opportunities for civic engagement, including co-curricular activities, service learning opportunities, and specific majors and minors. This article reviews the attempt to embed civic engagement and civic education…

  4. Deriving a provisional tolerable intake for intravenous exposure to silver nanoparticles released from medical devices.

    Science.gov (United States)

    Savery, Laura C; Viñas, René; Nagy, Amber M; Pradeep, Prachi; Merrill, Stephen J; Hood, Alan M; Malghan, Subhas G; Goering, Peter L; Brown, Ronald P

    2017-04-01

    Silver nanoparticles (AgNP) are incorporated into medical devices for their anti-microbial characteristics. The potential exposure and toxicity of AgNPs is unknown due to varying physicochemical particle properties and lack of toxicological data. The aim of this safety assessment is to derive a provisional tolerable intake (pTI) value for AgNPs released from blood-contacting medical devices. A literature review of in vivo studies investigating critical health effects induced from intravenous (i. v.) exposure to AgNPs was evaluated by the Annapolis Accords principles and Toxicological Data Reliability Assessment Tool (ToxRTool). The point of departure (POD) was based on an i. v. 28-day repeated AgNP (20 nm) dose toxicity study reporting an increase in relative spleen weight in rats with a 5% lower confidence bound of the benchmark dose (BMDL05) of 0.14 mg/kg bw/day. The POD was extrapolated to humans by a modifying factor of 1,000 to account for intraspecies variability, interspecies differences and lack of long-term toxicity data. The pTI for long-term i. v. exposure to 20 nm AgNPs released from blood-contacting medical devices was 0.14 μg/kg bw/day. This pTI may not be appropriate for nanoparticles of other physicochemical properties or routes of administration. The methodology is appropriate for deriving pTIs for nanoparticles in general. Published by Elsevier Inc.

  5. Provisional in-silico biopharmaceutics classification (BCS) to guide oral drug product development

    Science.gov (United States)

    Wolk, Omri; Agbaria, Riad; Dahan, Arik

    2014-01-01

    The main objective of this work was to investigate in-silico predictions of physicochemical properties, in order to guide oral drug development by provisional biopharmaceutics classification system (BCS). Four in-silico methods were used to estimate LogP: group contribution (CLogP) using two different software programs, atom contribution (ALogP), and element contribution (KLogP). The correlations (r2) of CLogP, ALogP and KLogP versus measured LogP data were 0.97, 0.82, and 0.71, respectively. The classification of drugs with reported intestinal permeability in humans was correct for 64.3%–72.4% of the 29 drugs on the dataset, and for 81.82%–90.91% of the 22 drugs that are passively absorbed using the different in-silico algorithms. Similar permeability classification was obtained with the various in-silico methods. The in-silico calculations, along with experimental melting points, were then incorporated into a thermodynamic equation for solubility estimations that largely matched the reference solubility values. It was revealed that the effect of melting point on the solubility is minor compared to the partition coefficient, and an average melting point (162.7°C) could replace the experimental values, with similar results. The in-silico methods classified 20.76% (±3.07%) as Class 1, 41.51% (±3.32%) as Class 2, 30.49% (±4.47%) as Class 3, and 6.27% (±4.39%) as Class 4. In conclusion, in-silico methods can be used for BCS classification of drugs in early development, from merely their molecular formula and without foreknowledge of their chemical structure, which will allow for the improved selection, engineering, and developability of candidates. These in-silico methods could enhance success rates, reduce costs, and accelerate oral drug products development. PMID:25284986

  6. Toward a Unified Science Curriculum.

    Science.gov (United States)

    Showalter, Victor M.

    The two major models of science curriculum change, textbook revision and national curriculum projects, are derived from, and reinforce, the present curriculum structure. This is undesirable in a time of increasing fluidity and change, because adaptation to new situations is difficult. Unified science, based on the premise that science is a unity,…

  7. A Strategic Approach to Curriculum Design for Information Literacy in Teacher Education--Implementing an Information Literacy Conceptual Framework

    Science.gov (United States)

    Klebansky, Anna; Fraser, Sharon P.

    2013-01-01

    This paper details a conceptual framework that situates curriculum design for information literacy and lifelong learning, through a cohesive developmental information literacy based model for learning, at the core of teacher education courses at UTAS. The implementation of the framework facilitates curriculum design that systematically,…

  8. Curriculum change in dental education, 2003-09.

    Science.gov (United States)

    Haden, N Karl; Hendricson, William D; Kassebaum, Denise K; Ranney, Richard R; Weinstein, George; Anderson, Eugene L; Valachovic, Richard W

    2010-05-01

    /feasibility." Key catalysts for curricular change were "findings of a curriculum review we conducted ourselves," students' feedback about curriculum, and administration and faculty dissatisfaction. There was an increase in the percentage of schools with interdisciplinary courses, especially in the basic sciences since 2002-03, but no change in the use of problem-based and case-reinforced learning in dental curricula. Respondents reported that priorities for future curriculum modification included creating interdisciplinary curricula that are organized around themes, blending the basic and clinical sciences, provision of some elements of core curricula in an online format, developing new techniques for assessing competency, and increasing collaborations with other health professions schools. Respondents identified training for new faculty members in teaching skills, curriculum design, and assessment methods as the most critical need to support future innovation.

  9. Undergraduate study in psychology: Curriculum and assessment.

    Science.gov (United States)

    Norcross, John C; Hailstorks, Robin; Aiken, Leona S; Pfund, Rory A; Stamm, Karen E; Christidis, Peggy

    2016-01-01

    The undergraduate curriculum in psychology profoundly reflects and shapes the discipline. Yet, reliable information on the undergraduate psychology curriculum has been difficult to acquire due to insufficient research carried out on unrepresentative program samples with disparate methods. In 2014, APA launched the first systematic effort in a decade to gather national data on the psychology major and program outcomes. We surveyed a stratified random sample of department chairs/coordinators of accredited colleges and universities in the United States that offer undergraduate courses and programs in psychology. A total of 439 undergraduate psychology programs (45.2%) completed the survey. This article summarizes, for both associate and baccalaureate programs, the results of the Undergraduate Study in Psychology. Current practices concerning the introductory course, the courses offered, core requirements, the psychology minor, and tracks/concentrations are presented. The frequency of formal program reviews and program-level assessment methods are also addressed. By extending prior research on the undergraduate curriculum, we chronicle longitudinal changes in the psychology major over the past 20 years. (c) 2016 APA, all rights reserved).

  10. Modified Core Wash Cytology: A reliable same day biopsy result for breast clinics.

    Science.gov (United States)

    Bulte, J P; Wauters, C A P; Duijm, L E M; de Wilt, J H W; Strobbe, L J A

    2016-12-01

    Fine Needle Aspiration Biopsy (FNAB), Core Needle biopsy (CNB) and hybrid techniques including Core Wash Cytology (CWC) are available for same-day diagnosis in breast lesions. In CWC a washing of the biopsy core is processed for a provisional cytological diagnosis, after which the core is processed like a regular CNB. This study focuses on the reliability of CWC in daily practice. All consecutive CWC procedures performed in a referral breast centre between May 2009 and May 2012 were reviewed, correlating CWC results with the CNB result, definitive diagnosis after surgical resection and/or follow-up. Symptomatic as well as screen-detected lesions, undergoing CNB were included. 1253 CWC procedures were performed. Definitive histology showed 849 (68%) malignant and 404 (32%) benign lesions. 80% of CWC procedures yielded a conclusive diagnosis: this percentage was higher amongst malignant lesions and lower for benign lesions: 89% and 62% respectively. Sensitivity and specificity of a conclusive CWC result were respectively 98.3% and 90.4%. The eventual incidence of malignancy in the cytological 'atypical' group (5%) was similar to the cytological 'benign' group (6%). CWC can be used to make a reliable provisional diagnosis of breast lesions within the hour. The high probability of conclusive results in malignant lesions makes CWC well suited for high risk populations. Copyright © 2016 Elsevier Ltd, BASO ~ the Association for Cancer Surgery, and the European Society of Surgical Oncology. All rights reserved.

  11. The EBC TWO Study (European Bifurcation Coronary TWO): A Randomized Comparison of Provisional T-Stenting Versus a Systematic 2 Stent Culotte Strategy in Large Caliber True Bifurcations.

    Science.gov (United States)

    Hildick-Smith, David; Behan, Miles W; Lassen, Jens F; Chieffo, Alaide; Lefèvre, Thierry; Stankovic, Goran; Burzotta, Francesco; Pan, Manuel; Ferenc, Miroslaw; Bennett, Lorraine; Hovasse, Thomas; Spence, Mark J; Oldroyd, Keith; Brunel, Philippe; Carrie, Didier; Baumbach, Andreas; Maeng, Michael; Skipper, Nicola; Louvard, Yves

    2016-09-01

    For the treatment of coronary bifurcation lesions, a provisional strategy is superior to systematic 2-stent techniques for the most bifurcation lesions. However, complex anatomies with large side branches (SBs) with significant ostial disease length are considered by expert consensus to warrant a 2-stent technique upfront. This consensus view has not been scientifically assessed. Symptomatic patients with large caliber true bifurcation lesions (SB diameter ≥2.5 mm) and significant ostial disease length (≥5 mm) were randomized to either a provisional T-stent strategy or a dual stent culotte technique. Two hundred patients aged 64±10 years, 82% male, were randomized in 20 European centers. The clinical presentations were stable coronary disease (69%) and acute coronary syndromes (31%). SB stent diameter (2.67±0.27 mm) and length (20.30±5.89 mm) confirmed the extent of SB disease. Procedural success (provisional 97%, culotte 94%) and kissing balloon inflation (provisional 95%, culotte 98%) were high. Sixteen percent of patients in the provisional group underwent T-stenting. The primary end point (a composite of death, myocardial infarction, and target vessel revascularization at 12 months) occurred in 7.7% of the provisional T-stent group versus 10.3% of the culotte group (hazard ratio, 1.02; 95% confidence interval, 0.78-1.34; P=0.53). Procedure time, x-ray dose, and cost all favored the simpler procedure. When treating complex coronary bifurcation lesions with large stenosed SBs, there is no difference between a provisional T-stent strategy and a systematic 2-stent culotte strategy in a composite end point of death, myocardial infarction, and target vessel revascularization at 12 months. URL: http://www.clinicaltrials.gov. Unique identifier: NCT 01560455. © 2016 American Heart Association, Inc.

  12. Listening across the Curriculum

    Science.gov (United States)

    Ediger, Marlow

    2014-01-01

    Listening as a skills objective must be emphasized throughout the curriculum of school subjects. There are a variety of learning opportunities which stress the art and skills of listening. In conversation, it might be embarrassing if the sender of the message needs to repeat content due to faulty listening habits. Or, the responder in response…

  13. Curriculum Reform in Romania.

    Science.gov (United States)

    Crisan, Alexandru

    This document defines curriculum reform in Romania as the elaboration and progressive setting up of a new educational paradigm unaltered by the outlooks and consequences of the Communist era. Although the strategic and technical aspects of implementing the new reality are still at the stage of advanced working hypotheses, the essential objective…

  14. Foreign Language Mastery Curriculum.

    Science.gov (United States)

    Utah State Office of Education, Salt Lake City.

    This report calls for a major change in foreign language education in the state of Utah, moving from an instructional emphasis on the study of grammar to performance in speaking skills that can be sustained through instruction in reading, writing, and structural knowledge. This mastery curriculum will enable students to progress in language…

  15. Hospitality Occupations. Curriculum Guide.

    Science.gov (United States)

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

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

  16. Connecticut Vocational Agriculture Curriculum.

    Science.gov (United States)

    Connecticut State Dept. of Education, Hartford. Bureau of Vocational Services.

    Designed for use in the Connecticut Regional Vocational Agriculture Centers, this curriculum provides exploratory and specialization units for four major areas of agriculture. These are Agriculture Mechanics, Animal Science, Natural Resources, and Plant Science. The exploratory units are required for grades 9 and 10, while the specialization units…

  17. Developing an Aging Curriculum.

    Science.gov (United States)

    Edwards, Allen J.; Roubinek, Darrell L.

    The program upon which this paper is based, Developing an Aging Curriculum, was initiated as a pilot project to assess the appropriateness of introducing aging information and concepts to elementary-age students. Seventeen teachers in grades K-6 in one school district have been involved in the project as part of a graduate course. The project was…

  18. Australian Curriculum Linked Lessons

    Science.gov (United States)

    Hurrell, Derek

    2014-01-01

    In providing a continued focus on tasks and activities that help to illustrate key ideas embedded in the new Australian Curriculum, this issue will focus on Number in the Number and Algebra strand. In this article Derek Hurrell provides a few tried and proven activities to develop place value understanding. These activities are provided for…

  19. It's the Curriculum, Stupid.

    Science.gov (United States)

    Jago, Carol

    2000-01-01

    A U.S. Department of Education study concluded that the most significant predictor of college completion is not SAT scores or socioeconomic status, but a school curriculum's academic intensity: advanced math, 4 years of English, 2 years of lab science and foreign language, and advanced-placement courses. (MLH)

  20. Writing your curriculum vitae.

    Science.gov (United States)

    McKenzie, S

    2001-09-01

    Your curriculum vitae (CV) is your gateway to shortlisting. A good CV takes a long time to prepare. It should not only record your training but, more importantly, should reflect your 'physicianly' qualities, management skills and knowledge of health-care systems.

  1. Australian Curriculum Linked Lessons

    Science.gov (United States)

    Hurrell, Derek; O'Neil, Jennifer

    2011-01-01

    In providing a continued focus on tasks and activities that help to illustrate key ideas embedded in the new Australian Curriculum, this issue the authors focus, on Geometry in the Measurement and Geometry strand with strong links for an integrated focus on the Statistics and Probability strand. The small unit of work on the sorting and…

  2. School Curriculum in Japan

    Science.gov (United States)

    Nakayasu, Chie

    2016-01-01

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

  3. K-6 Science Curriculum.

    Science.gov (United States)

    Blueford, J. R.; And Others

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

  4. Into the Curriculum.

    Science.gov (United States)

    School Library Media Activities Monthly, 1991

    1991-01-01

    Provides fully developed library media activities, most of which are designed to be used in connection with specific curriculum units, on the following topics: (1) "Health: Sleep and Sleeping Habits"; (2) "Industrial Arts: E-Z 4 U!"; (3) "Social Studies: Our Town Database"; and (4) "Social Studies: American Inventors and Inventions." (SD)

  5. Into the Curriculum.

    Science.gov (United States)

    School Library Media Activities Monthly, 1989

    1989-01-01

    Provides fully developed library media activities which are designed to be used in connection with seven specific curriculum units for grades one through seven. Highlights include vocabulary of sports; Dewey Decimal classification; writing fables; using nonfiction books and encyclopedias for social studies topics; and political maps in atlases.…

  6. Incentives from Curriculum Tracking

    Science.gov (United States)

    Koerselman, Kristian

    2013-01-01

    Curriculum tracking creates incentives in the years before its start, and we should therefore expect test scores to be higher during those years. I find robust evidence for incentive effects of tracking in the UK based on the UK comprehensive school reform. Results from the Swedish comprehensive school reform are inconclusive. Internationally, I…

  7. Uncovering the Math Curriculum

    Science.gov (United States)

    Burns, Marilyn

    2014-01-01

    Teachers often express to Marulyn Burns their worry about the need to "cover the curriculum." In response, she draws on one of her favorite quotes: "You don't want to cover a subject; you want to uncover it." This quote is from "The Having of Wonderful Ideas and Other Essays on Teaching and Learning" by Eleanor…

  8. Implications for Curriculum Implementation

    African Journals Online (AJOL)

    Nekky Umera

    the limits to effective learning of biology may have been minimally set. ... was to create and maintain more effective learning environments through the ..... Teachers' attitudinal variables in the implementation of the further-mathematics curriculum as correlates of students' learning outcomes. Zimbabwe Journal of Educational ...

  9. Plumbing and Heating Curriculum.

    Science.gov (United States)

    EASTCONN Regional Educational Services Center, North Windham, CT.

    Theory and experience in the following areas are included in this plumbing curriculum: (1) plumbing fixtures and heating; (2) city water service; (3) fixture roughing; (4) venting; and (5) solar heating systems. The plumbing program manual includes the following sections: (1) general objectives for grades 10, 11, and 12; (2) a list of 33 major…

  10. Solar Curriculum Guides, 1980.

    Science.gov (United States)

    Seward County Community Coll., Liberal, KS.

    This document contains an outline for a curriculum to train solar energy technicians in community colleges. The guide contains eight courses, each of which is divided into one to five modules. Modules, in turn, are divided into units, and units contain student handouts appropriate to the material. The following eight courses are included in this…

  11. Strategies for Curriculum Leadership.

    Science.gov (United States)

    Ross, John A.

    1981-01-01

    Educational research suggests several ways that principals can affect teachers' curriculum choices. Although some researchers maintain that the use of extrinsic rewards (such as praise or allocation of resources) has some effect on teachers, others have found that teachers are much more apt to be influenced by intrinsic rewards such as student…

  12. Distributive Education. Selling. Curriculum.

    Science.gov (United States)

    Lankford, Dave; Comte, Don

    Nineteen lesson plans on selling are presented in this performance-based curriculum unit for distributive education. This unit is self-contained and consists of the following components: introduction (provides overview of unit content and describes why mastery of the objectives is important); performance objectives; pre-assessment instrument…

  13. Curriculum, curriculum development, curriculum studies? Problematising theoretical ambiguities in doctoral theses in the education field

    Directory of Open Access Journals (Sweden)

    Petro du Preez

    2014-06-01

    Full Text Available Theoretical ambiguities in curriculum studies result in conceptual mayhem. Accordingly, they hinder the development of the complicated conversation on curriculum as a verb. This article aims to contribute to reconceptualizing curriculum studies as a dynamic social practice that aspires to thinking and acting with intelligences and sensitivity so as to understand oneself and others. It also raises awareness that equating all forms of research on curriculum with curriculum studies dilutes the scope of the conversation. This exploration asks two key questions: What is the nature of doctoral theses in the field of education's theoretical contributions to nuances of curriculum (curriculum, curriculum development, and curriculum studies? In what ways do these theses perpetuate or even add to current ambiguities in the discipline of curriculum studies? The exploration of these two questions draws on a critical meta-study of 511 theses completed in South African universities (2005-2012 conducted using a three level process. It appears that the main detractions of these theses are that some of them see curriculum studies as a dumping ground and others make no theoretical contribution to the discipline. The article concludes by suggesting ways which would encourage the intellectual advancement of curriculum studies through rigorous disciplinarity.

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

    Science.gov (United States)

    du Preez, Petro; Simmonds, Shan

    2014-01-01

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

  15. A comparative evaluation of the marginal accuracy of crowns fabricated from four commercially available provisional materials: An in vitrostudy

    Directory of Open Access Journals (Sweden)

    Bhavya Mohandas Amin

    2015-01-01

    Full Text Available Purpose: The purpose of this in vitro study was to evaluate and compare the primary marginal accuracy of four commercially available provisional materials (Protemp 4, Luxatemp Star, Visalys Temp and DPI tooth moulding powder and liquid at 2 time intervals (10 and 30 min. Materials and Methods: A customized stainless steel master model containing two interchangeable dies was used for fabrication of provisional crowns. Forty crowns (n = 10 were fabricated, and each crown was evaluated under a stereomicroscope. Vertical marginal discrepancies were noted and compared at 10 min since the start of mixing and then at 30 min. Observations and Results: Protemp 4 showed the least vertical marginal discrepancy (71.59 μ, followed by Luxatemp Star (91.93 μ at 10 min. DPI showed a marginal discrepancy of 95.94 μ while Visalys Temp crowns had vertical marginal discrepancy of 106.81 μ. There was a significant difference in the marginal discrepancy values of Protemp 4 and Visalys Temp. At 30 min, there was a significant difference between the marginal discrepancy of Protemp 4 crowns (83.11 μ and Visalys Temp crowns (128.97 μ and between Protemp 4 and DPI (118.88 μ. No significant differences were observed between Protemp 4 and Luxatemp Star. Conclusion: The vertical marginal discrepancy of temporary crowns fabricated from the four commercially available provisional materials ranged from 71 to 106 μ immediately after fabrication (at 10 min from the start of mix to 83-128 μ (30 min from the start of mix. The time elapsed after mixing had a significant influence on the marginal accuracy of the crowns.

  16. A comparative evaluation of the marginal accuracy of crowns fabricated from four commercially available provisional materials: An in vitro study

    Science.gov (United States)

    Amin, Bhavya Mohandas; Aras, Meena Ajay; Chitre, Vidya

    2015-01-01

    Purpose: The purpose of this in vitro study was to evaluate and compare the primary marginal accuracy of four commercially available provisional materials (Protemp 4, Luxatemp Star, Visalys Temp and DPI tooth moulding powder and liquid) at 2 time intervals (10 and 30 min). Materials and Methods: A customized stainless steel master model containing two interchangeable dies was used for fabrication of provisional crowns. Forty crowns (n = 10) were fabricated, and each crown was evaluated under a stereomicroscope. Vertical marginal discrepancies were noted and compared at 10 min since the start of mixing and then at 30 min. Observations and Results: Protemp 4 showed the least vertical marginal discrepancy (71.59 μ), followed by Luxatemp Star (91.93 μ) at 10 min. DPI showed a marginal discrepancy of 95.94 μ while Visalys Temp crowns had vertical marginal discrepancy of 106.81 μ. There was a significant difference in the marginal discrepancy values of Protemp 4 and Visalys Temp. At 30 min, there was a significant difference between the marginal discrepancy of Protemp 4 crowns (83.11 μ) and Visalys Temp crowns (128.97 μ) and between Protemp 4 and DPI (118.88 μ). No significant differences were observed between Protemp 4 and Luxatemp Star. Conclusion: The vertical marginal discrepancy of temporary crowns fabricated from the four commercially available provisional materials ranged from 71 to 106 μ immediately after fabrication (at 10 min from the start of mix) to 83–128 μ (30 min from the start of mix). The time elapsed after mixing had a significant influence on the marginal accuracy of the crowns. PMID:26097348

  17. The dual-zone therapeutic concept of managing immediate implant placement and provisional restoration in anterior extraction sockets.

    Science.gov (United States)

    Chu, Stephen J; Salama, Maurice A; Salama, Henry; Garber, David A; Saito, Hanae; Sarnachiaro, Guido O; Tarnow, Dennis P

    2012-01-01

    Improvements in implant designs have helped advance successful immediate anterior implant placement into fresh extraction sockets. Clinical techniques described in this case enable practitioners to achieve predictable esthetic success using a method that limits the amount of buccal contour change of the extraction site ridge and potentially enhances the thickness of the peri-implant soft tissues coronal to the implant-abutment interface. This approach involves atraumatic tooth removal without flap elevation, and placing a bone graft into the residual gap around an immediate fresh-socket anterior implant with a screw-retained provisional restoration acting as a prosthetic socket seal device.

  18. A provisional regulatory gene network for specification of endomesoderm in the sea urchin embryo

    Science.gov (United States)

    Davidson, Eric H.; Rast, Jonathan P.; Oliveri, Paola; Ransick, Andrew; Calestani, Cristina; Yuh, Chiou-Hwa; Minokawa, Takuya; Amore, Gabriele; Hinman, Veronica; Arenas-Mena, Cesar; hide

    2002-01-01

    We present the current form of a provisional DNA sequence-based regulatory gene network that explains in outline how endomesodermal specification in the sea urchin embryo is controlled. The model of the network is in a continuous process of revision and growth as new genes are added and new experimental results become available; see http://www.its.caltech.edu/mirsky/endomeso.htm (End-mes Gene Network Update) for the latest version. The network contains over 40 genes at present, many newly uncovered in the course of this work, and most encoding DNA-binding transcriptional regulatory factors. The architecture of the network was approached initially by construction of a logic model that integrated the extensive experimental evidence now available on endomesoderm specification. The internal linkages between genes in the network have been determined functionally, by measurement of the effects of regulatory perturbations on the expression of all relevant genes in the network. Five kinds of perturbation have been applied: (1) use of morpholino antisense oligonucleotides targeted to many of the key regulatory genes in the network; (2) transformation of other regulatory factors into dominant repressors by construction of Engrailed repressor domain fusions; (3) ectopic expression of given regulatory factors, from genetic expression constructs and from injected mRNAs; (4) blockade of the beta-catenin/Tcf pathway by introduction of mRNA encoding the intracellular domain of cadherin; and (5) blockade of the Notch signaling pathway by introduction of mRNA encoding the extracellular domain of the Notch receptor. The network model predicts the cis-regulatory inputs that link each gene into the network. Therefore, its architecture is testable by cis-regulatory analysis. Strongylocentrotus purpuratus and Lytechinus variegatus genomic BAC recombinants that include a large number of the genes in the network have been sequenced and annotated. Tests of the cis-regulatory predictions of

  19. Comparison of some properties of four provisional restorations resin: Trim, Tempron, Acropars TRII & Duralay (Aria Dent

    Directory of Open Access Journals (Sweden)

    Monzavi A.

    2006-08-01

    Full Text Available Background and Aim: Use of provisional restorations is one of the important phases in the treatment of patients who need fixed prosthesis. Some physical properties are required for these materials. The purpose of this study was the comparison of some physical properties of 4 kinds of resins: Trim, Tempron, Duralay (Aria Dent and Acropars TRII. Materials and Methods: In this experimental study, transverse-strength (TS, setting time (ST, polymerization shrinkage (PS and temperature rise (TR during polymerization were tested. In transverse strength test, 5 samples of each resin were made. TS testing was done with an Instron testing machine. ST testing (5 samples in each group was done with Gilmore needle. In PS test, 11 cylindric samples were prepared from each resin and the shrinkage was examined with digital micrometer (up to 24 hours. In TR test, after mixing the powder and liquid of resins (8 samples in each group, the temperature rise was recorded with 10 seconds interval (up to 15 minutes. Data were analyzed with one-way ANOVA and Tukey HSD tests with p<0.05 as the limit of significance. Results: In TS test, all samples of Trim were bent and no fracture was observed, while Tempron and Duralay showed no significant difference. Both Tempron and Duralay revealed high significant difference with Acropars TRII (P <0.01. In ST test, the difference between groups was significant (P<0.01. The lowest ST was observed in Acropars TRII (7 min, and the highest in Tempron (9.53 min. In PS test, significant difference was observed between Trim and Acropars TRII (P<0.01. PS was completed after 120 min in Tempron and Trim groups. However, PS continued to increase in other groups. In TR test, the difference between groups was significant (P<0.05. Duralay showed the highest TR and the lowest was seen in Trim. Conclusion: In this study, Trim showed better properties than other studied groups. Acropars TRII had the lowest strength. The highest temperature rise

  20. Provisional in-silico biopharmaceutics classification (BCS to guide oral drug product development

    Directory of Open Access Journals (Sweden)

    Wolk O

    2014-09-01

    Full Text Available Omri Wolk, Riad Agbaria, Arik Dahan Department of Clinical Pharmacology, School of Pharmacy, Faculty of Health Sciences, Ben-Gurion University of the Negev, Beer-Sheva, Israel Abstract: The main objective of this work was to investigate in-silico predictions of physicochemical properties, in order to guide oral drug development by provisional biopharmaceutics classification system (BCS. Four in-silico methods were used to estimate LogP: group contribution (CLogP using two different software programs, atom contribution (ALogP, and element contribution (KLogP. The correlations (r2 of CLogP, ALogP and KLogP versus measured LogP data were 0.97, 0.82, and 0.71, respectively. The classification of drugs with reported intestinal permeability in humans was correct for 64.3%–72.4% of the 29 drugs on the dataset, and for 81.82%–90.91% of the 22 drugs that are passively absorbed using the different in-silico algorithms. Similar permeability classification was obtained with the various in-silico methods. The in-silico calculations, along with experimental melting points, were then incorporated into a thermodynamic equation for solubility estimations that largely matched the reference solubility values. It was revealed that the effect of melting point on the solubility is minor compared to the partition coefficient, and an average melting point (162.7°C could replace the experimental values, with similar results. The in-silico methods classified 20.76% (±3.07% as Class 1, 41.51% (±3.32% as Class 2, 30.49% (±4.47% as Class 3, and 6.27% (±4.39% as Class 4. In conclusion, in-silico methods can be used for BCS classification of drugs in early development, from merely their molecular formula and without foreknowledge of their chemical structure, which will allow for the improved selection, engineering, and developability of candidates. These in-silico methods could enhance success rates, reduce costs, and accelerate oral drug products development

  1. Provisional clinical chemistry parameters in the African Sharptooth catfish (Clarias gariepinus

    Directory of Open Access Journals (Sweden)

    J.G. Myburgh

    2008-05-01

    Full Text Available This is a reprint of Myburgh, J.G. Botha, C.J. Booyse, D.G. & Reyers, F., 2008, 'Provisional clinical chemistry parameters in the African Sharptooth catfish (Clarias gariepinus', Journal of the South African Veterinary Association 79(4, 156-160. http://dx.doi.org/10.4102/jsava.v79i4.265:Pollution affects aquatic systems worldwide and there is an urgent need for efficient monitoring. Fish are generally sensitive to their environment and are thus considered to be valuable bioindicator species. The African Sharptooth catfish (Clarias gariepinus is particularly important in this respect because of its very wide distribution. In order to use C. gariepinus as a bioindicator species its baseline clinical chemistry must be defined. Existing data are scarce, and the objective of this work was therefore to establish clinical chemistry parameters for C. gariepinus. Blood was collected from male and female catfish and a number of clinical chemistry parameters were determined. Plasma protein values, but particularly those of plasma albumin, were found to be very low, approximately half the value for dogs, but similar to the values in Channel catfish (Ictalurus punctatus. Plasma urea values in Sharptooth catfish were found to be much lower than in dogs, but only marginally lower than in Channel catfish. Plasma creatinine in Sharptooth catfish, however, was only a quarter of that of dogs and one third of that found in Channel catfish. These findings may have implications for using urea and / or creatinine as an index of renal glomerular filtration, as is done in mammals. Plasma enzyme activity ranges were much lower in Sharptooth catfish than in dogs, particularly for alkaline phosphatase (ALP and alanine aminotransferase (ALT. By comparison, Channel catfish have an even lower ALT activity range but an ALP range that is very similar to dogs. The implications for using these enzymes as markers for liver disease are not clear from these data, as factors such as

  2. Esthetic Outcome of Implant Supported Crowns With and Without Peri-Implant Conditioning Using Provisional Fixed Prosthesis: A Randomized Controlled Clinical Trial.

    Science.gov (United States)

    Furze, David; Byrne, Ashley; Alam, Sonia; Wittneben, Julia-Gabriela

    2016-12-01

    Achieving an optimal esthetic result using dental implants is challenging. Fixed implant-supported provisional crowns are often used to customize the emergence profile and to individualize the surrounding peri-implant soft tissue. The objective of this study is to evaluate whether the use of a provisional implant-supported crown leads to an esthetic benefit on implants that are placed in the esthetic zone. The null hypothesis is that there is no-difference between the two study groups. Twenty single implants (Bone Level, Straumann AG, Basel, Switzerland) were inserted in consecutive patients. After reopening, a randomization process assigned them to either cohort group 1: a provisional phase with soft tissue conditioning using the "dynamic compression technique" or cohort group 2: without a provisional. Implants were finally restored with an all-ceramic crown. Follow-up examinations were performed at 3 and 12 months including implant success and survival, clinical, and radiographic parameters. After 1 year all implants successfully integrated, mean values of combined modPES and WES were 16.7 for group 1 and 10.5 for Group 2. This was statistically significant. Mean bone loss after 1 year was -0.09 and -0.08 for groups 1 and 2, respectively, without being statistically significant. A provisional phase with soft tissue conditioning does improve the final esthetic result. © 2016 Wiley Periodicals, Inc.

  3. Making the Common Core Text Exemplars Accessible to Middle Graders

    Science.gov (United States)

    Moss, Barbara, Ed.

    2012-01-01

    The Common Core State Standards are driving the profession toward more cross-disciplinary teaching. The standards themselves address the what of curriculum rather than the how, but they do offer text exemplars for different grade levels. While some find the exemplars too difficult, others see them as worthwhile texts that, with a teacher's…

  4. Cutting Tools. Youth Training Scheme. Core Exemplar Work Based Project.

    Science.gov (United States)

    Further Education Staff Coll., Blagdon (England).

    This trainer's guide is intended to assist supervisors of work-based career training projects in teaching students to compare the performance of two different types of engineering cutting tools and to determine their cost-effectiveness and efficiency. The guide is one in a series of core curriculum modules that is intended for use in combination…

  5. Text Sets, Deep Learning, and the Common Core

    Science.gov (United States)

    Donham, Jean

    2013-01-01

    The Common Core Curriculum Standards point educators toward rigorous or deep learning so that students will become "college and career ready." College-ready students engage with text in thoughtful ways so that they arrive at insights through interpretation, discussion, and analysis. One reading anchor standard of relevance for school…

  6. Examining the Common Core State Standards in Agricultural Education

    Science.gov (United States)

    McKim, Aaron J.; Lambert, Misty D.; Sorensen, Tyson J.; Velez, Jonathan J.

    2015-01-01

    The Common Core State Standards (CCSS) represent a shift in the American education system. Included in the CCSS are opportunities for agriculture teachers to integrate math and English language arts content into their curriculum. Using the theory of planned behavior, we sought to identify Oregon agriculture teachers' attitudes, familiarity with,…

  7. Establishing a Professionalism Score in an Osteopathic Manipulative Medicine Curriculum.

    Science.gov (United States)

    Snider, Karen T

    2016-02-01

    As osteopathic medical education shifts to competency-based learning, course curriculums must adapt to measure behavioral milestones in addition to traditional knowledge and technical skills. Of the core competencies, medical professionalism or lack thereof has been shown to correlate with future state disciplinary board action; therefore, early identification of poor professionalism and intervention is imperative. However, performance indicators, such as humanistic behavior and primacy of patient need, are difficult to measure in most first- and second-year medical school courses. Therefore, A.T. Still University-Kirksville College of Osteopathic Medicine developed a rubric to objectively measure professionalism within the first- and second-year osteopathic manipulative medicine curriculum. The rubric assesses such measures as timeliness and professional appearance. In the present article, the author describes the grading rubric and the methods for implementing a professionalism score within an osteopathic manipulative medicine curriculum.

  8. The Hidden Curriculum: Exposing the Unintended Lessons of Medical Education.

    Science.gov (United States)

    Hopkins, Laura; Saciragic, Lana; Kim, Joanna; Posner, Glenn

    2016-10-25

     The hidden curriculum is a set of ethical, moral, and value-based teachings communicated to doctors-in-training, providing a basis for their future interactions with patients, peers, and colleagues. The aim of our study is to introduce the concept of the hidden curriculum to a cohort of third-year medical students and to subsequently evaluate their understanding. In particular, we sought to measure and benchmark the degree of hidden curriculum recognition within a Canadian medical education context. With the help of student feedback, we elicited ideas for future directions. One hundred and fifty-four third-year medical students completing their obstetrics and gynaecology core clinical rotation attended a workshop on the hidden curriculum. Students completed two sets of evaluations; a voluntary anonymous pre- and post-workshop questionnaire evaluating their knowledge and opinions regarding the hidden curriculum, and a mandatory workshop evaluation. Answers to pre- and post-workshop questionnaires were compared using Mann-Whitney U test, and thematic analysis was used to code the students' comments to identify common themes.  A standardized workshop on the hidden curriculum significantly improved students' understanding and highlighted the importance of the hidden curriculum. Voluntary student comments (N = 108) were categorized according to five themes:  1) Students who were not sensitized to the hidden curriculum (8; 7.4%); 2) students who were sensitized but unaware of the hidden curriculum (12; 11.1%); 3) students who were sensitized and aware of the hidden curriculum (34; 31.5%); 4) comments on teaching methodologies/environment (43; 39.8%); and 5) suggestions for enhancement (11; 10.2%).  A simple, cost-effective intervention, such as a workshop, can effectively assess and address the hidden curriculum. Many students are highly sensitized to and are aware of the positive and negative effects of role modeling on their development.  The students are

  9. American Medical Society for Sports Medicine recommended sports ultrasound curriculum for sports medicine fellowships.

    Science.gov (United States)

    Finnoff, Jonathan T; Berkoff, David; Brennan, Fred; DiFiori, John; Hall, Mederic M; Harmon, Kimberly; Lavallee, Mark; Martin, Sean; Smith, Jay; Stovak, Mark

    2015-02-01

    The American Medical Society for Sports Medicine (AMSSM) developed a musculoskeletal ultrasound curriculum for sports medicine fellowships in 2010. As the use of diagnostic and interventional ultrasound in sports medicine has evolved, it became clear that the curriculum needed to be updated. Furthermore, the name 'musculoskeletal ultrasound' was changed to 'sports ultrasound' (SPORTS US) to reflect the broad range of diagnostic and interventional applications of ultrasound in sports medicine. This document was created to outline the core competencies of SPORTS US and to provide sports medicine fellowship directors and others interested in SPORTS US education with a guide to create a SPORTS US curriculum. By completing this SPORTS US curriculum, sports medicine fellows and physicians can attain proficiency in the core competencies of SPORTS US required for the practice of sports medicine. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  10. Designing a Mathematics Curriculum

    Directory of Open Access Journals (Sweden)

    Lee Peng Yee

    2010-07-01

    Full Text Available A decade of PMRI saw the changes in the classroom in some of the primary schools in Indonesia. Based on observation, we can say that though the mathematics syllabus in Indonesia did not change, its curriculum has changed under the movement of PMRI. In this article, we put in writing some of the experience gained through the involvement in designing curricula since 1971. Hopefully, some of the observations made may be of use to the colleagues in Indonesia. The discussion below will cover some deciding factors in designing a curriculum, some practices, and the latest trends. For convenience, we keep the discussion general, and do not refer to a specific syllabus. Also, in many cases, we refer mainly to secondary schools, that is, Grade 7 to Grade 10.

  11. Learners, teachers and curriculum

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2008-01-01

    language for adults. The research results indicate that teachers seem to compensate by trying to create virtual communities of learning. Learners, however, experience disembedded relations. Conversely, curriculum development, on tends to ‘exploit’ the conditions of disembedding social relations in e-learning......The outstanding British sociologist Anthony Giddens predicted e-learning environments by describing “modernity”. Giddens emphasised that modernity is inherently globalising, it creates ‘disembedded’ social relations and “tears space away from place by fostering relations between ‘absent’ others......, locationally distant”. The aim of the paper is to analyse and discuss how different positions in e-learning settings result in different answers to modernity. These settings can be applied to either teacher, learner or curriculum positions. The research was based on a qualitative longitudinal case study...

  12. Into the Curriculum.

    Science.gov (United States)

    School Library Media Activities Monthly, 1991

    1991-01-01

    Most of these fully-developed library media activities are to be used in connection with specific curriculum units: art (paper marbling, grades 4-9); reading/language arts (national holiday customs, grades 1-6; Robin Hood, grades 4-5); science (zoo animals, grades K-2; the aurora borealis, grades 7-9; identifying and feeding birds (grades 2-3);…

  13. Learning Strategies - Education / Curriculum

    OpenAIRE

    2004-01-01

    Marilyn Bischoff: A Step-by-Step Approach to Basic Financial Management. Christine Corl: Website Rearing--It Takes a Whole Village! Phyllis Dennee: Food Safety Protocol for Extension Nutrition Assistants. Laurel L. Kubin: Make Financial Education Fun and Effective through Activities Geared to Multiple Intelligences. Barbara A. Middleton: The Chamber of Secrets--Opened Again! Robbie Ortega: A New Interactive Curriculum Teaching Agricultural Tractor and Machinery Safety. Judith A. Rice: Civil A...

  14. Animal MRI Core

    Data.gov (United States)

    Federal Laboratory Consortium — The Animal Magnetic Resonance Imaging (MRI) Core develops and optimizes MRI methods for cardiovascular imaging of mice and rats. The Core provides imaging expertise,...

  15. DEVELOPMENT OF INTERACTIVE E-BOOK BASED ON CHEMICAL REPRESENTATION REFER TO CURRICULUM 2013

    OpenAIRE

    Tania, L; Fadiawati, N

    2015-01-01

    This research aimed to develop an interactive e-book based representations of chemistry; describes the characteristics of the interactive e-book developed; the teachers responses in content suitability with curriculum and graphics aspects; and student responses in readibility aspects. The method used was research and development. The characteristics of interactive e-book: it was developed referring to the core competencies (KI) and basic competence (KD) in the curriculum 2013, allowed active ...

  16. Development of Interactive E-book Based on Chemical Representation Refer to Curriculum 2013

    OpenAIRE

    Tania, L; Fadiawati, N

    2015-01-01

    This research aimed to develop an interactive e-book based representations of chemistry; describes the characteristics of the interactive e-book developed; the teachers responses in content suitability with curriculum and graphics aspects; and student responses in readibility aspects. The method used was research and development. The characteristics of interactive e-book: it was developed referring to the core competencies (KI) and basic competence (KD) in the curriculum 2013, allowed active ...

  17. Effect of Heat Treatment on the Physical Properties of Provisional Crowns during Polymerization: An in Vitro Study

    Directory of Open Access Journals (Sweden)

    May L. Mei

    2015-04-01

    Full Text Available This study concerned the effect of heat treatment during setting on the physical properties of four resin-based provisional restorative materials: Duralay (polymethyl methacrylate, Trim II (polyethyl methacrylate, Luxatemp (bis-acrylic composite, and Protemp 4 (bis-acrylic composite. Specimens were prepared at 23, 37, or 60 °C for evaluation of flexural strength, surface roughness, color change and marginal discrepancy. Flexural strength was determined by a three-point bending test. Surface profile was studied using atomic force microscopy. Color change was evaluated by comparing the color of the materials before and after placement in coffee. A travelling microscope helped prepare standardized crowns for assessment of marginal discrepancy. Flexural strength of all tested materials cured at 23 °C or 37 °C did not significantly change. The surface roughness and marginal discrepancy of the materials increased at 60 °C curing temperature. Marginal discrepancies, color stability, and other physical properties of materials cured at 23 °C or 37 °C did not significantly change. Flexural strength of certain provisional materials cured at 60 °C increased, but there was also an increase in surface roughness and marginal discrepancy.

  18. The effect of dentin desensitizers on thermal changes in the pulp chamber during fabrication of provisional restorations.

    Science.gov (United States)

    Usumez, A; Ozturk, A N; Aykent, F

    2004-06-01

    The purpose of this study was to evaluate the effect of two dentin desensitizers on the pulp chamber temperature increase during fabrication of provisional restorations by a direct method. Sixty intact extracted mandibular third molars were prepared for a metal-ceramic complete crown. Then the teeth were randomly divided into three groups of 20 each. Group 1, no dentin desensitizer was used as the control group; group 2, a resin-based dentin desensitizer was selected; and group 3, the prepared teeth surfaces were coated with polyurethane cyanoacrylate adhesive. Each of the three groups was further divided into two polymerizing systems (autopolymerizing and a photopolymerizing) of 10 each. After insertion of the resin-filled matrix, the temperature change in the pulpal chamber was recorded with thermocouple connected to a data logger. anova indicated no significant differences for all combinations of desensitizing agents and curing methods (P > 0.05). When light cured composite or chemical curing acrylics were used to make temporary crowns, the presence of desensitizing agent did not reduce the temperature transmitted from the provisional material; the residual temperature rise transmitted was of such a magnitude as to cause concern regarding possible thermal injury to pulp.

  19. A "Jail Escape Technique" (JET) for distal side branch wiring during provisional stenting: Feasibility and first-in-man study.

    Science.gov (United States)

    Xiao, Han; Chen, Shengda; Wang, Guixue; Du, Ruolin; Song, Yaoming; Jin, Jun; Huang, Lan; Jabbour, Richard; Azzalini, Lorenzo; Zhao, Xiaohui

    2017-12-01

    To evaluate the feasibility of a novel technique for achieving distal SB access and improve strut apposition during provisional stenting. While distal rewiring and stent expansion toward the side branch (SB) are associated with better results during provisional stenting of coronary artery bifurcation lesions, these techniques are technically challenging and often leave unopposed struts near the carina. The "Jail Escape Technique" (JET) is performed by passing the proximal tip of the SB wire between the main vessel (MV) stent struts and balloon before implantation, allowing the MV stent to push the SB wire against the distal part of the carina. The MV stent can then be deployed without jailing the SB wire. Distal SB access and strut distribution at the carina were tested in phantom and swine models. Stent distortion, dislodgement forces, and material damage were evaluated with tensile testing. Human feasibility was then tested on 32 patients. Preclinical testing demonstrated that the SB wire was located at the most distal part of the carina and no strut malapposition at the carina was present after balloon inflation. Stent distortion, dislodgement forces, or material damage were not affected. JET was successfully performed in 30 of 32 patients. No major adverse cardiovascular events occurred in any patient at 6-month follow-up. The "JET" enables distal SB access and eliminates strut malapposition at the carina. Further studies with larger numbers of patients are needed to further investigate this technique. © 2017, Wiley Periodicals, Inc.

  20. Immediate occlusal loading in edentulous jaws, CT-guided surgery and fixed provisional prosthesis: a maxillary arch clinical report.

    Science.gov (United States)

    Drago, Carl; del Castillo, Robert; Peterson, Thomas

    2011-04-01

    Immediate occlusal loading (IOL) in edentulous jaws has been reported in numerous publications with implant cumulative survival rates consistent with conventional, unloaded healing protocols. Computed Tomography (CT)-guided surgery has more recently been developed and accepted as an additional treatment modality for maxillary and mandibular implant placement, with or without IOL. Reports as to the accuracy of planned versus actual implant placement in CT-guided surgeries have indicated that CT-guided surgery is not 100% accurate; standard deviations have been reported with values between 1 and 2 mm in terms of actual versus planned placement. The purpose of this article is to review the clinical parameters associated with IOL, and CT-guided surgery in edentulous jaws; and to present a clinical case illustrating the clinical and laboratory phases of treatment. The illustrated treatment was accomplished with an IOL protocol and includes fabrication and placement of a laboratory-processed provisional maxillary prosthesis. This particular protocol had slightly increased costs relative to conventional implant placement; however, the clinicians and patient benefited from improved accuracy of the provisional prostheses and decreased chairtime for the clinical procedures. The benefits and limitations of this treatment protocol are also discussed. © 2010 by The American College of Prosthodontists.

  1. Young novice drivers and the risky behaviours of parents and friends during the provisional (intermediate) licence phase: a brief report.

    Science.gov (United States)

    Scott-Parker, Bridie; Watson, Barry; King, Mark J; Hyde, Melissa K

    2014-08-01

    While there is research indicating that many factors influence the young novice driver's increased risk of road crash injury during the earliest stages of their independent driving, there is a need to further understand the relationship between the perceived risky driving behaviour of parents and friends and the risky behaviour of drivers with a Provisional (intermediate) licence. As part of a larger research project, 378 drivers aged 17-25 years (M=18.22, SD=1.59, 113 males) with a Provisional licence completed an online survey exploring the perceived riskiness of their parents' and friends' driving, and the extent to which they pattern (i.e. base) their driving behaviour on the driving of their parents and friends. Young drivers who reported patterning their driving on their friends, and who reported they perceived their friends to be risky drivers, reported more risky driving. The risky driving behaviour of young male drivers was associated with the perceived riskiness of their fathers' driving, whilst for female drivers the perceived riskiness of their mothers' driving approached significance. The development and application of countermeasures targeting the risky behaviour of same-sex parents appears warranted by the robust research findings. In addition, countermeasures need to encourage young people in general to be non-risky drivers; targeting the negative influence of risky peer groups specifically. Social norms interventions may minimise the influence of potentially-overestimated riskiness. Copyright © 2013 Elsevier Ltd. All rights reserved.

  2. DK mini-culotte stenting in the treatment of true coronary bifurcation lesions: a propensity score matching comparison with T-provisional stenting.

    Science.gov (United States)

    Fan, Lin; Chen, Lianglong; Luo, Yukun; Zhang, Linlin; Zhong, Wenliang; Lin, Chaogui; Chen, Zhaoyang; Peng, Yafei; Zhen, Xingchun; Dong, Xianfeng

    2016-03-01

    The conventional culotte technique remains not to be widely used for the treatment of coronary bifurcation lesions due to its inherent drawbacks. Here, we developed a double kissing mini-culotte stenting (DK mini-culotte) and assessed its efficacy and safety by a propensity score matching comparison (PSM) with T-provisional stenting. From June 2010 to June 2012, a total of 223 consecutive patients with true coronary bifurcation lesions (TCBLs) were treated with DK mini-culotte (91 patients with 92 lesions) or T-provisional stenting (132 patients with 135 lesions). We performed a PSM to correct the confounders from clinical and lesion's characteristics. The primary endpoint was cumulative major adverse cardiac event (MACE) at 1 year including cardiac death, myocardial infarction, and target vessel revascularization or target lesion revascularization (TVR/TLR). The secondary endpoint was the rate of side branch (SB) restenosis at 12 months. After a PSM, there were 66 patients in each group. Additional SB stenting in the T-provisional group was performed in 10 (15.2 %) lesions. The incidence of 1-year cumulative MACE was 4.55 % for the DK mini-culotte versus 13.6 % for T-provisional stenting (P = 0.127), the rate of TVR/TLR was 1.52 % for DK mini-culotte versus 12.12 % for T-provisional stenting (P = 0.033). The SB binary restenosis rate was 5.6 % in the DK mini-culotte group and 22.4 % in the T-provisional group (P = 0.014). In summary, despite that there is no difference in MACE between groups, DK mini-culotte significantly reduce TVR/TLR and SB restenosis in the treatment of true coronary bifurcation lesions.

  3. Revisiting Traveling Books: Early Literacy, Social Studies, and the Common Core

    Science.gov (United States)

    Swain, Holly Hilboldt; Coleman, Julianne

    2015-01-01

    With the development and institution of the Common Core Standards, teachers must be prepared to integrate content areas such as social studies within the language arts curriculum. Teachers following the suggestions of the Common Core Standards should develop practical and meaningful strategies within their classrooms that encourage and support…

  4. Lessons Learned in Conducting a Lottery-Based Study of Core Knowledge Charter Schools

    Science.gov (United States)

    White, Thomas G.; Grissmer, David W.; Altenhofen, Shannon; Larson, Jennifer

    2013-01-01

    The authors are presently in the fourth year of a six-year, lottery-based randomized control trial (RCT) studying the effectiveness of nine Colorado charter schools that have implemented Core Knowledge®. Core Knowledge (CK) is a comprehensive K-8 curriculum for language arts, math, science, social studies, visual arts, and music that is intended…

  5. The Learning-Focused Transformation of Biology and Physics Core Courses at the U.S. Air Force Academy

    Science.gov (United States)

    Sagendorf, Kenneth; Noyd, Robert K.; Morris, D. Brent

    2009-01-01

    An institution-wide focus on deep learning has made significant changes in the biology and physics core course curriculum at the U.S. Air Force Academy. The biology course director has reworked course objectives to reflect the learning-focused approach to teaching, while the physics curriculum has adopted new learning outcomes and ways to…

  6. 校本課程領導與課程評價School-based Curriculum Leadership and Curriculum

    OpenAIRE

    李子建Chi-Kin Lee

    2005-01-01

    校本課程發展可說是課程改革的一個核心議題。本文嘗試把課程領導和課程評鑑在校本課程發展的脈絡中作一綜合討論。文章分為四部分:第一部分探討課程領導及課程評價的意涵;第二部分討論課程領導、課程評鑑及校本課程發展三者的關聯;第三及第四部分分別探討校長課程領導,以及技術與非技術取向的校本課程領導與課程評鑑。 School-based curriculum development is seen as one of the core issues in curriculum reform. This article attempts to discuss, in an integrated manner, curriculum leadership and curriculum evaluation under the context of school-based curriculum development. The article is divided into four parts. The first part explores the meaning of curricul...

  7. Curriculum Online Review System: Proposing Curriculum with Collaboration

    Science.gov (United States)

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

    2009-01-01

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

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

    Science.gov (United States)

    Priestley, Mark

    2011-01-01

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

  9. Sustainability Infused Curriculum

    Science.gov (United States)

    Ibarra, D. L.

    2015-12-01

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

  10. The hidden curriculum.

    Science.gov (United States)

    Rodriguez, Rechell G; Mai, Derek

    2012-09-01

    The Uniformed Services University of the Health Sciences Internal Medicine Third Year Clerkship Program recently instituted an academic exercise to be completed by medical students during the first 6 weeks of their 12 weeks of Internal Medicine. The academic exercise involves reflecting on professional values through art and being exposed to the hidden curriculum of professionalism. Students are instructed at the beginning of their clerkship to observe the professional activities of their teachers, peers, ancillary staff, and of themselves. Students are provided a selection of art pieces to choose from. They select one which best exemplifies the professional activity they observed and are then to write a structured, reflective article.

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

    Science.gov (United States)

    Casady, Victoria

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

  12. Prospective evaluation of a new protocol for the provisional use of perfusion imaging with exercise stress testing

    Energy Technology Data Exchange (ETDEWEB)

    Duvall, W.L. [Hartford Hospital, Division of Cardiology (Henry Low Heart Center), Hartford, CT (United States); Mount Sinai Medical Center, Division of Cardiology (Mount Sinai Heart), New York, NY (United States); Savino, John A.; Levine, Elliot J.; Croft, Lori B.; Henzlova, Milena J. [Mount Sinai Medical Center, Division of Cardiology (Mount Sinai Heart), New York, NY (United States); Hermann, Luke K. [Mount Sinai Medical Center, Department of Emergency Medicine, New York, NY (United States)

    2014-11-04

    Previous literature suggests that myocardial perfusion imaging (MPI) adds little to the prognosis of patients who exercise >10 metabolic equivalents (METs) during stress testing. With this in mind, we prospectively tested a provisional injection protocol in emergency department (ED) patients presenting for the evaluation of chest pain in which a patient would not receive an injection of radioisotope if adequate exercise was achieved without symptoms and a negative ECG response. All patients who presented to the ED over a 5-year period who were referred for stress testing as part of their ED evaluation were included. Patients considered for a provisional protocol were: exercise stress, age <65 years, no known coronary artery disease, and an interpretable rest ECG. Criteria for not injecting included a maximal predicted heart rate ≥85 %, ≥10 METs of exercise, no anginal symptoms during stress, and no ECG changes. Groups were compared based on stress test results, all-cause and cardiac mortality, follow-up cardiac testing, subsequent revascularization, and cost. A total of 965 patients were eligible with 192 undergoing exercise-only and 773 having perfusion imaging. After 41.6 ± 19.6 months of follow-up, all-cause mortality was similar in the exercise-only versus the exercise plus imaging group (2.6 % vs. 2.1 %, p = 0.59). There were no cardiac deaths in the exercise-only group. At 1 year there was no difference in the number of repeat functional stress tests (1.6 % vs. 2.1 %, p = 0.43), fewer angiograms (0 % vs. 4.0 %, p = 0.002), and a significantly lower cost (65 ± 332 vs 506 ± 1,991, p = 0.002; values are in US dollars) in the exercise-only group. The radiation exposure in the exercise plus imaging group was 8.4 ± 2.1 mSv. A provisional injection protocol has a very low mortality, few follow-up diagnostic tests, and lower cost compared to standard imaging protocols. If adopted it would decrease radiation exposure, save time and decrease health-care costs

  13. Training Curriculum Developers in Africa: An Overview.

    Science.gov (United States)

    Sachsenmeier, P.

    1979-01-01

    Reviews the development of a curriculum studies infrastructure in Africa with particular emphasis on support and encouragement given to curriculum development in developing nations by developed nations. (DB)

  14. Assessing core clinical competencies required of medical graduates in Taiwan.

    Science.gov (United States)

    Liu, Min; Huang, Yu-Sheng; Liu, Keh-Min

    2006-10-01

    Medical students are assumed to be competent to provide basic patient care independently on graduation. However, there is a gap between what students are expected to learn and what they have actually learned. This may be due to the lack of clearly defined learning objectives, well-organized curriculum, and properly administered assessment. In an attempt to tackle this problem, we conducted a three-step study. Firstly, we identified the core clinical competencies required of medical graduates in Taiwan. Secondly, we incorporated these clinical competencies into a new medical curriculum. Finally, we identified the most appropriate assessment methods for each clinical competency. In 2004, a set of minimally required clinical competencies for medical undergraduates in Taiwan was developed, which included 92 clinical skills, four communication skills, and seven kinds of attitudes. In order to prepare 3rd and 4th year medical students at Kaohsiung Medical University (KMU) for later clinical work, the medical curriculum committee integrated the teaching and assessment of the core clinical skills identified previously into relevant organ-system blocks of the new curriculum. To identify appropriate assessment methods for each clinical skill, a structured questionnaire of assessment methods based on the Toolbox of Assessment Methods (Accreditation Council for Graduate Medical Education) and The Scottish Doctor (Scottish Deans' Medical Curriculum Group) was developed and distributed to 40 senior clinical faculty members at KMU. Simulations and Models, Standardized Patient Examination (SP), and Objective Structured Clinical Examination (OSCE) were suggested to be most suitable to assess two-thirds of the core clinical skills. These assessment methods are commonly used in American and European medical schools. We believe that the implementation of the new curriculum at KMU accompanied by the use of Simulations and Models, SP, OSCE, and other teaching and assessment methods will

  15. Assessing Core Clinical Competencies Required of Medical Graduates in Taiwan

    Directory of Open Access Journals (Sweden)

    Min Liu

    2006-10-01

    Full Text Available Medical students are assumed to be competent to provide basic patient care independently on graduation. However, there is a gap between what students are expected to learn and what they have actually learned. This may be due to the lack of clearly defined learning objectives, well- organized curriculum, and properly administered assessment. In an attempt to tackle this problem, we conducted a three-step study. Firstly, we identified the core clinical competencies required of medical graduates in Taiwan. Secondly, we incorporated these clinical competencies into a new medical curriculum. Finally, we identified the most appropriate assessment methods for each clinical competency. In 2004, a set of minimally required clinical competencies for medical undergraduates in Taiwan was developed, which included 92 clinical skills, four communication skills, and seven kinds of attitudes. In order to prepare 3rd and 4th year medical students at Kaohsiung Medical University (KMU for later clinical work, the medical curriculum committee integrated the teaching and assessment of the core clinical skills identified previously into relevant organ-system blocks of the new curriculum. To identify appropriate assessment methods for each clinical skill, a structured questionnaire of assessment methods based on the Toolbox of Assessment Methods (Accreditation Council for Graduate Medical Education and The Scottish Doctor (Scottish Deans' Medical Curriculum Group was developed and distributed to 40 senior clinical faculty members at KMU. Simulations and Models, Standardized Patient Examination (SP, and Objective Structured Clinical Examination (OSCE were suggested to be most suitable to assess two-thirds of the core clinical skills. These assessment methods are commonly used in American and European medical schools. We believe that the implementation of the new curriculum at KMU accompanied by the use of Simulations and Models, SP, OSCE, and other teaching and

  16. Implementation and outcomes of a resident-led physics curriculum with integration of the RSNA/AAPM physics modules.

    Science.gov (United States)

    Shankar, Prasad R; Woodard, Jesse; Heller, Matthew T; Agarwal, Vikas; Orons, Philip D

    2013-10-01

    With the impending integration of clinically relevant physics into the new American Board of Radiology Core exam, diagnostic radiology residency programs are faced with the challenge of how best to adapt the teaching of radiologic physics to residents. We present a novel resident-led physics curriculum that replaces the traditional didactic structure used in previous years. The hypothesis is that a self-teaching curriculum will facilitate greater retention of core physics concepts and foster a mentality of independent learning. We present both the implementation of this new curriculum and the initial outcomes. A 2-year resident-led physics curriculum was designed and implemented, with integration of the Radiological Society of North America/American Association of Physicists in Medicine online Physics Modules. A preimplementation survey was completed by residents to assess opinions on the previous lecture-based didactic curriculum. A postimplementation survey was then administered six months into the new resident-led curriculum. DXIT Physics percentile scores were compared before and after the curriculum change. The outcomes analysis of this study was approved by the University of Pittsburgh Institutional Review Board and issued IRB approval #PRO13050022. Average Physics DXIT percentile scores improved by 24.1% after the implementation of the resident-led curriculum. Results from the postimplementation survey reveal that 36% of residents think the change was a "Significant Improvement" in physics education. Also, 50% of responses have rated the new curriculum as "Moderately" effective, and an additional 13% of responses have rated the curriculum as "Very-to-Extremely" effective in teaching physics. Compared to our prior lecture-based physics curriculum, the change to a resident-led physics curriculum, to teach clinically relevant physics concepts to radiology residents, has been both effective and well received. Copyright © 2013 AUR. Published by Elsevier Inc. All

  17. Discrete Mathematics and Curriculum Reform.

    Science.gov (United States)

    Kenney, Margaret J.

    1996-01-01

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

  18. Gove's Curriculum and the GERM

    Science.gov (United States)

    Wrigley, Terry

    2015-01-01

    This article examines the complex relationship between England's new National Curriculum and the neoliberal reform of education known as GERM. It explores contradictions between economic functionality and Gove's nostalgic traditionalism. It critiques the new curriculum as narrow, age-inappropriate, obsessed with abstract rules, and poorly focused…

  19. Curriculum Change Management and Workload

    Science.gov (United States)

    Alkahtani, Aishah

    2017-01-01

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

  20. Cosmetology. Post Secondary Curriculum Guide.

    Science.gov (United States)

    Moye, Michael D.; And Others

    This curriculum guide is designed to offer guidelines along with supporting resources and teaching ideas from which the local postsecondary instructor can extract a cosmetology curriculum that meets local needs. Following an outline of the philosophy and goals underlying state and local vocational education programs in Georgia, the purpose and…

  1. toward a curriculum for justice

    African Journals Online (AJOL)

    We imagine that understanding how we understand Others might place us in a better position to provide guidelines to develop curriculum spaces for profound justice; i.e. justice that is based on reasonableness and, more importantly, on care. Keywords: caring curriculum; critical discourse analysis; girls' narratives; justice;.

  2. When Integrated in the Curriculum

    Science.gov (United States)

    Herberholz, Barbara

    2010-01-01

    A rich and stimulating opportunity awaits teachers who plan to connect or bring together an art project with another subject area of the curriculum, thus addressing the sixth listing in the National Visual Arts Standards. While art is important in its own right, the reality is there is often too much content in the curriculum nowadays and not…

  3. 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.

  4. Precision Machining Technology. Curriculum Guide.

    Science.gov (United States)

    Idaho State Dept. of Education, Boise. Div. of Vocational Education.

    This curriculum guide was developed from a Technical Committee Report prepared with the assistance of industry personnel and containing a Task List which is the basis of the guide. It presents competency-based program standards for courses in precision machining technology and is part of the Idaho Vocational Curriculum Guide Project, a cooperative…

  5. Computer Timetabling and Curriculum Planning.

    Science.gov (United States)

    Zarraga, M. N.; Bates, S.

    1980-01-01

    A Manchester, England, high school designed lower school curriculum structures via computer and investigated their feasibility using the Nor Data School Scheduling System. The positive results suggest that the computer system could provide all schools with an invaluable aid to the planning and implementation of their curriculum. (CT)

  6. Secondary Health Occupations Education Curriculum.

    Science.gov (United States)

    Matzen, Shelley; Muhl, V. Jane

    This color coded curriculum guide for secondary health occupations in Iowa provides units for the first phase of the curriculum, career exploration of the health occupations. The nine units cover the following topics: (1) introduction to health occupations; (2) health occupations career exploration; (3) communication skills; (4) self-care and…

  7. AIDS Elementary/Intermediate Curriculum.

    Science.gov (United States)

    Kellogg, Nancy Rader

    This Acquired Immune Deficiency Syndrome (AIDS) Curriculum was developed for intermediate elementary (5th, 6th, and 7th grade) students. It is an integrated unit that encompasses health, science, social studies, math, and language arts. The curriculum is comprised of nine class activities designed to meet the following objectives: (1) to determine…

  8. Research and the music curriculum

    OpenAIRE

    Keith Swanwick

    2000-01-01

    In this paper I wish to demonstrate how research can illuminate practice and inform curriculum and teachingdecisions. I shall draw attention to three areas where I believe research contributes to the development of music education. These are: assessment of the musical work of students, the evaluation of curriculum activities, the relationship between music in schools and music beyond the school gate.

  9. Adapting Curriculum for Gifted Learners

    Science.gov (United States)

    Wessling, Suki

    2012-01-01

    When the author started homeschooling, she would listen jealously as other parents discussed curriculum for reading and math, two subjects that her daughter never needed any instruction in as a young child. She was eager to try out curriculum, but her visual spatial daughter was not quite ready for learning on paper. She found out that searching…

  10. k -core covers and the core

    NARCIS (Netherlands)

    Sanchez-Rodriguez, E.; Borm, P.; Estevez Fernandez, M.A.; Fiestras-Janeiro, M.G.; Mosquera, M.A.

    2015-01-01

    This paper extends the notion of individual minimal rights for a transferable utility game (TU-game) to coalitional minimal rights using minimal balanced families of a specific type, thus defining a corresponding minimal rights game. It is shown that the core of a TU-game coincides with the core of

  11. k-core covers and the core

    NARCIS (Netherlands)

    Sanchez-Rodriguez, E.; Borm, Peter; Estevez-Fernandez, A.; Fiestras-Janeiro, G.; Mosquera, M.A.

    This paper extends the notion of individual minimal rights for a transferable utility game (TU-game) to coalitional minimal rights using minimal balanced families of a specific type, thus defining a corresponding minimal rights game. It is shown that the core of a TU-game coincides with the core of

  12. Conversion of a complete denture to a provisional implant-supported, screw-retained fixed prosthesis for immediate loading of a completely edentulous arch.

    Science.gov (United States)

    Kammeyer, Greg; Proussaefs, Periklis; Lozada, Jaime

    2002-05-01

    This article describes the fabrication of a provisional implant-supported, screw-retained restoration for immediate loading of a completely edentulous arch. The technique can be applied to patients with partially edentulous arches as well. Until immediate loading of dental implants becomes a well-documented treatment modality, the described method should not be applied on a routine basis or without careful evaluation.

  13. Immediate placement and provisionalization of maxillary anterior single implant with guided bone regeneration, connective tissue graft, and coronally positioned flap procedures.

    Science.gov (United States)

    Waki, Tomonori; Kan, Joseph Y K

    2016-01-01

    Immediate implant placement and provisionalization in the esthetic zone have been documented with success. The benefit of immediate implant placement and provisionalization is the preservation of papillary mucosa. However, in cases with osseous defects presenting on the facial bony plate, immediate implant placement procedures have resulted in facial gingival recession. Subepithelial connective tissue grafts for immediate implant placement and provisionalization procedures have been reported with a good esthetic outcome. Biotype conversion around implants with subepithelial connective tissue grafts have been advocated, and the resulting tissues appear to be more resistant to recession. The dimensions of peri-implant mucosa in a thick biotype were significantly greater than in a thin biotype. Connective tissue graft with coronally positioned flap procedures on natural teeth has also been documented with success. This article describes a technique combining immediate implant placement, provisionalization, guided bone regeneration (GBR), connective tissue graft, and a coronally positioned flap in order to achieve more stable peri-implant tissue in facial osseous defect situations.

  14. La protección cautelar en el contencioso administrativo colombiano: hacia un modelo de justicia provisional

    Directory of Open Access Journals (Sweden)

    Daniel Castaño Parra

    2010-12-01

    Full Text Available Siguiendo de cerca las elaboraciones teóricas que se han gestado en otras latitudes para justificar la tutela cautelar como una modalidad de justicia provisional en razón del estrecho vínculo que existe entre ésta y la tutela judicial efectiva, se intentará extrapolar dicho razonamiento al derecho positivo colombiano para caracterizar a la protección cautelar como una auténtica concreción del derecho a la justicia consagrado en los artículos 8.1 y 25 de la Convención Americana sobre Derechos Humanos, y en los artículos 29 y 229 de la Carta Política de 1991.

  15. The effect of placement of glass fibers and aramid fibers on the fracture resistance of provisional restorative materials.

    Science.gov (United States)

    Saygili, Gülbin; Sahmali, Sevil M; Demirel, Figen

    2003-01-01

    The fracture resistance of provisional restorations is an important concern for the restorative dentist. The fracture resistance of a material is directly related to its transverse strength. Six specimens of similar dimensions were prepared from three resins (PMMA, PEMA and BIS acryl-composite). The resins were reinforced with glass and aramid fibers. The samples were tested immediately after the material set, following seven days of wet storage using three-point compression loading. The results were analyzed with an analysis of variance (ANOVA). Fracture resistance of the specimens was statistically different (p fibers showed higher transverse strength (149.82 MPa). The fiber reinforcement of resin materials increased the strength values (20-50%). Within the limitations of this study, the transverse strengths of PMMA, PEMA and BIS acryl-resin composites were improved after reinforcement with glass and aramid fibers.

  16. Immediate loading of definitive implants in the edentulous mandible using a fixed provisional prosthesis: The denture conversion technique.

    Science.gov (United States)

    Misch, Craig M

    2004-09-01

    This article presents a clinical technique for immediate implant loading in the completely edentulous mandible. The protocol recommends the placement of 4 to 5 root-form implants in the anterior mandible between the mental foramina. Upon insertion the implants must have favorable primary stability. Abutments are added to the implants and the patient's lower denture is converted into an immediate load provisional fixed prosthesis. The denture conversion technique has been shown to provide predictable results for immediate implant loading in the edentulous mandible. The final prosthesis is fabricated upon integration of the implants in 3 months. The denture conversion technique offers several advantages because it may be used with most commercially available implant systems and it incorporates conventional implant components. Guidelines for patient selection, presurgical preparation, implant surgery, prosthesis fabrication, and postoperative care are reviewed.

  17. Clinical outcomes following bioresorbable scaffold implantation for bifurcation lesions: Overall outcomes and comparison between provisional and planned double stenting strategy.

    Science.gov (United States)

    Kawamoto, Hiroyoshi; Latib, Azeem; Ruparelia, Neil; Miyazaki, Tadashi; Sticchi, Alessandro; Naganuma, Toru; Sato, Katsumasa; Figini, Filippo; Chieffo, Alaide; Carlino, Mauro; Montorfano, Matteo; Colombo, Antonio

    2015-10-01

    The aim of this study was to investigate clinical outcomes of patients treated with a provisional stenting (PS) versus a double stenting (DS) strategy for coronary bifurcation lesions with bioresorbable scaffolds (BRS). There are limited data available with regards to outcomes following BRS implantation for bifurcation lesions. A total of 132 bifurcation lesions treated with BRS between 2012 and 2014 were analyzed. Of the total of 132 bifurcation lesions, 10 lesions were treated without crossover stenting. 99 lesions (81%) were treated with a PS strategy and 23 lesions (19%) with a DS strategy. The DS group consisted of patients with a greater number of true bifurcation lesions (PS 52.0% vs. DS 91.3%: P strategy was employed. Larger studies are eagerly awaited to determine longer-term follow-up of this treatment strategy. © 2015 Wiley Periodicals, Inc.

  18. LIFE SKILLS ORIENTATION IN MADRASAH CURRICULUM

    Directory of Open Access Journals (Sweden)

    Ahmadi Ahmadi

    2016-02-01

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

  19. The anatomy of a new dental curriculum.

    Science.gov (United States)

    McHarg, J; Kay, E J

    2008-06-14

    The goal of all dental schools is to develop competent, knowledgeable dentists who have excellent communication skills and a sense of social responsibility. This paper describes the theoretical reasoning behind the design of an innovative dental curriculum constructed from first principles in the UK. The recognised theories of psychologists, educationalists and sociologists of the twentieth century have informed our educational decisions. In practice, this translates to a blended learning environment with problem-based learning (PBL) case scenarios at its heart. The learning of clinical and communication skills, which begins in year 1, week 1, is absolutely integral to the case scenarios, as are ethics and professionalism. PBL is supported by a comprehensive e-learning platform, plenary lectures, workshops, clinical and life science teaching delivered by core academic staff and guest speakers who are the experts in our 'community of practice' in which the students are the novices. We believe that the whole is best described as 'enquiry-based learning'.

  20. Developing and Evaluating an Eighth Grade Curriculum Unit That Links Foundational Chemistry to Biological Growth: Using Student Measures to Evaluate the Promise of the Intervention

    Science.gov (United States)

    Herrmann-Abell, Cari F.; Flanagan, Jean C.; Roseman, Jo Ellen

    2013-01-01

    Students often have trouble understanding key biology ideas, in part because they lack an understanding of foundational chemistry ideas. AAAS [American Association for the Advancement of Science] is collaborating with BSCS [Biological Sciences Curriculum Study] in the development of a curriculum unit that connects core chemistry and biology ideas…

  1. Real time curriculum map for internal medicine residency

    Directory of Open Access Journals (Sweden)

    Roberts J Mark

    2007-11-01

    Full Text Available Abstract Background To manage the voluminous formal curriculum content in a limited amount of structured teaching time, we describe the development and evaluation of a curriculum map for academic half days (AHD in a core internal medicine residency program. Methods We created a 3-year cyclical curriculum map (an educational tool combining the content, methodology and timetabling of structured teaching, comprising a matrix of topics under various specialties/themes and corresponding AHD hours. All topics were cross-matched against the ACP-ASIM in-training examination, and all hours were colour coded based on the categories of core competencies. Residents regularly updated the map on a real time basis. Results There were 208 topics covered in 283 AHD hours. All topics represented core competencies with minimal duplication (78% covered once in 3 years. Only 42 hours (15% involved non-didactic teaching, which increased after implementation of the map (18–19 hours/year versus baseline 5 hours/year. Most AHD hours (78% focused on medical expert competencies. Resident satisfaction (90% response was high throughout (range 3.64 ± 0.21, 3.84 ± 0.14 out of 4, which improved after 1 year but returned to baseline after 2 years. Conclusion We developed and implemented an internal medicine curriculum map based on real time resident input, with minimal topic duplication and high resident satisfaction. The map provided an opportunity to balance didactic versus non-didactic teaching, and teaching on medical versus non medical expert topics.

  2. Fracture strength and failure mode of maxillary implant-supported provisional single crowns: a comparison of composite resin crowns fabricated directly over PEEK abutments and solid titanium abutments.

    Science.gov (United States)

    Santing, Hendrik Jacob; Meijer, Henny J A; Raghoebar, Gerry M; Özcan, Mutlu

    2012-12-01

    Polyetheretherketone (PEEK) temporary abutments have been recently introduced for making implant-supported provisional single crowns. Little information is available in the dental literature on the durability of provisional implant-supported restorations. The objectives of this study were to evaluate the fracture strength of implant-supported composite resin crowns on PEEK and solid titanium temporary abutments, and to analyze the failure types. Three types of provisional abutments, RN synOcta Temporary Meso Abutment (PEEK; Straumann), RN synOcta Titanium Post for Temporary Restorations (Straumann), and Temporary Abutment Engaging NobRplRP (Nobel Biocare) were used, and provisional screw-retained crowns using composite resin (Solidex) were fabricated for four different locations in the maxilla. The specimens were tested in a universal testing machine at a crosshead speed of 1 mm/minute until fracture occurred. The failure types were analyzed and further categorized as irreparable (Type 1) or reparable (Type 2). No significant difference was found between different abutment types. Only for the position of the maxillary central incisor, composite resin crowns on PEEK temporary abutments showed significantly lower (p resin crowns (75 out of 104), followed by screw loosening (18 out of 104). According to reparability, the majority of the specimens were classified as Type 1 (82 out of 104). Type 2 failures were not often observed (22 out of 104). Provisional crowns on PEEK abutments showed similar fracture strength as titanium temporary abutments except for central incisors. Maxillary right central incisor composite resin crowns on PEEK temporary abutments fractured below the mean anterior masticatory loading forces reported to be approximately 206 N. © 2010 Wiley Periodicals, Inc.

  3. Documentation to the NCES Common Core of Data Local Education Agency Universe Survey: School Year 2009-10, Version Provisional 2a. NCES 2011-349rev

    Science.gov (United States)

    Keaton, Patrick; Sable, Jennifer; Liu, Fei

    2012-01-01

    This revised data file includes corrections that were provided to NCES as a result of a special collection effort designed to address data quality issues found in the 1a release of this file. In May 2012, NCES became aware of data errors for key data items for several schools on the published version of the SY 2009-10 school file; in some cases…

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

    Science.gov (United States)

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

    2013-02-01

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

  5. Visulaizing the Curriculum Vitae

    DEFF Research Database (Denmark)

    Wildgaard, Lorna Elizabeth; Lund, Haakon

    In research assessment and job applications, researchers are required to submit their curriculum vitae (CV) and publication lists as part of the evaluation process. Typically, the CV and publication list are presented as two seperate documents, listing chronologically academic activities...... and publications. Relational and contextual information are perhaps added in a short narrative, but primarily there is a dislocation between the two documents. Increasingly, evaluations are managing large volumes of data and it is important for the evaluand to create insight from their existing data. In this case......, the relationships between publications and academic activites matter more than the individual activity. In order to leverage relationships in CV and publication data, we explore the usefulness of OrientDB, a multimodel noSQL database with a graph database engine, that claims to be simple and effecient to use...

  6. Curriculum Prototypes and the Seven Dwarfs.

    Science.gov (United States)

    Chapman, Shirley

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

  7. 24 CFR 3286.308 - Training curriculum.

    Science.gov (United States)

    2010-04-01

    ... 24 Housing and Urban Development 5 2010-04-01 2010-04-01 false Training curriculum. 3286.308... States § 3286.308 Training curriculum. (a) Curriculum for initial installer licensing. The training... regulations in this part. The curriculum must include, at a minimum, training in the following areas: (1) An...

  8. School Leadership and Curriculum: German Perspectives

    Science.gov (United States)

    Huber, Stephan; Tulowitzki, Pierre; Hameyer, Uwe

    2017-01-01

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

  9. Multi-core Microprocessors

    Indian Academy of Sciences (India)

    programming and computer fundamentals. His current research interests are parallel computing and history of computing. Multi-core microprocessor is an interconnected set of inde- pendent processors called cores integrated on a single sili- con chip. These processing cores communicate and cooperate with one another ...

  10. Core Competence and Education.

    Science.gov (United States)

    Holmes, Gary; Hooper, Nick

    2000-01-01

    Outlines the concept of core competence and applies it to postcompulsory education in the United Kingdom. Adopts an educational perspective that suggests accreditation as the core competence of universities. This economic approach suggests that the market trend toward lifetime learning might best be met by institutions developing a core competence…

  11. Core stability exercise principles.

    Science.gov (United States)

    Akuthota, Venu; Ferreiro, Andrea; Moore, Tamara; Fredericson, Michael

    2008-02-01

    Core stability is essential for proper load balance within the spine, pelvis, and kinetic chain. The so-called core is the group of trunk muscles that surround the spine and abdominal viscera. Abdominal, gluteal, hip girdle, paraspinal, and other muscles work in concert to provide spinal stability. Core stability and its motor control have been shown to be imperative for initiation of functional limb movements, as needed in athletics. Sports medicine practitioners use core strengthening techniques to improve performance and prevent injury. Core strengthening, often called lumbar stabilization, also has been used as a therapeutic exercise treatment regimen for low back pain conditions. This article summarizes the anatomy of the core, the progression of core strengthening, the available evidence for its theoretical construct, and its efficacy in musculoskeletal conditions.

  12. Student Unrest and the Curriculum

    Science.gov (United States)

    Williamson, E. G.

    1970-01-01

    The dean of students at the University of Minnesota discusses the causes behind student unrest and makes some suggestions for curriculum reform to make education more relevant to both young people and society. (AA)

  13. Energy Management Curriculum Starter Kit

    Energy Technology Data Exchange (ETDEWEB)

    Turner, W.C.

    1987-02-01

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

  14. Curriculum Transformation And Art Education

    OpenAIRE

    Mason, Rachel

    2015-01-01

    ‘Images and Identity' is a research and curriculum development project, funded under the European Commission’s Comenius scheme, with partners in six EU countries. The project has developed and produced curriculum materials linking citizenship and art education. In 2010 it published on-line training materials that include: schemes of work that integrate art and citizenship learning; suggestions for facilitating lessons in which school children use digital media to represent and explore th...

  15. 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...

  16. Global curriculum in surgical oncology.

    Science.gov (United States)

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

    2016-06-01

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

  17. The Understanding of Curriculum Philosophy among Trainee Teachers in Regards to Soft Skills Embedment

    Science.gov (United States)

    Hassan, Aminuddin; Maharoff, Marina

    2014-01-01

    Curriculum philosophy may assist in learning practices that coincide with the philosophy of educational institution and community. This study was aimed to understand how the teacher trainees who pursued Bachelor of Teaching (PISMP) understand the embedment of soft skills into learning activities for core courses in Malaysian Institutes of Teacher…

  18. Primary Determinants of a Large-Scale Curriculum Reform: National Board Administrators' Perspectives

    Science.gov (United States)

    Tikkanen, Lotta; Pyhältö, Kirsi; Soini, Tiina; Pietarinen, Janne

    2017-01-01

    Purpose: The purpose of this paper is to gain a better understanding of how national board administrators, more precisely, officials at the Finnish National Board of Education (FNBE) have perceived the primary influencing factors, or "regulators", of the national core curriculum reform and the success of the implementation. The alignment…

  19. In Search of an Integrative Theme for the Undergraduate Business Curriculum

    Science.gov (United States)

    Sherman, W. Richard

    2007-01-01

    The Business Core is typically a set of courses in the curriculum of many business schools which provides the student with a breadth of knowledge across all business disciplines. The purpose of this paper is to introduce a curricular model based upon the balanced scorecard (BSC) developed by Kaplan & Norton (1996). With its multi-dimensional…

  20. Revamped Curriculum at a Vermont College Focuses on Life Skills and Career Goals

    Science.gov (United States)

    Bushong, Steven

    2009-01-01

    The Vermont college has radically revamped its class structure to better prepare students for life beyond the lecture halls. The collegewide program, "Education in 3 Dimensions," centers on three main parts: life-skills workshops, an interdisciplinary core curriculum, and professional courses. Required courses make up all three…