WorldWideScience

Sample records for replace core curriculum

  1. Introduction to the Core Curriculum in GIS

    OpenAIRE

    2015-01-01

    This short narrative introduces the Core Curriculum in GIS and provides a historical overview of the Core Curriculum Project, including the later Core Curriculum in GIScience and Core Curriculum for Technical Programs. Appended to this description is an original pamphlet advertising the Core Curriculum in GIS.

  2. Harvard's Core Curriculum: An Inside View.

    Science.gov (United States)

    Wilson, James Q.

    1978-01-01

    Developing a core curriculum at Harvard College involves the problem of producing change in a self-governing but externally-oriented community. Critics of Harvard's curriculum planning are answered in this essay, which focuses on the problems and positive aspects of faculty involvement in the curricular change process. (JMD)

  3. Anatomy of curriculum: digging to the core.

    Science.gov (United States)

    Berman, Anthony C

    2014-01-01

    This viewpoint commentary, written from the perspective of a teacher who has helped to educate students in a wide variety of educational environments, is a reaction to the article published in Anatomical Sciences Education on developing of core syllabuses for the anatomical sciences. After reflecting on the definitions of both curriculum and syllabus and their importance as roadmaps for effective instruction, the value of core knowledge and core syllabuses in anatomical sciences was explored. Encouragement for the pursuit of the project proposed in the original article was provided; however, the reminder to not allow any curriculum or syllabus to prevent instructional flexibility was emphasized. Several constructive questions (regarding democracy in curriculum development, the proposed rating scale, and the desirability of reaching local or national consensus before seeking global agreement) were advanced for consideration.

  4. 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 Ed

  5. Core curriculum for the heart rhythm specialist.

    Science.gov (United States)

    Merino, Jose L; Arribas, Fernando; Botto, Giovanni Luca; Huikuri, Heikki; Kraemer, Lars I; Linde, Cecilia; Morgan, John M; Schalij, Martin; Simantirakis, Emmanuel; Wolpert, Christian; Villard, Marie-Christine; Poirey, Julie; Karaim-Fanchon, Svya; Deront, Keren

    2009-08-01

    Heart rhythm (HR) management is rapidly developing as a subspecialty within cardiology and it is imperative to promote and ensure sufficient and homogeneous training and qualification among professionals in Europe. This encouraged the European Society of Cardiology, through the European Heart Rhythm Association (EHRA), to organize a European Core Curriculum for the HR specialist through the following: definition of the scope of the HR speciality (Syllabus), development of minimum standards and objectives for training in HR management (Curriculum), development of a model to certify HR professionals and teaching units (Accreditation), and development of a Registry for European HR accredited professionals and teaching units and their activity (Registries). The duration of the training period should be of a minimum of 2 years following general cardiology training. During this period, the trainee must develop the required knowledge, practical skills, behaviours, and attitudes to manage HR patients. The trainee must be involved in a minimum number of different procedures and achieve specified levels of competence. The training centre should be integrated within a full-service cardiology department. Assessment of the trainee and the training programmes should include reports by the training programme supervisor and the national society HR organizations, a logbook of procedures, written examinations, and assessment of professionalism. The EHRA presently requires the trainee to pass the EHRA accreditation exams (invasive EP and cardiac pacing and ICDs). Continuous learning and practice are required to maintain standards and practice because substantial changes may occur in clinical practice or the health-care environment.

  6. 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

  7. 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 (P<.001), knot tying (P=.017), casting and splinting (P<.001), arthrocentesis (P=.01), basics of internal fixation (P<.001), and compartment syndrome evaluation (P=.004). After the camp, PGY-1 and -2 scores in task-specific measures were not significantly different. A 3-month simulation-based boot camp instituted early in orthopedic internship elevated a variety of clinical skills to levels exhibited by PGY-2 residents.

  8. 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.

  9. 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

  10. 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…

  11. Essential Distinctiveness: Strategic Alternatives in Updating the Business Core Curriculum

    Science.gov (United States)

    Alstete, Jeffrey W.

    2013-01-01

    Purpose: This paper seeks to propose the use of specific strategic management tools for identifying opportunities for gaining competitive advantage in the business core curricula offered at colleges and universities. Design/methodology/approach: A brief review of the literature on business core curriculum innovation and change is examined, and…

  12. Essential Distinctiveness: Strategic Alternatives in Updating the Business Core Curriculum

    Science.gov (United States)

    Alstete, Jeffrey W.

    2013-01-01

    Purpose: This paper seeks to propose the use of specific strategic management tools for identifying opportunities for gaining competitive advantage in the business core curricula offered at colleges and universities. Design/methodology/approach: A brief review of the literature on business core curriculum innovation and change is examined, and…

  13. Teacher Education Packet for Illinois Core Curriculum in Agriculture.

    Science.gov (United States)

    Hemp, Paul; Pepple, Jerry

    Developed for use by teacher educators or state staff, this teaching packet provides preservice or inservice training to teachers and prospective teachers on how to use the Illinois Core Curriculum in Agriculture. (It is recommended that copies of the Illinois core materials be available to the students.) Three problem areas are included:…

  14. 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,…

  15. Teaching of interdisciplinary and core curriculum topics using alternative strategies.

    Science.gov (United States)

    Robertson, Janelle L; Yun, Heather C; Murray, Clinton K

    2009-11-01

    In the San Antonio Uniformed Services Health Education Consortium Infectious Diseases Fellowship program, didactic lecture formats were previously used to present training in interdisciplinary topics, journal discussions, and core curriculum topics, but herein is described the recent modification of the fellowship's teaching techniques along with a satisfaction survey. The initial modification to the curriculum included the institution of debates covering controversial core curriculum topics in parliamentary fashion. The second change was the teaching of interdisciplinary topics utilizing a conference moderator. To evaluate the impact of the new teaching strategies, an anonymous Likert-based survey was distributed to the staff and fellows. The staff and fellows were uniformly satisfied with the changes in the curriculum and new strategies are preferred over the traditional teaching methods. Creating innovative forums to enhance the education of trainees has improved fellow and staff satisfaction with the teaching of these topics.

  16. Core curriculum illustration: traumatic atlanto-occipital dislocation.

    Science.gov (United States)

    Rajendran, Sibi; Nickels, David; Pawley, Barbara

    2016-08-01

    This is the 20th 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. The Future of the Core Curriculum in Graduate Education

    Science.gov (United States)

    Thoennessen, Michael

    2006-12-01

    The recent report of the Joint AAPT/APS Task Force on Graduate Education in Pysics reported that the traditional graduate physics curriculum consists of a “core” of required courses that includes Classical Electrodynamics, Quantum Mechanics, Classical Mechanics, and Statistical Mechanics. Anecdotal evidence suggests that some graduate physics departments have changed or eliminated these requirements, or made other changes such as the elimination or “watering down” of the comprehensive exam. It also has been argued that physics departments need to modernize the curriculum, noting that the traditional core has not changed for 50 years. A panel consisting of Prof. Ken Heller (University of Minnesota), Prof. Michael Paessler (North Carolina State) and Minesh Bacrania (LLNL) as the chair of the APS Forum on Graduate Student Affairs representing the graduate students will discuss the future of the core curriculum.

  18. 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…

  19. 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)…

  20. 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…

  1. ASTRO's 2007 core physics curriculum for radiation oncology residents.

    Science.gov (United States)

    Klein, Eric E; Gerbi, Bruce J; Price, Robert A; Balter, James M; Paliwal, Bhudatt; Hughes, Lesley; Huang, Eugene

    2007-08-01

    In 2004, the American Society for Therapeutic Radiology and Oncology (ASTRO) published a curriculum for physics education. The document described a 54-hour course. In 2006, the committee reconvened to update the curriculum. The committee is composed of physicists and physicians from various residency program teaching institutions. Simultaneously, members have associations with the American Association of Physicists in Medicine, ASTRO, Association of Residents in Radiation Oncology, American Board of Radiology, and American College of Radiology. Representatives from the latter two organizations are key to provide feedback between the examining organizations and ASTRO. Subjects are based on Accreditation Council for Graduate Medical Education requirements (particles and hyperthermia), whereas the majority of subjects and appropriated hours/subject were developed by consensus. The new curriculum is 55 hours, containing new subjects, redistribution of subjects with updates, and reorganization of core topics. For each subject, learning objectives are provided, and for each lecture hour, a detailed outline of material to be covered is provided. Some changes include a decrease in basic radiologic physics, addition of informatics as a subject, increase in intensity-modulated radiotherapy, and migration of some brachytherapy hours to radiopharmaceuticals. The new curriculum was approved by the ASTRO board in late 2006. It is hoped that physicists will adopt the curriculum for structuring their didactic teaching program, and simultaneously, the American Board of Radiology, for its written examination. The American College of Radiology uses the ASTRO curriculum for their training examination topics. In addition to the curriculum, the committee added suggested references, a glossary, and a condensed version of lectures for a Postgraduate Year 2 resident physics orientation. To ensure continued commitment to a current and relevant curriculum, subject matter will be updated

  2. 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.

  3. Core Curriculum for Social Studies Education K-12.

    Science.gov (United States)

    Utah State Office of Education, Salt Lake City. Office of Curriculum and Instruction.

    The Utah social studies curriculum for grades K-12 is divided into three levels: K-6, 7-8, and 9-12. For K-6, mastery of core concepts is required; for grades 7-8, 1.5 units of United States History and Utah studies are required; and for grades 9-12, three units of world cultural geography, ancient world civilizations, European history, United…

  4. Integrating Medication Therapy Management Education into a Core Pharmacy Curriculum.

    Science.gov (United States)

    Poole, Traci M; Kodali, Leela; Pace, Adam C

    2016-05-25

    Objective. To describe the design of a core course directed at improving confidence and competence of students to perform medication therapy management (MTM) services. Design. Using the American Pharmacists Association (APhA) certificate training program framework, a core course was developed to teach MTM concepts to third-year student pharmacists. Using deep learning and authentic assignments, course instructors attempted to improve student confidence and readiness to provide MTM services. Assessment. Student ability to meet course objectives was evaluated by examinations and the APhA MTM program self-assessment. Students had an overall success rate of 93% on all three assessments. Student perceptions of confidence, competence, and importance of performing MTM services were measured using a survey instrument with 56 Likert-type items. Students completing both surveys reported significantly increased confidence and competence. Conclusion. Integrating MTM-specific education into the core curriculum increased student pharmacists' perceived competence and confidence to perform MTM services.

  5. 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.

  6. 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.

  7. Core curriculum for the heart rhythm specialist: executive summary.

    Science.gov (United States)

    Merino, Jose L; Arribas, Fernando; Botto, Giovanni Luca; Huikuri, Heikki; Kraemer, Lars I; Linde, Cecilia; Morgan, John M; Schalij, Martin; Simantirakis, Emmanuel; Wolpert, Christian; Villard, Marie-Christine; Poirey, Julie; Karaim-Fanchon, Svya; Deront, Keren

    2009-10-01

    Heart rhythm (HR) management is rapidly developing as a subspecialty within cardiology, and it is imperative to promote and ensure sufficient and homogeneous training and qualification amongst professionals in Europe. This has led the European Society of Cardiology, through the European Heart Rhythm Association (EHRA), to organize a European Core Curriculum for the HR specialist through the following: definition of the scope of the HR speciality (Syllabus), development of minimum standards and objectives for training in HR management (Curriculum), development of a model to certify HR professionals and teaching units (Accreditation), and development of a Registry for European HR accredited professionals and teaching units and its activity (Registries). The duration of the training period should be of a minimum of 2 years following general cardiology training. During this period, the trainee must develop the required knowledge, practical skills, behaviours, and attitudes to manage HR patients. The trainee must be involved in a minimum number of different procedures and achieve specified levels of competence. The training centre should be integrated within a full-service cardiology department. Assessment of the trainee and the training programmes should include reports by the training programme supervisor and the national society HR organizations, a logbook of procedures, written examinations, and assessment of professionalism. The EHRA presently requires the trainee to pass the EHRA accreditation exams (invasive EP and cardiac pacing and ICDs). Continuous learning and practice are required to maintain standards and practice and because substantial changes may occur in clinical practice or the health-care environment.

  8. Principles and Strategies for Reforming the Core Curriculum at a Catholic College or University

    Science.gov (United States)

    Roche, Mark W.

    2015-01-01

    The core curriculum is essential for the flourishing of a Catholic college or university, as it is one of the most visible ways in which a distinctive vision becomes incarnate. Catholic colleges tend to offer some mission-centered majors and minors, but the core is what is present for all students. The core is not only significant, but also…

  9. Fruit and Vegetable Production Unit for Plant Science Core Curriculum. Instructor's Guide. Volume 16, Number 3.

    Science.gov (United States)

    Stewart, Bob R.; Mullinix, Mark K.

    This curriculum guide, part of a plant science core curriculum, consists of materials for use in teaching a unit on fruit and vegetable production. Provided in the first part of the guide are a list of objectives, a bibliography, and a competency profile. The remainder of the guide consists of 11 lessons dealing with the following topics: planning…

  10. Common Core of a Different Sort: Putting Democracy at the Center of the Curriculum

    Science.gov (United States)

    Beane, James A.

    2013-01-01

    Many policymakers, curriculum specialists, teachers and administrators, bloggers and other commentators have raised serious questions about the Common Core State Standards. One set of questions asks whether states and districts have the money for professional development, curriculum materials, planning time, and other logistics that would be…

  11. Development and assessment of a radiology core curriculum in health care policy and practice.

    Science.gov (United States)

    Mirowitz, S A

    2000-07-01

    The purpose of this study was to evaluate the feasibility of implementing a core curriculum in health policy and practice for radiology residents and fellows, to determine whether such a curriculum would be considered professionally valuable by participants, and to determine if the curriculum would influence participants' careers. A core curriculum in health policy and practice was developed, involving 19 seminars presented over 5 weeks. Twelve faculty members presented comprehensive and integrated information relevant to current and future radiology practice. Topic clusters included health care structure and payment, technology and health services, radiology practice management, and career issues. Classroom teaching was supplemented by a course syllabus and resource library. Participants were surveyed following each seminar and at the conclusion of the curriculum. Participants described their baseline knowledge of each topic as weak. As a result of the curriculum, self-described knowledge ratings increased considerably. Interest in curriculum topics and perception of their importance and relevance to radiology practice increased. Of respondents, 84% (26 of 31) described the curriculum as having very good or excellent educational value. All respondents indicated that the curriculum should be repeated in the future, 42% (13 of 31) indicated that the curriculum motivated them to pursue further related education, and 61% (19 of 31) developed interest in personal involvement in administrative issues and radiology organizations. A core curriculum in health policy and practice was successfully integrated into radiology training. The curriculum resulted in increased knowledge, interest, and perceived importance of medical management issues by residents and fellows and stimulated their interest in pursuing further management education and involvement in radiology administration and organizations.

  12. Junior faculty core curriculum to enhance faculty development.

    Science.gov (United States)

    Guillet, Ronnie; Holloway, Robert G; Gross, Robert A; Libby, Katie; Shapiro, Janine R

    2017-04-01

    Senior Instructors and Assistant Professors in their first academic appointment may not have all the tools for an efficient start to their careers. Although many institutions provide access to mentoring programs and seminars on faculty development, the timing and format of the offerings often conflict with ongoing responsibilities of the faculty, particularly clinical faculty. We established a collaboration between the Clinical and Translational Science Institute (CTSI) and the University of Rochester Medical Center Office for Faculty Development with the goal of developing a week-long Junior Faculty Core Curriculum that would better suit faculty schedules. We convened focus groups and with their help, identified themes for inclusion in the course. Speakers were identified from among local senior faculty. University leadership was enlisted in promoting the course. Individual speakers and course content were evaluated daily, at the end of the week-long course, and 6 months later. Planning for subsequent years incorporated the feedback. Yearly evaluations and subsequent course modification continued. Junior faculty from nearly every department in the Medical Center were represented. There was high learner satisfaction and participation however several limitations were identified and addressed in subsequent years. The focus on principles and available resources, not specific skills or content was appropriate. Daily interactions among participants from a wide variety of departments fostered networking among faculty who may not otherwise have met and discussed common interests. The ultimate value of such an early, intensive faculty development program will depend on whether it equips junior faculty to organize, develop, and achieve their academic goals better than alternative formats. This will require further study.

  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. Bioinformatics curriculum guidelines: toward a definition of core competencies

    National Research Council Canada - National Science Library

    Welch, Lonnie; Lewitter, Fran; Schwartz, Russell; Brooksbank, Cath; Radivojac, Predrag; Gaeta, Bruno; Schneider, Maria Victoria

    2014-01-01

    ... education, service, and training. In response to this need, the Curriculum Task Force of the International Society for Computational Biology (ISCB) Education Committee seeks to define curricular guidelines for those who train and educate bioinformaticians. The previous report of the task force summarized a survey that was conducted to gather inp...

  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. 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…

  17. Common Core Standards: The New U.S. Intended Curriculum

    Science.gov (United States)

    Porter, Andrew; McMaken, Jennifer; Hwang, Jun; Yang, Rui

    2011-01-01

    The Common Core standards released in 2010 for English language arts and mathematics have already been adopted by dozens of states. Just how much change do these new standards represent, and what is the nature of that change? In this article, the Common Core standards are compared with current state standards and assessments and with standards in…

  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)

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

    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 Ed

  20. Using Student Engagement to Relocate Ethics to the Core of the Engineering Curriculum.

    Science.gov (United States)

    Sunderland, Mary E

    2013-04-18

    One of the core problems with engineering ethics education is perceptual. Although ethics is meant to be a central component of today's engineering curriculum, it is often perceived as a marginal requirement that must be fulfilled. In addition, there is a mismatch between faculty and student perceptions of ethics. While faculty aim to communicate the nuances and complexity of engineering ethics, students perceive ethics as laws, rules, and codes that must be memorized. This paper provides some historical context to better understand these perceptual differences, and suggests that curriculum constraints are important contributing factors. Drawing on the growing scholarship of student engagement approaches to pedagogy, the paper explores how students can be empowered to effect change in the broader engineering curriculum through engineering ethics. The paper describes a student engagement approach to pedagogy that includes students as active participants in curriculum design-a role that enables them to critically reflect about why ethics is a requirement. Including students in the process of curriculum design leads students to reframe ethics as an integrative tool with the capacity to bring together different engineering departments and build bridges to non-engineering fields. This paper argues that students can and should play an active and important role in relocating ethics from the periphery to the core of the engineering curriculum.

  1. 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…

  2. Career and Personal Development for Plant Science Core Curriculum. Instructor's Guide. Vol. 15. No. 1. Revised.

    Science.gov (United States)

    Stewart, Bob R.; And Others

    Intended as part of the second year of instruction for students of vocational agriculture, this unit for a plant science core curriculum consists of five lessons designed to help students in their careers and personal development. Topics are: reconsidering career plans; finding information on available jobs; getting a job; developing as a…

  3. Career and Personal Development for Plant Science Core Curriculum. Student Reference. Vol. 15. No. 2.

    Science.gov (United States)

    Stewart, Bob R.; Hunter, Bill

    This student reference in career and personal development is designed to accompany the lessons outlined in the instructor's guide for a plant science core curriculum. Five lessons cover career planning; finding information about available jobs; applying and interviewing for a job; developing as a confident, responsible person; and developing…

  4. Agricultural Mechanics Unit for Plant Science Core Curriculum. Volume 15, Number 4. Instructor's Guide.

    Science.gov (United States)

    Linhardt, Richard E.; Hunter, Bill

    This instructor's guide is intended for use in teaching the agricultural mechanics unit of a plant science core curriculum. Covered in the individual units of the guide are the following topics: arc welding (following safety procedures, controlling distortion, selecting and caring for electrodes, identifying the material to be welded, and welding…

  5. Energy and Agriculture. A Basic Core Curriculum for Teaching Energy to Vocational Agriculture Students.

    Science.gov (United States)

    Albracht, James; French, Byron

    This core curriculum contains five units of material for teaching energy to vocational agriculture students. Energy uses and the benefits of energy conservation are covered in a unit on the impact of energy on agriculture. Discussed next are tractor performance and Nebraska tractor test data for selecting and evaluating tractors for maximum fuel…

  6. Beef Production for Agricultural Science I Core Curriculum. Student Reference. AGDEX 420/10.

    Science.gov (United States)

    Missouri Univ., Columbia. Instructional Materials Lab.

    This student reference booklet is designed to accompany lessons outlined in the companion instructor's guide on beef production. Together, the student reference and instructor's guide form part of the Animal Science I core curriculum. This unit on beef production is divided into five lessons in these areas: selection of breeding stock, breeding…

  7. 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…

  8. 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,…

  9. 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…

  10. Curriculum Matters: The Common Core, Authors of Color, and Inclusion for Inclusion's Sake

    Science.gov (United States)

    Berchini, Christina

    2016-01-01

    In this article, the author employs a critical analysis of a short story with cross-cultural themes to illustrate how it is framed in a widely used textbook aligned with the Common Core State Standards. The author shows how the inclusion of literature by authors of color in any curriculum does not necessitate that the needs of racially,…

  11. Family and Consumer Sciences Technology-Life-Careers Core Curriculum. A Curriculum Guide. A Family and Consumer Sciences Education Course of Study for Grades 6-7.

    Science.gov (United States)

    Utah State Office of Education, Salt Lake City.

    This curriculum, part of a coordinated exploratory vocational core program, is an activity-oriented instructional course that enables students in grades 6-7 to explore careers and skills related to consumer and occupational roles. The curriculum consists of five units: (1) independent living skills; (2) families; (3) child care; (4) textiles…

  12. 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…

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

    Science.gov (United States)

    Fater, Kerry H

    2013-01-01

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

  14. 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.

  15. Preparedness for clinical: evaluation of the core elements of the Clinical Immersion curriculum model.

    Science.gov (United States)

    Diefenbeck, Cynthia; Herrman, Judith; Wade, Gail; Hayes, Evelyn; Voelmeck, Wayne; Cowperthwait, Amy; Norris, Susan

    2015-01-01

    The Clinical Immersion Model is an innovative baccalaureate nursing curriculum that has demonstrated successful outcomes over the past 10 years. For those intending to adopt the model, individual components in isolation may prove ineffective. This article describes three core components of the curriculum that form the foundation of preparation for the senior-year clinical immersion. Detailed student-centered outcomes evaluation of these critical components is shared. Results of a mixed-methods evaluation, including surveys and focus groups, are presented. Implications of this curricular evaluation and future directions are explored.

  16. International core curriculum for capsule endoscopy training courses.

    Science.gov (United States)

    Fernandez-Urien, Ignacio; Panter, Simon; Carretero, Cristina; Davison, Carolyn; Dray, Xavier; Fedorov, Evgeny; Makins, Richard; Mascarenhas, Miguel; McAlindon, Mark; McNamara, Deirdre; Palmer, Hansa; Rey, Jean Francoise; Saurin, Jean Christophe; Seitz, Uwe; Spada, Cristiano; Toth, Ervin; Wiedbrauck, Felix; Keuchel, Martin

    2017-06-01

    Capsule endoscopy (CE) has become a first-line noninvasive tool for visualisation of the small bowel (SB) and is being increasingly used for investigation of the colon. The European Society of Gastrointestinal Endoscopy (ESGE) guidelines have specified requirements for the clinical applications of CE. However, there are no standardized recommendations yet for CE training courses in Europe. The following suggestions in this curriculum are based on the experience of European CE training courses directors. It is suggested that 12 hours be dedicated for either a small bowel capsule endoscopy (SBCE) or a colon capsule endoscopy (CCE) course with 4 hours for an introductory CCE course delivered in conjunction with SBCE courses. SBCE courses should include state-of-the-art lectures on indications, contraindications, complications, patient management and hardware and software use. Procedural issues require approximately 2 hours. For CCE courses 2.5 hours for theoretical lessons and 3.5 hours for procedural issued are considered appropriate. Hands-on training on reading and interpretation of CE cases using a personal computer (PC) for 1 or 2 delegates is recommended for both SBCE and CCE courses. A total of 6 hours hands-on session- time should be allocated. Cases in a SBCE course should cover SB bleeding, inflammatory bowel diseases (IBD), tumors and variants of normal and cases with various types of polyps covered in CCE courses. Standardization of the description of findings and generation of high-quality reports should be essential parts of the training. Courses should be followed by an assessment of trainees' skills in order to certify readers' competency.

  17. Experimental course of bioethics upon the bioethics core curriculum of UNESCO: methodoloy and result of investigation.

    Science.gov (United States)

    Davtyan, S

    2012-12-01

    In October 2005 the General Conference of UNESCO adopted the Universal Declaration on Bioethics and Human Rights. The aim of this Declaration was to assist in the realization ofprinciples and support the thorough understanding of the consequences of the ethics of scientific and technical progress, especially for youth. In 2008, the Division of Ethics of Science and Technology Sector for Social and Human Sciences of UNESCO worked out an Educational Program (Bioethics Core Curriculum). On November 23, 2010 a Memorandum was signed between UNESCO and the Yerevan State Medical University after M. Heratsi. The Memorandum was aimed to test the Bioethics Core Curriculum of UNESCO. In this article we will analyze the aims and goals of studying the course, as well as disputable shortcomings of the Program, make recommendations for the improvement of the course of bioethics, and highlight the positive aspects of this Educational Program.

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

    Science.gov (United States)

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

    2015-03-01

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

  19. Replacement

    Directory of Open Access Journals (Sweden)

    S. Radhakrishnan

    2014-03-01

    Full Text Available The fishmeal replaced with Spirulina platensis, Chlorella vulgaris and Azolla pinnata and the formulated diet fed to Macrobrachium rosenbergii postlarvae to assess the enhancement ability of non-enzymatic antioxidants (vitamin C and E, enzymatic antioxidants (superoxide dismutase (SOD and catalase (CAT and lipid peroxidation (LPx were analysed. In the present study, the S. platensis, C. vulgaris and A. pinnata inclusion diet fed groups had significant (P < 0.05 improvement in the levels of vitamins C and E in the hepatopancreas and muscle tissue. Among all the diets, the replacement materials in 50% incorporated feed fed groups showed better performance when compared with the control group in non-enzymatic antioxidant activity. The 50% fishmeal replacement (best performance diet fed groups taken for enzymatic antioxidant study, in SOD, CAT and LPx showed no significant increases when compared with the control group. Hence, the present results revealed that the formulated feed enhanced the vitamins C and E, the result of decreased level of enzymatic antioxidants (SOD, CAT and LPx revealed that these feeds are non-toxic and do not produce any stress to postlarvae. These ingredients can be used as an alternative protein source for sustainable Macrobrachium culture.

  20. A comprehensive collaborative patient safety residency curriculum to address the ACGME core competencies.

    Science.gov (United States)

    Singh, Ranjit; Naughton, Bruce; Taylor, John S; Koenigsberg, Marlon R; Anderson, Diana R; McCausland, Linda L; Wahler, Robert G; Robinson, Amanda; Singh, Gurdev

    2005-12-01

    Patient safety currently receives only scant attention in most residency curricula. Safety is a subject that transcends the US Accreditation Council for Graduate Medical Education's 6 core competencies. To design and implement a new patient safety curriculum in collaboration with the Schools of Nursing and Pharmacy, in such a way as to address all 6 competencies. The curriculum applies to a university-based family medicine residency programme with 45 residents at 5 sites, including urban, suburban and rural sites. CURRICULUM DESIGN: The curriculum includes introductory workshops for faculty and residents, a series of didactic courses, individual portfolios and a series of small group exercises including chart reviews, case presentations and a longitudinal quality improvement project. The activities are run by a multidisciplinary team. Main outcome measures include assessment of resident performance in curriculum activities and in an annual objective structured clinical examination (OSCE) that includes standardised patient interviews, simulations and a written examination. Programme evaluation will include comparison of OSCE performance with that at a neighbouring residency. Residents identified safety problems and system-based solutions using a safety journal. Cases of polypharmacy were identified using journals and chart reviews, and medication changes proposed and discussed. At resident practice sites, residents identified safety priorities based on a staff survey and proposed system-based solutions. Results of the OSCE will be presented elsewhere. A new patient safety curriculum was successfully introduced into a family medicine residency. The curriculum integrates patient safety into residents' daily activities and incorporates input from the disciplines of nursing and pharmacy so as to help build more effective clinical teams and inculcate a culture of safety.

  1. 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…

  2. 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.

  3. 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.

  4. 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.

  5. Integrated General Education and the Extent of Interdisciplinarity: The University of California-Merced's Core 1 Curriculum

    Science.gov (United States)

    Hothem, Thomas

    2013-01-01

    The University of California-Merced's Core 1 has potential to foster genuine interdisciplinary thinking by asking students to conceptualize knowledge across fields of inquiry. Core 1 introduces students to the range of scholarly inquiry at the university all in the span of one semester-long, writing-intensive, integrated curriculum that encourages…

  6. Curriculum and Assessment: Two Sides of the Same Coin.

    Science.gov (United States)

    Shoemaker, Berry Jean Eklund; Lewin, Larry

    1993-01-01

    Eugene (Oregon) Public Schools want to replace the traditional content-driven curriculum with a general concepts-based curriculum stressing the relationships among ideas. To help district educators understand the new model, a coin metaphor describing the two interlocking areas of curriculum (learning core conceptual knowledge and strategic…

  7. A core curriculum for international health: evaluating ten years' experience at the University of Arizona.

    Science.gov (United States)

    Pust, R E; Moher, S P

    1992-02-01

    215 graduates (118 women and 97 men) of the University of Arizona's International Health Core Curriculum received a questionnaire after completion of their clinical practice in order to evaluate the experience of 10 years from 1982-91. The curriculum consisted of a 3- week orientation course given to 4th year medical students with core contents of population, nutrition, and infectious diseases followed up by student evaluation upon completion. 192 students were eligible for the survey of whom 154 completed it yielding an 80% response rate: 139 future physicians and 15 nurses, health educators, and nutritionists. 113 of 154 respondents completed an international health field experience after the course in 43 developing countries: 22% in Africa, 39% in Asia-Pacific, and 39% in Latin American-Caribbean. 79% were in rural and 34% in urban areas. A public health-community medicine program was incorporated in the clinical work at most sites. 95% of them participated in clinical care, 73% in community teaching, and 51% in research and evaluation. The duration of this field experience lasted 6-12 months for 69% of them. The median responses regarding the possibility of postcourse international field work and rating the worth of the course for clinical care, teaching others, and research were well or very well. They also rated the preparation of the course for subsequent work at 43 specific sites as good and dealing with limited resources and cross-culture communication as very good. All were willing to recommend the course to their peers.

  8. 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.

  9. A qualitative analysis of the impact of the reform of the College of Science undergraduate core curriculum at State University

    Science.gov (United States)

    Ballotti, Dean

    The Dean of the College of Science at State University, a large public Midwestern research university, in a memo to the faculty and staff initiated what he called a "review" of the undergraduate science core curriculum. He formed a task force that was to investigate on three issues; a reassessment of the undergraduate core curriculum, the recruitment and retention of qualified undergraduate students with an emphasis on diversity, and strategies that would address these issues. The age of the curriculum, 40 years since the last significant change, was an important factor in the review of the curriculum. This qualitative study seeks to understand how a group of four administrators and five faculty, all from the College of Science, participated in the task force, perceived the old curriculum, and perceived the changes made and the resulting new curriculum. They were also asked to rank both the prior and new curricula. As part of an ongoing theme in higher education they were also asked if they thought the changes made to the curriculum qualified as reform and why or why not. This resulted in a discussion of what a reform might look like at State University and ultimately a definition of reform.

  10. 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

  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. An Upward Bound Communications Curriculum: Description and Evaluation. The Romantic Mode in the Core Curriculum; Six Mini-Courses.

    Science.gov (United States)

    Hattman, John William

    This dissertation is part of a study that explains and evaluates a high interest curriculum in the basic communication areas of reading, writing, and speaking. The curriculum is based on the theories that the vital communication skills are more effectively taught when they are unified in reinforcing activities, and that literature in the…

  14. 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.

  15. DETERMINING THE CORE PART OF SOFTWARE DEVELOPMENT CURRICULUM APPLYING ASSOCIATION RULE MINING ON SOFTWARE JOB ADS IN TURKEY

    Directory of Open Access Journals (Sweden)

    Ilkay Yelmen

    2016-01-01

    Full Text Available The software technology is advancing rapidly over the years. In order to adapt to this advancement, the employees on software development should renew themselves consistently. During this rapid change, it is vital to train the proper software developer with respect to the criteria desired by the industry. Therefore, the curriculum of the programs related to software development at the universities should be revised according to software industry requirements. In this study, the core part of Software Development Curriculum is determined by applying association rule mining on Software Job ads in Turkey. The courses in the core part are chosen with respect to IEEE/ACM computer science curriculum. As a future study, it is also important to gather the academic personnel and the software company professionals to determine the compulsory and elective courses so that newly graduated software dev

  16. The Expanded Core Curriculum at the Indiana School for the Blind and Visually Impaired: A Case Study

    Science.gov (United States)

    Ringwalt, Gail Mulholland

    2013-01-01

    This case study investigated how the Expanded Core Curriculum (ECC) was taught to high school students who are blind or visually impaired at the Indiana School for the Blind and Visually Impaired (ISBVI). The study focused on three students pursing different academic tracks with varying degrees of vision. The students were observed throughout…

  17. 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…

  18. The Expanded Core Curriculum: Where We Have Been, Where We Are Going, and How We Can Get There

    Science.gov (United States)

    Sapp, Wendy; Hatlen, Phil

    2010-01-01

    Although teachers consider the Expanded Core Curriculum (ECC) critical for students' success, they do not provide their students adequate instruction based on principles of the ECC. A minimum level of competence for assessment and instruction in the ECC should be established for novice teachers. Personnel preparation programs should evaluate how…

  19. Common Core Curriculum for Vocational Education. Category D: Administration and Supervision. D-1: Fiscal Management of a Vocational Education Program.

    Science.gov (United States)

    Bain, William

    This module on fiscal management of a vocational education program is one of a set of eight on administration and supervision and is part of a larger series of thirty-four modules constituting a core curriculum for use in the professional preparation of vocational educators in the areas of agricultural, business, home economics, and industrial…

  20. 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…

  1. 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…

  2. 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…

  3. Adapting to a New Core Curriculum at Hood College: From Computation to Quantitative Literacy

    Directory of Open Access Journals (Sweden)

    Betty Mayfield

    2015-07-01

    Full Text Available Our institution, a small, private liberal arts college, recently revised its core curriculum. In the Department of Mathematics, we took this opportunity to formally introduce Quantitative Literacy into the language and the reality of the academic requirements for all students. We developed a list of characteristics that we thought all QL courses should exhibit, no matter in which department they are taught. We agreed on a short list of learning outcomes for students who complete those courses. Then we conducted a preliminary assessment of those two attributes: the fidelity of QL-labeled courses to our list of desired characteristics, and our students’ success in meeting the learning objectives. We also performed an attitudes survey in two courses, measuring students’ attitudes towards mathematics before and after completing a QL course. In the process we have had valuable conversations with full- and part-time faculty, and we have been led to re-examine the role of adjunct faculty in our department. In this paper we list our course characteristics and include one instructor’s description of how she ensured that her QL course exhibited many of those traits. We include examples of student work illustrating how they met the learning objectives, and we report on the results of our attitudes survey. Much remains to be done; we describe our preliminary conclusions and plans for the future.

  4. Transaortic aortic valve replacement using the Edwards Sapien-XT Valve and the Medtronic CoreValve: initial experience.

    Science.gov (United States)

    Spargias, Konstantinos; Bouboulis, Nikolaos; Halapas, Antonios; Chrissoheris, Michael; Skardoutsos, Spyridon; Nikolaou, Joulia; Tsolakis, Apostolos; Mourmouris, Christos; Pattakos, Stratis

    2014-01-01

    Transcatheter aortic valve replacement (TAVR) is now an established treatment for certain patients with severe aortic valve stenosis (AS). However, as the number of patients screened for TAVR increases, many are found to have absolutely no option for peripheral artery access. Transaortic valve replacement (TAoVR) has been proposed as a new alternative route in patients deemed unsuitable for conventional approaches. We present our first series of TAoVR cases using the Edwards Sapien-XT and the Medtronic CoreValve prostheses. Twenty-five (25) symptomatic patients (mean age 78 ± 8 years, mean logistic EuroSCORE I 25 ± 11%) with severe AS underwent TAoVR using the Sapien-XT valve (10 patients) or the CoreValve (15 patients). The mean fluoroscopy time was 15.6 ± 4.2 minutes, the mean time in the intensive care unit was 1.9 ± 1.0 days, and the mean hospital stay was 6.4 ± 1.6 days. The mean effective aortic valve area increased (from 0.68 ± 0.15 cm(2) to 1.82 ± 0.34 cm(2), pMedtronic CoreValve prosthesis demonstrated that it could be performed safely, resulting in substantial acute echocardiographic and early clinical improvement.

  5. Beyond Comprehension: We Have yet to Adopt a Common Core Curriculum that Builds Knowledge Grade by Grade--But We Need to

    Science.gov (United States)

    Hirsch, E. D., Jr.

    2011-01-01

    Most of today's reading programs rest on faulty ideas about reading comprehension. The author argues that comprehension is not a general skill; it relies on having relevant vocabulary and knowledge. He explains the need for a fact-filled, knowledge-building curriculum. He suggests that states should adopt a common core curriculum that builds…

  6. 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.

  7. 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…

  8. Michigan Senate Bill 826: Replace Common Core with pre-2011 Massachusetts Standards

    Directory of Open Access Journals (Sweden)

    Sandra Stotsky

    2016-04-01

    Full Text Available Interested in academic standards and assessments proven to raise student achievement? You won’t get that from the Common Core Standards and their associated consortium tests, PARCC and SBAC. Despite the boisterous hype of higher, deeper, richer, more rigorous, and so on, there exists no valid evidence to support their claims of higher quality, achievement, or college readiness. There is a set of state standards and assessments, however, proven through actual experience to have raised academic achievement for students at all levels and in all curricular pathways: those used in Massachusetts from 2000 to 2011. So, why not use them? Such a proposal was recently proposed, and passed, by the Michigan Senate Education Policy Committee. Here, we provide links to Sandra Stotsky’s testimony before that committee, along with other relevant links. - See more at: http://nonpartisaneducation.org/Review/Resources/MichiganBill.htm

  9. Role of transesophageal echocardiography in percutaneous aortic valve replacement with the CoreValve Revalving system.

    Science.gov (United States)

    Berry, Colin; Oukerraj, Latifa; Asgar, Anita; Lamarche, Yoan; Marcheix, Bertrand; Denault, André Y; Laborde, Jean-Claude; Cartier, Raymond; Ducharme, Anique; Bonan, Raoul; Basmadjian, Arsène J

    2008-09-01

    Percutaneous aortic valve replacement (PAVR) is an emerging therapy for nonsurgical patients with severe aortic stenosis (AS). We examined the role of transesophageal echocardiography (TEE) in PAVR. TEE was used initially to assess the native valve and aortic root, and served as a guide during PAVR. Following prosthetic valve deployment, TEE was used to assess valve function. Eleven patients aged 82 +/- 10 years with NYHA III-IV underwent PAVR. Periprocedural TEE gave immediate information on prosthetic position and function, LV function, mitral regurgitation, pericardium, and thoracic aorta anatomy. There was excellent visual agreement between fluoroscopic and TEE images of prosthetic positioning and deployment. TEE facilitated the detection and management of procedure-related complications. Compared with pre-PAVR, AV area (0.56 +/- 0.19 cm(2) vs. 1.3 +/- 0.4 cm(2); P < 0.001) and LVEF (49 +/- 17% vs. 56 +/- 11%; P < 0.001) increased. TEE provides key anatomical and functional information, and serves as a diagnostic guide for complications, which may arise during PAVR.

  10. 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…

  11. Reflections on Core Curriculum, Mission, and Catholic Identity in Our Time

    Science.gov (United States)

    Killen, Patricia O'Connell

    2015-01-01

    Reviewing and revising core curricula at Catholic colleges and universities is often fraught, primarily because the core symbolizes so centrally these institutions' identities. Situating core revision as one dimension of a larger shared task in which all Catholic institutions are engaged today-living into and articulating the meaning of being…

  12. A CORE CURRICULUM AGREED AROUND THE EUROPEAN FRAMEWORK OF KEY COMPETENCES. A COMPARATIVE ANALYSIS WITH THE FRENCH CASE

    Directory of Open Access Journals (Sweden)

    Antonio Bolivar Botía

    2015-06-01

    Full Text Available A central issue to agree on education is, to say the French wording, “what is it that children should definitely learn during compulsory education?” .This question, simple but fundamental, has not always been the core of the educational reforms and possible agreements on education.  A favorable opportunity, which would have allowed overcoming looks homemade and interests, which could have represented the European Reference Framework (Key Competences for Lifelong Learning, around which articulate a core curriculum. Has been lost, as on other occasions, the opportunity.  However, as the output to the expected repeal of the LOMCE, can be nothing new alternative Act, perhaps the opportunity to retake it. The French case, which will follow up is a good example.

  13. 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.

  14. Poultry Production for Agricultural Science I Core Curriculum. Instructor's Guide. Volume 19, Number 2.

    Science.gov (United States)

    Timko, Joseph J.; Stewart, Bob R.

    This unit is designed to aid teachers in lesson planning in the secondary agricultural education curriculum in Missouri. Intended to be taught to ninth-grade students of vocational agriculture, the unit contains six lessons for developing competencies needed in poultry production. The lessons are as follows: (1) the importance of the poultry…

  15. Poultry Production for Agricultural Science I Core Curriculum. Instructor's Guide. Volume 19, Number 2.

    Science.gov (United States)

    Timko, Joseph J.; Stewart, Bob R.

    This unit is designed to aid teachers in lesson planning in the secondary agricultural education curriculum in Missouri. Intended to be taught to ninth-grade students of vocational agriculture, the unit contains six lessons for developing competencies needed in poultry production. The lessons are as follows: (1) the importance of the poultry…

  16. 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…

  17. 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,…

  18. 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…

  19. 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

    2014-06-01

    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. Iterative expert panel process for the development of the core competencies, with a pre-defined process for implementation of the core competencies. 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. 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.

  20. 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…

  1. 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…

  2. 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

  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. 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

    2016-01-01

    Background 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. Methods 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. Results 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. Conclusion 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. PMID:27418873

  5. 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,…

  6. Construction of University Core Curriculum and Its System%高校核心课程建设及其制度架构

    Institute of Scientific and Technical Information of China (English)

    秦艳芬

    2012-01-01

    At present in our country,basic trends of curriculum reform in universities are as follows : to establish a curriculum system which adapts to popular higher education;to respond to the new requirements the gradually improved socialist market economy system put forward;to educate talents of high qualities and core competency to meet the social economic development needs.In view of these trends and missions,core curriculum construction has to be valued in curriculum reform of universities or colleges.The internal and external relationships in the curriculum system predominated by the core curriculums should be well handled.At the same time,a set of system frame including curriculum director system should be established in order to make concrete measures into effect.%目前我国高校课程改革的基本趋势是建立一种与大众化教育相适应的课程体系,回应日趋完善的社会主义市场经济体制对人才培养提出的新要求,培养适应社会经济发展需要的具有核心竞争力的高素质人才。鉴于这种趋势与人才培养的任务,高校课程改革应当重视核心课程的建设,并处理好以核心课程为主导的课程体系内外部关系。同时,还应建立一套以课程负责人制为主的制度架构,才能保障课程改革的具体措施落到实处。

  7. 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…

  8. A Study of Business Division Core Curriculum Strengths and Weaknesses as Perceived by Graduates of the Classes of 1980 and 1981 at Roger Williams College.

    Science.gov (United States)

    Cedergren, Kenneth W.

    College graduates' evaluations of 12 core courses in the business administration curriculum were assessed as a followup to a 1976 study. The students were bachelor's degree graduates from Roger Williams College with majors in general business administration, management, and accounting and marketing. Each course was rated on: course satisfaction,…

  9. 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…

  10. Illuminating Possibilities: Secondary Writing across the Curriculum as a Resource for Navigating Common Core State Standards

    Science.gov (United States)

    Lillge, Danielle

    2012-01-01

    Widespread adoption of the Common Core State Standards (CCSS) in the United States has resulted in an unprecedented set of national secondary school writing standards that shift responsibility for writing instruction across content areas. As secondary school teachers grapple with these new demands, this article proposes that WAC can serve as a key…

  11. Slope across the Curriculum: Principles and Standards for School Mathematics and Common Core State Standards

    Science.gov (United States)

    Nagle, Courtney; Moore-Russo, Deborah

    2014-01-01

    This article provides an initial comparison of the Principles and Standards for School Mathematics and the Common Core State Standards for Mathematics by examining the fundamental notion of slope. Each set of standards is analyzed using eleven previously identified conceptualizations of slope. Both sets of standards emphasize Functional Property,…

  12. 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.

  13. 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.

  14. Endovascular Repair for Type A Aortic Dissection After Transcatheter Aortic Valve Replacement With a Medtronic CoreValve.

    Science.gov (United States)

    Berfield, Kathleen K S; Sweet, Matthew P; McCabe, James M; Reisman, Mark; Mackensen, G Burkhard; Mokadam, Nahush A; Dean, Larry S; Smith, Jason W

    2015-10-01

    Transcatheter aortic valve replacement is being used with increasing frequency in patients with severe aortic stenosis who are otherwise deemed to be at high surgical risk. Aortic dissection is a rare complication of transcatheter aortic valve replacement and poses a unique management dilemma. We describe the treatment of an acute Stanford type A aortic dissection after transcatheter aortic valve replacement with a modified thoracic endovascular stent graft in a 95-year-old woman. Copyright © 2015 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.

  15. 论基础教育课程文本的价值倾向与课程权力配置%On Value of Core Curriculum Texts and Distribution of Curriculum Power

    Institute of Scientific and Technical Information of China (English)

    吴华

    2011-01-01

    The curriculum reform can be found to be urban, academic and elite by the analysis of the core curriculum texts, which is against our original intention. The solution is to pursue a multi-polar distribution of curriculum power. It is required that the roles of the government and experts should be fully played in curriculum power. Restraints should be imposed on the leading power in our civil society to establish an effective and smooth mechanism of appeal for curriculum.%通过分析基础教育课程文本,发现存在着有悖于课程改革初哀的城市化、学术化与精英化的价值倾向。解决这一问题的重要策略是推动课程权力配置多极化。具体要求是政府和专家要增强课程权力的代表性,增强公民社会对主导权力的制约性以及建立顺畅有效的课程诉求机制。

  16. Replacement of the human cytomegalovirus promoter with fish enhancer and core elements to control the expression of the G gene of viral haemorrhagic septicemia virus (VHSV).

    Science.gov (United States)

    Martinez-Lopez, A; Chinchilla, B; Encinas, P; Gomez-Casado, E; Estepa, A; Coll, J M

    2012-12-15

    This work explores some of the possibilities to replace human cytomegalovirus (CMV) core and/or enhancer promoter control elements to create new expression vectors for use with fish. The work is relevant to fish vaccination, since DNA vaccines use eukaryotic expression plasmids controlled by the human cytomegalovirus (CMV) promoter to be effective against novirhabdoviruses, such as viral haemorrhagic septicemia virus (VHSV), one of the most devastating fish viral European diseases. To reduce possible homologous recombination with fish genome, core and enhancer sequences from fish origin, such as trout interferon-inducible myxovirus protein (Mx), zebrafish retrovirus long terminal repeat (LTR) and carp β-actin (AE6), were combined with those of CMV to design alternative hybrid promoters. The substitution of CMV core and/or enhancer with the corresponding elements of Mx or the LTR core maintained a similar in vitro protein G expression level than that obtained by using the CMV promoter. Vectors using the dsRNA-inducible Mx enhancer followed either by the LTR or the AE6 cores showed the highest in vitro protein G expression levels. Furthermore, synthetic constructs using the Mx enhancer maintained their polyI:C induction capabilities despite the core used. Some of these hybrid promoters might contribute to the development of all-fish-vectors for DNA vaccines while others might be useful for more basic studies.

  17. 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.

  18. Managed Care Peer-Led Teaching: An Innovative Learning Approach Outside the College of Pharmacy Core Curriculum.

    Science.gov (United States)

    Tang, SyHui; Smith, Julia; Lau, Wilson; Tse, Isaac; Tan, Christine; Cotten, Ryan; Pittenger, Amy

    2017-07-01

    Managed care pharmacy is a growing field, but there are still limited educational opportunities available in pharmacy school core curricula. Students often seek self-directed learning opportunities to further explore the field. To (a) evaluate practicality and effectiveness of a student-designed managed care pharmacy elective and (b) determine emerging best practices for design and sustainability of peer-led, self-directed courses. A managed care elective course was designed as a student, peer-led course during the 2012-2013 school year at the University of Minnesota College of Pharmacy. As the course evolved, coordinators evaluated the effectiveness and sustainability of a student-led elective. The course required students to select a managed care topic of interest and deliver a discussion-based presentation. Teleconferencing was used to maximize participation and flexibility of pharmacist delegates from local managed care organizations who provided industry insight and expert mentorship. Data sources were gathered via course evaluation surveys, peer evaluations of presentations, and postgraduation surveys. Data were used to guide course improvement, gain insight into motivation for student participation, and evaluate the effect on career choices. During the fall and spring semesters of 2014-2015, 45 students participated and completed surveys: 28 in the fall and 17 in the spring. Seventy percent of enrollees took the course because of interest in managed care; 12% took the course because of referrals from past students; and 12% enrolled to explore topics outside of the pharmacy core curriculum. After completion of the course, 50% of students felt "somewhat comfortable" in discussing managed care topics, and 31% felt "very comfortable." None of the 17 students from the spring semester class answered "not comfortable" or "somewhat not comfortable." Suggestions for improvement from the fall semester class led to smaller class size, a roundtable setting, and new

  19. 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...

  20. 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...

  1. 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

  2. Optimal implantation depth and adherence to guidelines on permanent pacing to improve the results of transcatheter aortic valve replacement with the medtronic corevalve system: The CoreValve prospective, international, post-market ADVANCE-II study

    NARCIS (Netherlands)

    A.S. Petronio (Anna S.); J.-M. Sinning (Jan-Malte); N.M. van Mieghem (Nicolas); G. Zucchelli (Giulio); G. Nickenig (Georg); R. Bekeredjian (Raffi); B. Bosmans; F. Bedogni (Francesco); M. Branny (Marian); K. Stangl (Karl); J. Kovac (Jan); M. Schiltgen (Molly); S. Kraus (Stacia); P.P.T. de Jaegere (Peter)

    2015-01-01

    textabstractObjectives The aim of the CoreValve prospective, international, post-market ADVANCE-II study was to define the rates of conduction disturbances and permanent pacemaker implantation (PPI) after transcatheter aortic valve replacement with the Medtronic CoreValve System (Minneapolis, Minnes

  3. Optimal implantation depth and adherence to guidelines on permanent pacing to improve the results of transcatheter aortic valve replacement with the medtronic corevalve system: The CoreValve prospective, international, post-market ADVANCE-II study

    NARCIS (Netherlands)

    A.S. Petronio (Anna S.); J.-M. Sinning (Jan-Malte); N.M. van Mieghem (Nicolas); G. Zucchelli (Giulio); G. Nickenig (Georg); R. Bekeredjian (Raffi); B. Bosmans; F. Bedogni (Francesco); M. Branny (Marian); K. Stangl (Karl); J. Kovac (Jan); M. Schiltgen (Molly); S. Kraus (Stacia); P.P.T. de Jaegere (Peter)

    2015-01-01

    textabstractObjectives The aim of the CoreValve prospective, international, post-market ADVANCE-II study was to define the rates of conduction disturbances and permanent pacemaker implantation (PPI) after transcatheter aortic valve replacement with the Medtronic CoreValve System (Minneapolis, Minnes

  4. Optimal Implantation Depth and Adherence to Guidelines on Permanent Pacing to Improve the Results of Transcatheter Aortic Valve Replacement With the Medtronic CoreValve System: The CoreValve Prospective, International, Post-Market ADVANCE-II Study.

    Science.gov (United States)

    Petronio, Anna S; Sinning, Jan-Malte; Van Mieghem, Nicolas; Zucchelli, Giulio; Nickenig, Georg; Bekeredjian, Raffi; Bosmans, Johan; Bedogni, Francesco; Branny, Marian; Stangl, Karl; Kovac, Jan; Schiltgen, Molly; Kraus, Stacia; de Jaegere, Peter

    2015-05-01

    The aim of the CoreValve prospective, international, post-market ADVANCE-II study was to define the rates of conduction disturbances and permanent pacemaker implantation (PPI) after transcatheter aortic valve replacement with the Medtronic CoreValve System (Minneapolis, Minnesota) using optimized implantation techniques and application of international guidelines on cardiac pacing. Conduction disturbances are a frequent complication of transcatheter aortic valve replacement. The rates of PPI in the published reports vary according to bioprosthesis type and the indications for PPI. The primary endpoint was the 30-day incidence of PPI with Class I/II indications when the Medtronic CoreValve System was implanted at an optimal depth (≤6 mm below the aortic annulus). The timing and resolution of all new-onset conduction disturbances were analyzed. A total of 194 patients were treated. The overall rate of PPI for Class I/II indications was 18.2%. An optimal depth was reached in 43.2% of patients, with a nonsignificantly lower incidence of PPI in patients with depths ≤6 mm, compared with those with deeper implants (13.3% vs. 21.1%; p = 0.14). In a paired analysis, new-onset left bundle branch block and first-degree atrioventricular block occurred in 45.4% and 39.0% of patients, respectively, and resolved spontaneously within 30 days in 43.2% and 73.9%, respectively. In patients with new PPI, the rate of intrinsic sinus rhythm increased from 25.9% at 7 days to 59.3% at 30 days (p = 0.004). Optimal Medtronic CoreValve System deployment and adherence to international guidelines on cardiac pacing are associated with a lower rate of new PPI after transcatheter aortic valve replacement, compared with results reported in previous studies. (CoreValve Advance-II Study: Prospective International Post-Market Study [ADVANCE II]; NCT01624870). Copyright © 2015 American College of Cardiology Foundation. Published by Elsevier Inc. All rights reserved.

  5. Producing Interdisciplinary Competent Professionals: Integrating One Health Core Competencies into the Veterinary Curriculum at the University of Rwanda.

    Science.gov (United States)

    Amuguni, Hellen J; Mazan, Melissa; Kibuuka, Robert

    2016-10-25

    Infectious diseases of grave concern to human health are emerging from wildlife and livestock populations in multiple regions of the world. Responding effectively to these emerging pandemics requires engagement of multidisciplinary groups of professionals. Using a One Health approach, One Health Central and Eastern Africa (OHCEA), a network of seven schools of public health and seven veterinary schools, with the support of the United States Agency for International Development (USAID), has engaged in curriculum review with the aim of building the skills of multidisciplinary groups of professionals to improve their capacity to respond to emerging infectious diseases. Through stakeholder analysis and curriculum development workshops, the University of Rwanda's School of Veterinary Medicine, in association with Tufts University, revised its curriculum to incorporate One Health competencies to be better prepared to respond to any infectious disease outbreak in Africa. The revised curriculum aimed to build cross-sectoral skills and knowledge; transform students' ways of thinking about infectious disease outbreak response; link human, veterinary, and wildlife health training opportunities; and strengthen community front-line responder training. Eight different disciplines engaged in the curriculum review process: Veterinary Medicine, Livestock Production, Wildlife and Aquatic Resources, Environmental Health and Epidemiology, Communication Technology, Engineering, Agriculture, and Public Health. One Health competencies such as communication, collaboration, leadership, and advocacy were added to the new curriculum, helping ensure that each professional be appropriately equipped with skills to recognize and respond effectively to any emerging infections.

  6. Construction-employment opportunities of four oil-replacing space-heating alternatives for core areas of thirteen major northeastern and midwestern cities

    Energy Technology Data Exchange (ETDEWEB)

    Santini, D.J.; Wernette, D.R.

    1980-07-01

    Construction employment opportunities are compared for four oil-replacing technologies providing equivalent space-heating services to the core areas of 13 major northeastern and midwestern cities. The four technologies are: cogeneration district heating, coal gasification, coal liquefaction and electrification (coal-fired power plant). It is observed that the district-heating option places a higher percentage of its capital stock within the center city. It also requires lower occupational skills for its construction than the other three alternatives. In view of the lower average educational level of minorities and their concentration in urban areas, substantially more minority employment should occur if district heating is implemented. This alternative also will provide employment opportunities for unemployed nonminority construction laborers and contribute indirectly to the improvement of inner-city neighborhoods where many unemployed construction laborers live.

  7. What to Consider When Preparing a Model Core Curriculum for GIS Ethics: Objectives, Methods, and a Sketch of Content

    Science.gov (United States)

    Davis, Michael

    2014-01-01

    The purpose of this article is to provide a summary of what is known about teaching ethics in engineering, science, and related disciplines. Such a summary should provide a useful starting point for preparation of a detailed curriculum for teaching the ethics of geo-coded information systems broadly understood ("GIS ethics" for short).…

  8. GIS Education at Geographical Departments in Japanese Universities in Relation to the Japan Standard GIS Core Curriculum

    Science.gov (United States)

    Sasaki, Midori; Oguchi, Takashi; Okabe, Atsuyuki; Sadahiro, Yukio

    2008-01-01

    Geographic information system (GIS) education in Japan lags far behind that in Western developed countries. As such the development of systematic GIS education in Japanese universities, including the preparation of a GIS standard curriculum, becomes an urgent issue. This article examines the present situation and recent trends of GIS education in…

  9. GIS Education at Geographical Departments in Japanese Universities in Relation to the Japan Standard GIS Core Curriculum

    Science.gov (United States)

    Sasaki, Midori; Oguchi, Takashi; Okabe, Atsuyuki; Sadahiro, Yukio

    2008-01-01

    Geographic information system (GIS) education in Japan lags far behind that in Western developed countries. As such the development of systematic GIS education in Japanese universities, including the preparation of a GIS standard curriculum, becomes an urgent issue. This article examines the present situation and recent trends of GIS education in…

  10. Engaging Communities: Encouraging Faculty to Teach in an Interdisciplinary Community Engagement Core Curriculum with an Emphasis on Writing Instruction

    Science.gov (United States)

    Persichetti, Amy Lee

    2011-01-01

    Over the past several decades, interdisciplinary programming, community engagement courses, and Writing Across the Curriculum initiatives have proliferated as colleges and universities seek to enhance student learning outcomes, prepare students for a global economy, and seek creative solutions to emergent social and scientific problems…

  11. Issues Forum: National Curriculum Standards.

    Science.gov (United States)

    Kennedy, Edward M.; And Others

    1994-01-01

    Includes "On the Common Core of Learning" (Kennedy); "Constitutional Implications of National Curriculum Standards" (Arons); "Arguments against National Performance Standards" (Fulk, Mantzicopoulos, Hirth); and "The Painful Lessons of Introducing the National Curriculum in England" (Foster). (SK)

  12. Issues Forum: National Curriculum Standards.

    Science.gov (United States)

    Kennedy, Edward M.; And Others

    1994-01-01

    Includes "On the Common Core of Learning" (Kennedy); "Constitutional Implications of National Curriculum Standards" (Arons); "Arguments against National Performance Standards" (Fulk, Mantzicopoulos, Hirth); and "The Painful Lessons of Introducing the National Curriculum in England" (Foster). (SK)

  13. Analysis of dermatology resident self-reported successful learning styles and implications for core competency curriculum development.

    Science.gov (United States)

    Stratman, Erik J; Vogel, Curt A; Reck, Samuel J; Mukesh, Bickol N

    2008-01-01

    There are different teaching styles for delivering competency-based curricula. The education literature suggests that learning is maximized when teaching is delivered in a style preferred by learners. To determine if dermatology residents report learning style preferences aligned with adult learning. Dermatology residents attending an introductory cutaneous biology course completed a learning styles inventory assessing self-reported success in 35 active and passive learning activities. The 35 learning activities were ranked in order of preference by learners. Mean overall ratings for active learning activities were significantly higher than for passive learning activities (P = 0.002). Trends in dermatology resident learning style preferences should be considered during program curriculum development. Programs should integrate a variety of curriculum delivery methods to accommodate various learning styles, with an emphasis on the active learning styles preferred by residents.

  14. Institutional Assessment and the Integrative Core Curriculum: Involving Students in the Development of an ePortfolio System

    Science.gov (United States)

    Silva, Mary Lourdes; Adams Delaney, Susan; Cochran, Jolene; Jackson, Ruth; Olivares, Cory

    2015-01-01

    The majority of research on the implementation of ePortfolios focuses on curriculum, faculty development, or student buy-in. When ePortfolio systems have been described in technical terms, the focus has been on the functionality, affordances, and limitations of ePortfolio systems (e.g., TaskStream, LiveText), free web tools (e.g., Google Docs),…

  15. Christianity as Culture and Religions as Religions. An Analysis of the Core Curriculum as Framework for Norwegian RE

    Science.gov (United States)

    Andreassen, Bengt-Ove

    2014-01-01

    Religious education (RE) in Norwegian public schools has attracted much attention as a result of criticism from the UN's Human Rights Committee in 2004 and the European Court of Human Rights (ECHR) in 2007. Due to the statement from the UN and the conviction in the ECHR, revisions have been made in the Education Act and the curriculum for RE.…

  16. 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

  17. 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.

  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. 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

  20. 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…

  1. Curriculum Guidelines for Periodontics.

    Science.gov (United States)

    Journal of Dental Education, 1985

    1985-01-01

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

  2. 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.

  3. 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

  4. 高职院校生产过程自动化专业核心课课程标准与岗位技能标准对接研究%Curriculum Standards and Job Skill Standards Docking of Automation Professional Core Curriculum in the Production Process in Higher Vocational Colleges

    Institute of Scientific and Technical Information of China (English)

    王景芝

    2015-01-01

    专业核心课程是培养学生的综合职业能力、提高学生的就业竞争力的关键,专业核心课程标准与岗位技能标准有效对接则是学生职业岗位能力培养的保证,本文具体阐述了生产过程自动化技术专业核心课程标准与岗位技能标准对接的思路及内容,也为相关专业课程标准制定提供借鉴。%Core curriculum is the key to cultivate students’comprehensive professional ability and improve the employability of students. The docking of professional core curriculum standards and the job skill standards is the guarantee of the cultivation of students’professional ability. This paper expounds the ideas and contents that integrate professional core curriculum standards and the job skill standards in the production process automation technology, and also provides reference for relevant curriculum standards.

  5. Ankle replacement

    Science.gov (United States)

    Ankle arthroplasty - total; Total ankle arthroplasty; Endoprosthetic ankle replacement; Ankle surgery ... You may not be able to have a total ankle replacement if you have had ankle joint infections in ...

  6. Knee Replacement

    Science.gov (United States)

    Knee replacement is surgery for people with severe knee damage. Knee replacement can relieve pain and allow you to ... Your doctor may recommend it if you have knee pain and medicine and other treatments are not ...

  7. 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

  8. Directed Replacement

    CERN Document Server

    Karttunen, L

    1996-01-01

    This paper introduces to the finite-state calculus a family of directed replace operators. In contrast to the simple replace expression, UPPER -> LOWER, defined in Karttunen (ACL-95), the new directed version, UPPER @-> LOWER, yields an unambiguous transducer if the lower language consists of a single string. It transduces the input string from left to right, making only the longest possible replacement at each point. A new type of replacement expression, UPPER @-> PREFIX ... SUFFIX, yields a transducer that inserts text around strings that are instances of UPPER. The symbol ... denotes the matching part of the input which itself remains unchanged. PREFIX and SUFFIX are regular expressions describing the insertions. Expressions of the type UPPER @-> PREFIX ... SUFFIX may be used to compose a deterministic parser for a ``local grammar'' in the sense of Gross (1989). Other useful applications of directed replacement include tokenization and filtering of text streams.

  9. 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…

  10. Curriculum Animation

    Science.gov (United States)

    Gose, Michael D.

    2004-01-01

    Twenty-five teachers with reputations for artistry in curriculum planning were interviewed about their "curriculum animation" plans or how they ensured their curriculum was brought to life. Their statements indicated that much of their planning is informal and intuitive, and that the criteria they use for their curriculum includes: (1) it is…

  11. Knee Replacement

    Science.gov (United States)

    ... need knee replacement surgery usually have problems walking, climbing stairs, and getting in and out of chairs. Some ... a total living space on one floor since climbing stairs can be difficult. Install safety bars or a ...

  12. Replacing penalties

    Directory of Open Access Journals (Sweden)

    Vitaly Stepashin

    2017-01-01

    Full Text Available УДК 343.24The subject. The article deals with the problem of the use of "substitute" penalties.The purpose of the article is to identify criminal and legal criteria for: selecting the replacement punishment; proportionality replacement leave punishment to others (the formalization of replacement; actually increasing the punishment (worsening of legal situation of the convicted.Methodology.The author uses the method of analysis and synthesis, formal legal method.Results. Replacing the punishment more severe as a result of malicious evasion from serving accused designated penalty requires the optimization of the following areas: 1 the selection of a substitute punishment; 2 replacement of proportionality is serving a sentence other (formalization of replacement; 3 ensuring the actual toughening penalties (deterioration of the legal status of the convict. It is important that the first two requirements pro-vide savings of repression in the implementation of the replacement of one form of punishment to others.Replacement of punishment on their own do not have any specifics. However, it is necessary to compare them with the contents of the punishment, which the convict from serving maliciously evaded. First, substitute the punishment should assume a more significant range of restrictions and deprivation of certain rights of the convict. Second, the perfor-mance characteristics of order substitute the punishment should assume guarantee imple-mentation of the new measures.With regard to replacing all forms of punishment are set significant limitations in the application that, in some cases, eliminates the possibility of replacement of the sentence, from serving where there has been willful evasion, a stricter measure of state coercion. It is important in the context of the topic and the possibility of a sentence of imprisonment as a substitute punishment in cases where the original purpose of the strict measures excluded. It is noteworthy that the

  13. Qualitative research on experiential teaching in the core midwifery curriculum%助产专业核心课程体验式教学的质性研究

    Institute of Scientific and Technical Information of China (English)

    陈羽保; 谭小燕; 郑丽花

    2016-01-01

    Objective To understand the practice of experiential teaching in the core midwifery curriculum. Methods Phenomenology as a qualitative research method was utilized and fifteen students participated in the non-structured interviews. Results Four themes were found: comprehension of knowledge;professional thought; teacher- student relationship;gratitude. Conclusions Experiential teaching can increase the teaching effect of core midwifery curriculum, and develop good ideological and professional qualities.%目的:探讨体验式教学在助产专业核心课程中的应用。方法采用现象学研究方法,对15名接受体验式教学的助产专业学生进行非结构式访谈。结果提炼出4个主题:知识理解;专业思想;师生关系;感恩。结论体验式教学能提高助产专业核心课程的教学效果,培养良好的专业素质和思想素质。

  14. Research on the Core Elements of University Construction of Higher Vocational College English Curriculum System%高职院校大学英语课程体系建设核心要素研究

    Institute of Scientific and Technical Information of China (English)

    彭军

    2015-01-01

    近年来,我国高职院校大学英语进行了一系列的课程改革,取得一定的突破和进步,但依然存在着诸多的问题和不足。对目前的高职院校大学英语课程体系现状进行深入分析,提出了课程设计、课程大纲、教师角色、学生定位、教材匹配、学习策略、教学模式、教学评估“八位一体”核心要素,以全面提高大学生英语整体水平,建立适合我国国情的高职院校大学英语课程体系,切实提高高职学生的就业能力和职业能力。%In recent years, University English in higher vocational colleges carry out a series of curriculum reform, made some breakthroughs and progress, but there are still many problems and shortcomings. In this paper, in-depth analysed the present situation of university vocational college English curriculum system at present. Proposed "eight in one" core elements of curriculum design, syllabus, teacher role, student orientation, materials matching, learning strategies, teaching mode, teaching evaluation. To comprehensively improve the overall level of English students. Establish suitable English curriculum for China's vocational colleges. improve employability and vocational ability of vocational students.

  15. [New conduction disturbances and pacemaker indications after CoreValve® transcatheter aortic valve replacement. Incidence and follow up in a single center experience].

    Science.gov (United States)

    Aversa, Eliana; Muratore, Claudio A; Nemesio, M Laura; Tentori, Maria Cristina; Payaslian, Miguel

    2015-01-01

    Transcatheter aortic valve implantation (TAVI) is currently reserved for patients with symptomatic aortic stenosis and high surgical risk. One major limiting factor related to TAVI procedural complications is conduction abnormalities and the need for permanent pacemaker implantation. Evaluate the incidence of new conduction disturbances and pacemaker indications in patients with TAVI CoreValve® prosthesis (Medtronic Inc. Minneapolis, Minnesota, United States). We included 28 patients, mean age 80 years. ECG parameters were evaluated previous and after implantation. All patients were monitorized during TAVI. Follow up Holter monitoring was performed at one, 6 and 12 months after the procedure and we also evaluated telemetry of implanted pacemaker. In previous ECG we found 7 patients had right bundle branch block and 7 patients had left bundle brunch block (LBBB). The post implant ECG showed 7 new LBBB: 3 during valvuloplasty and 4 on the end of it. Six patients required pacemaker implantation for permanent or paroxysmal complete AV block (CAVB). At one year follow up, 3 patients with LBBB during valvuloplasty had a normal ECG, one still had LBBB and one an asymptomatic CAVB found in Holter monitoring. Conduction abnormalities are frequent after CoreValve® aortic valve prosthesis implantation. The incidence of new LBBB was 25%. CAVB during or post TAVI require PM implantation. New LBBB may need a closer follow up because in a 3% of the cases it may progress to CAVB. Copyright © 2014 Instituto Nacional de Cardiología Ignacio Chávez. Published by Masson Doyma México S.A. All rights reserved.

  16. 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…

  17. 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…

  18. 主斜井钢丝绳芯输送带快速更换新工艺%New technology of quickly replacing wire-cored belts in main drifts

    Institute of Scientific and Technical Information of China (English)

    徐建兵; 张新民

    2011-01-01

    In order to safely and quickly replace all the wire-cored belts in main drifts, a whole new technology of safely and quickly replacing all the wire-cored belts in main drifts is proposed after theoretical analysis and calculation. Firstly, the drive is used to operate the conveyor with low speed and new belts are lead in by old belts, then old belts are cut off and the belt connection is vulcanized. After that, old belts are pulled out by the aid of the friction between new belts and old belts. The practices show that the new technology is safe and quick and has excellent prospect of application and spread.%为安全快速完成主斜井带式输送机钢丝绳芯输送带整体更换工作,通过理论分析计算,提出了一种全新的主斜井钢丝绳芯输送带整体快速更换施工工艺,即依靠本身驱动装置,低速开动带式输送机,利用旧带导入新带,而后断开旧带,硫化胶接新带,借助新旧输送带之间的摩擦力,再用新带导出旧带.实践证明,此种新工艺安全快速,具有非常好的推广应用前景.

  19. Transcutaneous aortic valve replacement with the Edwards SAPIEN XT and Medtronic CoreValve prosthesis under fluoroscopic guidance and local anaesthesia only.

    Science.gov (United States)

    Greif, Martin; Lange, Philipp; Näbauer, Michael; Schwarz, Florian; Becker, Christoph; Schmitz, Christoph; Pohl, Tilmann; D'Anastasi, Melvin; Boekstegers, Peter; Massberg, Steffen; Kupatt, Christian

    2014-05-01

    To assess the feasibility of transcatheter aortic valve implantation (TAVI; Medtronic CoreValve and Edwards SAPIEN XT) under local anaesthesia with only mild analgesic medication and fluoroscopic guidance. 461 patients underwent TAVI under local anaesthesia with lidocaine. The procedure was performed successfully in 459 of the cases. All patients were also treated with piritramide, metoclopramide hydrochloride and 62 mg dimenhydrinate. Monitoring consisted of a six-electrode, virtual 12-lead ECG, pulse oximetry, and invasive arterial pressure measurement. There was no continuous surveillance by an anaesthesiologist. There was no need for conversion to general anaesthesia except in four patients who required cardiopulmonary resuscitation. Conscious sedation with intravenous administration of midazolam for agitation or inotropic medication for prolonged hypotension was necessary in only seven of the 461 patients. The combined safety end point according to the Valve Academic Research Consortium consensus document was reached in 12.6%. Our results show that TAVI performed under local anaesthesia with only mild analgesic medication and under fluoroscopic guidance is feasible, with good outcome comparable to published data.

  20. Esophageal replacement.

    Science.gov (United States)

    Kunisaki, Shaun M; Coran, Arnold G

    2017-04-01

    This article focuses on esophageal replacement as a surgical option for pediatric patients with end-stage esophageal disease. While it is obvious that the patient׳s own esophagus is the best esophagus, persisting with attempts to retain a native esophagus with no function and at all costs are futile and usually detrimental to the overall well-being of the child. In such cases, the esophagus should be abandoned, and the appropriate esophageal replacement is chosen for definitive reconstruction. We review the various types of conduits used for esophageal replacement and discuss the unique advantages and disadvantages that are relevant for clinical decision-making. Copyright © 2017 Elsevier Inc. All rights reserved.

  1. Based on the core capacity constructing nursing professional master degree curriculum%基于核心能力培养的护理学专业学位硕士研究生课程的构建

    Institute of Scientific and Technical Information of China (English)

    张静平; 张六一

    2015-01-01

    目的:基于核心能力培养探讨护理学专业学位硕士研究生课程的构建。方法:以核心能力本位理论为指导,使用德尔菲法对28位护理学专家进行2轮函询。结果:两轮函询后专家意见趋于一致,专家权威系数为0.85,两轮意见的Kendall's W分别为0.553和0.617。最终围绕7种核心能力构建了29门课程以及2门专科相关方向课程。结论:护理学专业学位硕士研究生课程设置应基于护士职业发展、围绕核心能力构建。%Objective:To explore the nursing professional master degree curriculum construction based on the core capacity. Methods:Guided by competency based education and results of literature review and expert interview, we designed a draft questionnaire. Twenty-eight experts were investigated by the two-round Delphi method by mails. Results:After two-round consultation, the experts constructed seven core capacity and 29 related courses. The expert authority coefifcient and Kendall's W coefifcient were 0.553 and 0.617, respectively. Conclusion:Professional degree graduate nursing curriculum should be constructed based on core capacity and career development.

  2. 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…

  3. 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...

  4. [Estrogen replacement].

    Science.gov (United States)

    Søgaard, A J; Berntsen, G K; Magnus, J H; Tollan, A

    1998-02-10

    Recent research on long-term postmenopausal hormone replacement therapy (HRT) indicates a positive effect on both total mortality and morbidity. This has raised the question of widespread preventive long-term use of HRT. Possible side-effects and ideological issues related to preventive HRT have led to debate and uncertainty among health professionals, in the media, and in the population at large. In order to evaluate the level of knowledge about and attitudes towards HRT, a randomly selected group of 737 Norwegian women aged 16-79 was interviewed by the Central Bureau of Statistics. One in three women had received information about HRT in the last two years, mainly through weekly magazines and physicians. The proportion who answered the questions on knowledge correctly varied from 36% to 47%. Those who had been given information by a physician possessed accurate knowledge, had more positive attitudes towards HRT and were more willing to use HRT than women who had reviewed information through other channels. Women with a higher level of education were better informed and more knowledgeable than others, but were nevertheless more reluctant to use HRT than those who were less educated. The limited number of women who actually receive information on HRT, the low level of knowledge and the ambivalent attitudes toward HRT are a major challenge to the public health service.

  5. 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)

  6. Dissect, Design, and Customize the Curriculum

    Science.gov (United States)

    Tienken, Christopher H.

    2013-01-01

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

  7. 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…

  8. International Curriculums.

    Science.gov (United States)

    Neal, Larry L.

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

  9. 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...... 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...... at the Technical University of Denmark, the paper argues that teaching contextual knowledge needs to overcome several barriers that tend to be neglected in engineering educations....

  10. Curriculum Guidelines for Clinical Dental Hygiene.

    Science.gov (United States)

    Journal of Dental Education, 1985

    1985-01-01

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

  11. Curriculum Guidelines for Pathology for Dental Hygienists.

    Science.gov (United States)

    Journal of Dental Education, 1987

    1987-01-01

    Guidelines for structuring a pathology curriculum for dental hygienists include: definition of the field and its subfields; relationships with other fields; primary educational goals, prerequisites, core content, specific behavioral objectives; and suggestions for sequencing, faculty, facilities, and occupational safety. (MSE)

  12. Challenges of Teaching Physiology in an Integrated System-Based Curriculum

    OpenAIRE

    Hasan, Zuheir; Sequeira, Reginald

    2012-01-01

    The transformation of a traditional discipline-based medical curriculum into a system-based integrated curriculum often poses dilemmas to faculty involved in teaching basic medical sciences. This paper examines the challenges of teaching physiology to medical students in a system-based curriculum. Some of these challenges include: defining the core curriculum, curriculum links, sequencing curriculum content, interdisciplinary integration, and student assessment. A number of relevant issues in...

  13. Ensuring High-­Quality Curriculum: How to Design, Revise, or Adopt Curriculum Aligned to Student Success

    Science.gov (United States)

    Lalor, Angela M.

    2016-01-01

    Curriculum is the core of the classroom experience, but what makes a quality curriculum? What lessons, learning experiences, and assessments are most effective, and how should they be embedded within the curriculum? The answers to these and other questions appear in this definitive, step-by-step guide. Drawing from her work with teachers and…

  14. State Minimum Core Curricula: Arkansas Institutions of Higher Education, 2003.

    Science.gov (United States)

    Arkansas State Dept. of Higher Education, Little Rock.

    In 1990 the Arkansas State Board of Higher Education adopted guidelines for the development of state minimum core curriculum response to state legislation. This legislation provides that courses within the core shall apply to the general education core curriculum requirements for baccalaureate degrees at state-supported institutions and shall be…

  15. Design and Implementation of Core Curriculum Network Platform for Computer Science Based on C#%基于C#的计算机专业核心课程网络平台的设计与实现

    Institute of Scientific and Technical Information of China (English)

    姬涛

    2014-01-01

    本设计采用B/S架构,将C#作为开发语言,配合使用JavaScript技术和DIV+CSS技术进行前台页面开发,整体的开发在Microsoft Visual Studio平台上进行,使用SQL Server为后台数据库。网络平台在实现基本功能的基础上,显示界面具有清晰、美观、简洁的特点,方便用户使用,具有很强的实用性。%The core curriculum network platform for computer science is designed with B/S architecture, using C # as the devel-opment language, and JavaScript technology and DIV+ CSS technology for front page development. The overall development is completed on Microsoft Visual Studio platform, using SQL Server for the background database. The network platform achieves the basic functions, whose interface is clear, beautiful and simple.

  16. 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…

  17. The Parallel Curriculum: A Design To Develop High Potential and Challenge High-Ability Learners.

    Science.gov (United States)

    Tomlinson, Carol Ann; Kaplan, Sandra N.; Renzulli, Joseph S.; Purcell, Jeanne; Leppien, Jann; Burns, Deborah

    This book presents a model of curriculum development for gifted students and offers four parallel approaches that focus on ascending intellectual demand as students develop expertise in learning. The parallel curriculum's four approaches include: (1) the core or basic curriculum; (2) the curriculum of connections, which expands on the core…

  18. Educating My Replacement

    Science.gov (United States)

    Tarter, Jill

    The search for extraterrestrial intelligence (SETI) could succeed tomorrow, decades from now, or never. The nature of this scientific exploration is such that we cannot predict success on any timescale; we only know that if we do not search, we cannot succeed. Having spent my scientific career in this field, I know perhaps better than anyone that the researchers of tomorrow may hold the key. Thus I have an enormous and vested interest in trying to educate the next generation of scientists. Because SETI excites such enthusiasm in young and old alike, I have an excellent opportunity to capture hearts and minds and leverage this interest into science education at many levels. Astrobiology is the new banner for inter- and cross-disciplinary investigations aimed at answering the big question "Are we alone?" The story of cosmic evolution is one that scientists at the SETI Institute have been telling for decades. We have used it as the framework for developing supplementary materials for elementary and middle schools called Life In The Universe. Currently we are tackling a year-long curriculum called Voyages Through Time for ninth grade students. This curriculum is delivered on CD-ROM and supported by the web. It focuses on evolution as a theme and stresses the contributions made from all the traditionally isolated branches of science --- and by the way, it's fun! I am a product of the post-Sputnik era and the American emphasis on science and engineering education. In the New York City bedroom community where I grew up, every school bond issue passed at every election. So I am appalled at the difficulties, the impecuniousness, and bureaucratic nonsense our pilot and field test teachers encounter on a daily basis. I am also overjoyed that even under such unreasonable conditions, I meet enthusiastic teachers who care about their students and are dedicated to helping them achieve the best possible education. Not all students will become scientists, nor should they. However

  19. Beyond a curricular design of convenience: replacing the noon conference with an academic half day in three internal medicine residency programs.

    Science.gov (United States)

    Batalden, Maren K; Warm, Eric J; Logio, Lia S

    2013-05-01

    Several residency programs have created an academic half day (AHD) for the delivery of core curriculum, and some program Web sites provide narrative descriptions of individual AHD curricula; nonetheless, little published literature on the AHD format exists. This article details three distinctive internal medicine residency programs (Cambridge Health Alliance, University of Cincinnati, and New York Presbyterian/Weill Cornell Medical College) whose leaders replaced the traditional noon conference curriculum with an AHD. Although each program's AHD developed independently of the other two, retrospective comparative review reveals instructive similarities and differences that may be useful to other residency directors. In this article, the authors describe the distinct approaches to the AHD at the three institutions through a framework of six core principles: (1) protect time and space to facilitate learning, (2) nurture active learning in residents, (3) choose and sequence curricular content deliberately, (4) develop faculty, (5) encourage resident preparation and accountability for learning, and (6) employ a continuous improvement approach to curriculum development and evaluation. The authors chronicle curricular adaptations at each institution over the first three years of experience. Preliminary outcome data, presented in the article, suggests that the transition from the traditional noon conference to an AHD may increase conference attendance, improve resident and faculty satisfaction with the curriculum, and improve resident performance on the In Training Examination.

  20. [European curriculum for further education in radiology].

    Science.gov (United States)

    Ertl-Wagner, B

    2014-11-01

    The European training curriculum for radiology of the European Society of Radiology (ESR) aims to harmonize training in radiology in Europe. Levels I and II constitute the centerpiece of the curriculum. The ESR recommends a 5-year training period in radiology with 3 years of level I and 2 years of level II training. The undergraduate (U) level curriculum is conceived as a basis for teaching radiology in medical schools and consists of a modality-oriented U1 level and an organ-based U2 level. Level III curricula provide contents for subspecialty and fellowship training after board certification in radiology. The curricular contents of all parts of the European Training Curriculum are divided into the sections knowledge, skills as well as competences and attitudes. The European training curriculum is meant to be a recommendation and a basis for the development of national curricula, but is not meant to replace existing national regulations.

  1. 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.…

  2. Curriculum Analysis

    Institute of Scientific and Technical Information of China (English)

    Xu Xiaoying

    2011-01-01

    The English as a Second Language (ESL) Curriculum for grades K - 12 is a scope that builds and develops linguistic proficiency for students between the ages of six and 21 years. The ESL professionals defines ESL students as those students who are non - native English speakers and who may or may not have English proficiency.

  3. 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…

  4. 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…

  5. Electrocatalysts Prepared by Galvanic Replacement

    Directory of Open Access Journals (Sweden)

    Athanasios Papaderakis

    2017-03-01

    Full Text Available Galvanic replacement is the spontaneous replacement of surface layers of a metal, M, by a more noble metal, Mnoble, when the former is treated with a solution containing the latter in ionic form, according to the general replacement reaction: nM + mMnoblen+ → nMm+ + mMnoble. The reaction is driven by the difference in the equilibrium potential of the two metal/metal ion redox couples and, to avoid parasitic cathodic processes such as oxygen reduction and (in some cases hydrogen evolution too, both oxygen levels and the pH must be optimized. The resulting bimetallic material can in principle have a Mnoble-rich shell and M-rich core (denoted as Mnoble(M leading to a possible decrease in noble metal loading and the modification of its properties by the underlying metal M. This paper reviews a number of bimetallic or ternary electrocatalytic materials prepared by galvanic replacement for fuel cell, electrolysis and electrosynthesis reactions. These include oxygen reduction, methanol, formic acid and ethanol oxidation, hydrogen evolution and oxidation, oxygen evolution, borohydride oxidation, and halide reduction. Methods for depositing the precursor metal M on the support material (electrodeposition, electroless deposition, photodeposition as well as the various options for the support are also reviewed.

  6. 校本課程領導與課程評價School-based Curriculum Leadership and Curriculum

    Directory of Open Access Journals (Sweden)

    李子建Chi-Kin Lee

    2005-09-01

    Full Text Available 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 curriculum leadership and curriculum evaluation. The second part discusses the association among curriculum leadership, curriculum evaluation and school-based curriculum development. The third and fourth part explores principal’s curriculum leadership as well as technical and non-technical approaches to curriculum leadership and curriculum evaluation respectively.

  7. Percutaneous implantation of the CoreValve aortic valve prosthesis in patients at high risk or rejected for surgical valve replacement: Clinical evaluation and feasibility of the procedure in the first 30 patients in the AMC-UvA

    NARCIS (Netherlands)

    J. Baan; Z.Y. Yong; K.T. Koch; J.P.S. Henriques; B.J. Bouma; S.G. de Hert; J. van der Meulen; J.G.P. Tijssen; J.J. Piek; B.A.J.M. de Mol

    2010-01-01

    Objective. To report the feasibility, safety and efficacy of percutaneous aortic valve implantation (PAVI) with the CoreValve self-expanding aortic valve bioprosthesis in elderly patients with aortic valve stenosis who are rejected for surgery or have a high surgical risk.Methods. PAVI using the Cor

  8. Shoulder Joint Replacement

    Science.gov (United States)

    ... Shoulder Replacement Options Shoulder replacement surgery is highly technical. It should be performed by a surgical team ... area and will meet a doctor from the anesthesia department. You, your anesthesiologist, and your surgeon will ...

  9. Partial knee replacement - slideshow

    Science.gov (United States)

    ... page: //medlineplus.gov/ency/presentations/100225.htm Partial knee replacement - series—Normal anatomy To use the sharing ... A.M. Editorial team. Related MedlinePlus Health Topics Knee Replacement A.D.A.M., Inc. is accredited ...

  10. 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…

  11. Competentiegericht curriculum en cursusontwerp

    NARCIS (Netherlands)

    Firssova, Olga; Giesbertz, Wil

    2012-01-01

    Firssova, O., & Giesbertz, W. (2011, 30 mei). Competentiegericht curriculum en cursusontwerp. Presentatie gegeven tijdens de workshop van de BKO cursus Competentiegericht curriculum en cursusontwerp, Eindhoven, Nederland: Open Universiteit.

  12. How To Spice Up The Curriculum?

    Directory of Open Access Journals (Sweden)

    Muhammad Imran Omar,

    2010-12-01

    Full Text Available Medical education has witnessed tremendous development in the last three decades. The traditional lecture based didactic teaching is gradually replaced with small group teaching; problem- based learning; learning with standardized patients and community-oriented medical education.Traditional methods of teaching and learning are no longer considered the most appropriate approach and new methods of teaching and learning are based on strong foundation of educational theories. Students are the focus point while designing medical curriculum and teaching and learning should be student centered. The traditional approach of sorting curriculum; based upon subject areas; is no longer considered appropriate and curriculum requires integration of various disciplines. Community needs are of utmost importance while designing curriculum. Students should be offered various electives so that the teaching and learning is individualized and fulfilling the community needs as well.

  13. Curriculum Guidelines for Postdoctoral Oral Diagnosis/Oral Medicine.

    Science.gov (United States)

    Journal of Dental Education, 1985

    1985-01-01

    The American Association of Dental Schools' Curriculum Guidelines for oral diagnosis and medicine include a definition of the discipline, its interrelationships with other disciplines, a curriculum overview, primary educational goals, prerequisites, a core content outline, specific behavioral objectives, and notes on sequencing, faculty, and…

  14. 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)

  15. Chemistry - Part III, An Introduction to Organic Chemistry: Teacher's Curriculum Guide for the Thirteen-College Curriculum Program.

    Science.gov (United States)

    Booker, Edward; And Others

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

  16. A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge

    Science.gov (United States)

    Angeli, Charoula; Voogt, Joke; Fluck, Andrew; Webb, Mary; Cox, Margaret; Malyn-Smith, Joyce; Zagami, Jason

    2016-01-01

    Adding computer science as a separate school subject to the core K-6 curriculum is a complex issue with educational challenges. The authors herein address two of these challenges: (1) the design of the curriculum based on a generic computational thinking framework, and (2) the knowledge teachers need to teach the curriculum. The first issue is…

  17. Developing human technology curriculum

    Directory of Open Access Journals (Sweden)

    Teija Vainio

    2012-10-01

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

  18. 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

  19. 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...

  20. 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...

  1. Curriculum Mapping. Focus On

    Science.gov (United States)

    Molineaux, Rebecca

    2008-01-01

    This "Focus On" discusses curriculum mapping, a process that allows educators to align the curriculum both within and across grades and to ensure that the curriculum is in line with school, local, and state standards. It outlines the steps of the curriculum mapping process from planning the mapping initiative to creating and editing curriculum…

  2. Challenges of Teaching Physiology in an Integrated System-Based Curriculum.

    Science.gov (United States)

    Hasan, Zuheir; Sequeira, Reginald

    2012-01-01

    The transformation of a traditional discipline-based medical curriculum into a system-based integrated curriculum often poses dilemmas to faculty involved in teaching basic medical sciences. This paper examines the challenges of teaching physiology to medical students in a system-based curriculum. Some of these challenges include: defining the core curriculum, curriculum links, sequencing curriculum content, interdisciplinary integration, and student assessment. A number of relevant issues including defining the core physiology content, faculty expertise, and coping and adapting to curriculum transitions are discussed from a personal perspective. For successful implementation of a system-based curriculum and to overcome the challenges, educational issues should be debated in regional and international forums.

  3. Aeronautical Information System Replacement -

    Data.gov (United States)

    Department of Transportation — Aeronautical Information System Replacement is a web-enabled, automation means for the collection and distribution of Service B messages, weather information, flight...

  4. Compassionate use of the self-expandable medtronic CoreValve prosthesis for the treatment of pure aortic regurgitation in a patient at prohibitive risk for surgical valve replacement.

    Science.gov (United States)

    Hildebrandt, H A; Erbel, R; Kahlert, P

    2013-12-01

    Transcatheter aortic valve implantation (TAVI) is a viable treatment option for high- and prohibitive-risk patients with severe, calcified pure or predominant aortic valve stenosis, but not for pure aortic valve regurgitation. In fact, the use of TAVI for this indication is even considered unlikely due to the lack of calcium which appears essential for anchoring the stent-valve and prevents dislocation. We report a case of a patient with severe, symptomatic pure aortic regurgitation, and a history of two previous open-heart surgeries who was successfully treated by compassionate use implantation of an oversized Medtronic CoreValve prosthesis as an ultima ratio treatment option. Copyright © 2012 Wiley Periodicals, Inc.

  5. Reflective Teaching in English New Curriculum

    Institute of Scientific and Technical Information of China (English)

    汪建华

    2009-01-01

    In recent years, reflective teaching has become the core focus in English new curriculum. This paper, by introducingand discussing the concept as well as the characteristics of reflective teaching, analyses the interactive relationship between teachers andstudents. It then discusses the role of reflective teaching in teachers’professional development. Finally, it presents a few ways on howreflective teaching can be done.

  6. Curriculum Guidelines for Pathology and Oral Pathology.

    Science.gov (United States)

    Journal of Dental Education, 1985

    1985-01-01

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

  7. Radiation Source Replacement Workshop

    Energy Technology Data Exchange (ETDEWEB)

    Griffin, Jeffrey W.; Moran, Traci L.; Bond, Leonard J.

    2010-12-01

    This report summarizes a Radiation Source Replacement Workshop in Houston Texas on October 27-28, 2010, which provided a forum for industry and researchers to exchange information and to discuss the issues relating to replacement of AmBe, and potentially other isotope sources used in well logging.

  8. State Minimum Core Curricula: Arkansas Institutions of Higher Education, 2000.

    Science.gov (United States)

    Arkansas State Dept. of Higher Education, Little Rock.

    This document provides state minimum core curricula for each two- and four-year institution of higher education in Arkansas, determined by the Department of Higher Education. Courses within this core are to apply toward the general education core curriculum requirements for baccalaureate degrees at state-supported institutions and should be fully…

  9. Replacing a Missing Tooth

    Science.gov (United States)

    ... vessels in the tooth pulps are rather large. Drilling down these teeth for crowns may expose the ... porcelain replacement tooth is held in place by metal extensions cemented to the backs of the adjacent ...

  10. Hormone Replacement Therapy

    Science.gov (United States)

    ... before and during menopause, the levels of female hormones can go up and down. This can cause ... hot flashes and vaginal dryness. Some women take hormone replacement therapy (HRT), also called menopausal hormone therapy, ...

  11. Knee joint replacement

    Science.gov (United States)

    ... of your kneecap. Your kneecap is called the patella. The replacement part is usually made from a ... long. Then your surgeon will: Move your kneecap (patella) out of the way, then cut the ends ...

  12. Knee joint replacement - slideshow

    Science.gov (United States)

    ... this page: //medlineplus.gov/ency/presentations/100088.htm Knee joint replacement - series—Normal anatomy To use the ... to slide 4 out of 4 Overview The knee is a complex joint. It contains the distal ...

  13. 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...

  14. 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...

  15. Product Platform Replacements

    DEFF Research Database (Denmark)

    Sköld, Martin; Karlsson, Christer

    2012-01-01

    Purpose – It is argued in this article that too little is known about product platforms and how to deal with them from a manager's point of view. Specifically, little information exists regarding when old established platforms are replaced by new generations in R&D and production environments...... originality and value is achieved by focusing on product platform replacements believed to represent a growing management challenge....

  16. 指向课程核心技能训练的文科实验性教学设计研究*--以《公共政策概论》为例%On the Design of Experimental Teaching of Liberal Arts for Curriculum-oriented Core Skills Training---A Case Study of the Introduction to Public Policy

    Institute of Scientific and Technical Information of China (English)

    闻待

    2015-01-01

    实验性教学是当今大学教学改革的一个重要内容。对于大学文科教学来说,实验性教学通过提供一种低成本、无风险的模拟情境,沟通了基础理论与核心技能,使得内隐知识显性化,提高了学生学习的兴趣,有助于学生认识复杂社会、提升问题解决能力。本文以文科类课程为例,探讨了文科实验性教学设计如何指向课程核心技能的训练,并以《公共政策概论》课程为例探讨了实验性教学的具体设计。%Experimental teaching is an important content in the current teaching reform of college education .For the teaching of liberal arts in college ,experimental teaching links up the basic theory and core skills by providing stimulant situation of low cost and no risks ,making implicit knowledge become explicit ,improving students’ interest ,helping students to understand the complex society and enhancing the ability to solve problems .In this paper ,the author takes a curriculum of the liberal arts as an example ,discussing how experimental teaching design of liberal arts orients to the training of curriculum core skills ,and takes the course of Introduction to Public Policy as an example to dis‐cuss the detailed design of experimental teaching .

  17. “1+1+3”三段化教学模式下的城乡规划专业核心课程群优化研究∗%Study on Optimization of Urban and Rural Planning Specialty Core Curriculum Group in “1+1+3”Three Segment Type Teaching Mode

    Institute of Scientific and Technical Information of China (English)

    吕静

    2015-01-01

    Jilin Jianzhu University takes the new requirement to adapt to the discipline and professional development as the starting point. According to process of specialty cognition of students and professional teaching rules, the school actively promote the reform in teaching basic platform , the teaching contents and the curriculum system. The college focus on the connection of course group construction in the longitudinal and transverse in optimization study of core curriculum group , to ensure to cultivate students' ability to smoothly connected among different stages and to achieve the teaching reform which takes "thick foundation, high quality, strong ability"as the core, and takes the practicing ability promotion as the goal.%吉林建筑大学以适应城乡规划学学科建设及专业发展的新要求为出发点,根据学生对专业的认知进程和专业教学的规律,积极推进在课程体系、教学基础平台和教学内容的改革,从而建构起“1+1+3”的三段化教学模式。在核心课程群优化研究上注重课程群建设在纵向和横向的衔接,以确保学生能力的培养在各阶段之间得以顺畅衔接,架构学生“厚基础、高素质、强能力”为核心能力培养的教学改革目标。

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

    Science.gov (United States)

    Aleman, Ramon

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

  19. 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…

  20. Competence, Curriculum, and Control.

    Science.gov (United States)

    Jackson, Nancy S.

    1988-01-01

    Draws upon a case study of a community college program review to examine the application of a competency-based approach to the process of curriculum design. Suggests that competency-based curriculum development shifts the basis for decision making from teacher knowledge to an objectified accounting system of employers and curriculum technicians.…

  1. 高职园艺技术专业课程体系改革的探索与实践%Exploration and Practice of the Core Curriculum Reform of Gardening Technology Program in Higher Vocational College

    Institute of Scientific and Technical Information of China (English)

    席敦芹; 杜守良; 王效华

    2014-01-01

    高职园艺技术专业课程体系的构建应以学生岗位能力培养为目标,根据区域经济发展的需求将教学内容进行重新整合;实施一体化教学模式,调动学生自主学习的积极性;探索通过改革考核方式,建设生产性、开放性的实训基地等措施为课程体系改革提供政策性保障。%The construction of curriculum system of gardening technology program in higher vocational colleges should be vocational-competence-based and the content should be reintegrated according to the needs of regional economic development. The integrated teaching should be implemented to arouse the enthusiasm of students' autonomous learning. The paper manages to explore to reform the examination methods, the construction of productive and open training bases and other measures to provide the policy guarantee for the curriculum system reform.

  2. Core competencies in internal medicine.

    Science.gov (United States)

    Porcel, José Manuel; Casademont, Jordi; Conthe, Pedro; Pinilla, Blanca; Pujol, Ramón; García-Alegría, Javier

    2012-06-01

    The working group on Competencies of Internal Medicine from the Spanish Society of Internal Medicine (SEMI) proposes a series of core competencies that we consider should be common to all European internal medicine specialists. The competencies include aspects related to patient care, clinical knowledge, technical skills, communication skills, professionalism, cost-awareness in medical care and academic activities. The proposal could be used as a working document for the Internal Medicine core curriculum in the context of the educational framework of medical specialties in Europe.

  3. Retention Benefit Based Intelligent Cache Replacement

    Institute of Scientific and Technical Information of China (English)

    李凌达; 陆俊林; 程旭

    2014-01-01

    The performance loss resulting from different cache misses is variable in modern systems for two reasons: 1) memory access latency is not uniform, and 2) the latency toleration ability of processor cores varies across different misses. Compared with parallel misses and store misses, isolated fetch and load misses are more costly. The variation of cache miss penalty suggests that the cache replacement policy should take it into account. To that end, first, we propose the notion of retention benefit. Retention benefits can evaluate not only the increment of processor stall cycles on cache misses, but also the reduction of processor stall cycles due to cache hits. Then, we propose Retention Benefit Based Replacement (RBR) which aims to maximize the aggregate retention benefits of blocks reserved in the cache. RBR keeps track of the total retention benefit for each block in the cache, and it preferentially evicts the block with the minimum total retention benefit on replacement. The evaluation shows that RBR can improve cache performance significantly in both single-core and multi-core environment while requiring a low storage overhead. It also outperforms other state-of-the-art techniques.

  4. The Coherent Curriculum

    Institute of Scientific and Technical Information of China (English)

    Michael Thomas

    2005-01-01

    @@ What makes a coherent EFL curriculum? How can curriculum planners avoid a mismatch between policy and pragmatics to produce an effective decision-making process? In The Second Language Curriculum, Johnson describes the coherent curriculum as one in which decision outcomes from the various stages of development are mutually consistent and complementary,and learning outcomes reflect curriculum aims.The achievement of coherence is said to depend crucially in most educational contexts upon the formalisation of decision-making processes and products. This formalisation facilitates consensus among those involved and is a prerequisite for effective evaluation and subsequent renewal (1994: xiii)

  5. Artificial Disc Replacement

    Science.gov (United States)

    ... Strengthening Strengthen Your Core! Stretching/Flexibility Aerobic Exercise Cervical ... disc is the soft cushioning structure located between the individual bones of the spine, called “vertebra.” It is made of cartilage-like tissue and ...

  6. The Impact of Technology-Enhanced Curriculum on Learning Advanced Algebra in US High School Classrooms

    Science.gov (United States)

    Hegedus, Stephen J.; Dalton, Sara; Tapper, John R.

    2015-01-01

    We report on two large studies conducted in advanced algebra classrooms in the US, which evaluated the effect of replacing traditional algebra 2 curriculum with an integrated suite of dynamic interactive software, wireless networks and technology-enhanced curriculum on student learning. The first study was a cluster randomized trial and the second…

  7. Technology Curriculum and Planning for Technology in Schools: The Flemish Case

    Science.gov (United States)

    Vanderlinde, Ruben; van Braak, Johan; De Windt, Vicky; Tondeur, Jo; Hermans, Ruben; Sinnaeve, Ilse

    2008-01-01

    As a significant step in the consolidation of the importance of technology in education, the Flemish Government recently (September 2007) introduced a formal technology curriculum for schools. This compulsory curriculum replaces already existing but non-binding technology guidelines and is an important action in the Flemish policy of educational…

  8. The Impact of Technology-Enhanced Curriculum on Learning Advanced Algebra in US High School Classrooms

    Science.gov (United States)

    Hegedus, Stephen J.; Dalton, Sara; Tapper, John R.

    2015-01-01

    We report on two large studies conducted in advanced algebra classrooms in the US, which evaluated the effect of replacing traditional algebra 2 curriculum with an integrated suite of dynamic interactive software, wireless networks and technology-enhanced curriculum on student learning. The first study was a cluster randomized trial and the second…

  9. 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.

  10. 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...

  11. Robotic mitral valve replacement.

    Science.gov (United States)

    Senay, Sahin; Gullu, Ahmet Umit; Kocyigit, Muharrem; Degirmencioglu, Aleks; Karabulut, Hasan; Alhan, Cem

    2014-01-01

    Robotic surgical techniques allow surgeons to perform mitral valve surgery. This procedure has gained acceptance, particularly for mitral valve repair in degenerative mitral disease. However, mitral repair may not always be possible, especially in severely calcified mitral valve of rheumatic origin. This study demonstrates the basic concepts and technique of robotic mitral valve replacement for valve pathologies that are not suitable for repair.

  12. Replacing America's Job Bank

    Science.gov (United States)

    Vollman, Jim

    2009-01-01

    The Job Central National Labor Exchange (www.jobcentral.com) has become the effective replacement for America's Job Bank with state workforce agencies and, increasingly, with community colleges throughout the country. The American Association of Community Colleges (AACC) has formed a partnership with Job Central to promote its use throughout the…

  13. Replacing America's Job Bank

    Science.gov (United States)

    Vollman, Jim

    2009-01-01

    The Job Central National Labor Exchange (www.jobcentral.com) has become the effective replacement for America's Job Bank with state workforce agencies and, increasingly, with community colleges throughout the country. The American Association of Community Colleges (AACC) has formed a partnership with Job Central to promote its use throughout the…

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

    African Journals Online (AJOL)

    Ethiopian Journal of Education and Sciences ... smooth relationship among staff members, and to participate in decision making process related to curriculum. Except secondary school principals, supervisors, students parents, and community ...

  15. 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

  16. 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

  17. Shared Canadian Curriculum in Family Medicine (SHARC-FM)

    Science.gov (United States)

    Keegan, David A.; Scott, Ian; Sylvester, Michael; Tan, Amy; Horrey, Kathleen; Weston, W. Wayne

    2017-01-01

    Abstract Problem addressed In 2006, leaders of undergraduate family medicine education programs faced a series of increasing curriculum mandates in the context of limited time and financial resources. Additionally, it became apparent that a hidden curriculum against family medicine as a career choice was active in medical schools. Objective of program The Shared Canadian Curriculum in Family Medicine was developed by the Canadian Undergraduate Family Medicine Education Directors and supported by the College of Family Physicians of Canada as a national collaborative project to support medical student training in family medicine clerkship. Its key objective is to enable education leaders to meet their educational mandates, while at the same time countering the hidden curriculum and providing a route to scholarship. Program description The Shared Canadian Curriculum in Family Medicine is an open-access, shared, national curriculum (www.sharcfm.ca). It contains 23 core clinical topics (determined through a modified Delphi process) with demonstrable objectives for each. It also includes low- and medium-fidelity virtual patient cases, point-of-care learning resources (clinical cards), and assessment tools, all aligned with the core topics. French translation of the resources is ongoing. Conclusion The core topics, objectives, and educational resources have been adopted by medical schools across Canada, according to their needs. The lessons learned from mounting this multi-institutional collaborative project will help others develop their own collaborative curricula. PMID:28404720

  18. 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.

  19. A Comparative Study of Tyler Model and Doll’s Perspective on Curriculum%泰勒模式与多尔课程观的比较研究

    Institute of Scientific and Technical Information of China (English)

    沈是琳

    2015-01-01

    Tyler Model is one of the most influential curriculum paradigms in modern curriculum studies. But it has been challenged by post-modernism represented by Doll’s curriculum paradigm since the 1970s. In spite of the criticisms towards Tyler Model, it should not be replaced completely by a post-modern one. Tyler Model and Doll’s perspective on curriculum are not contradictory but complementary. In the study of curriculum development, we should combine these two paradigms together.

  20. Core Requirements for the Economics Major

    Science.gov (United States)

    Petkus, Marie; Perry, John J.; Johnson, Bruce K.

    2014-01-01

    In this article, the authors are the first to describe the core economics curriculum requirements for economics majors at all American colleges and universities, as opposed to a sample of institutions. Not surprisingly, principles of economics is nearly universally required and implemented as a two-semester course in 85 percent of economics major…

  1. Reflective Teaching in English New Curriculum

    Institute of Scientific and Technical Information of China (English)

    汪建华

    2009-01-01

    In recent years,reflective teaching has become the core focus in English new curriculum.This paper,by inlroducing and discussing the concept as well as the characteristics of reflective teaching.analyses the interactive relationship between teachers and gudents.It then discusses the role of reflective teaching in teachers'professional development.Finally,it presents a few ways on how reflective teaching Call be done.

  2. Core Requirements for the Economics Major

    Science.gov (United States)

    Petkus, Marie; Perry, John J.; Johnson, Bruce K.

    2014-01-01

    In this article, the authors are the first to describe the core economics curriculum requirements for economics majors at all American colleges and universities, as opposed to a sample of institutions. Not surprisingly, principles of economics is nearly universally required and implemented as a two-semester course in 85 percent of economics major…

  3. How Common Is the Common Core?

    Science.gov (United States)

    Thomas, Amande; Edson, Alden J.

    2014-01-01

    Since the introduction of the Common Core State Standards for Mathematics (CCSSM) in 2010, stakeholders in adopting states have engaged in a variety of activities to understand CCSSM standards and transition from previous state standards. These efforts include research, professional development, assessment and modification of curriculum resources,…

  4. Ulnar head replacement.

    Science.gov (United States)

    Herbert, Timothy J; van Schoonhoven, Joerg

    2007-03-01

    Recent years have seen an increasing awareness of the anatomical and biomechanical significance of the distal radioulnar joint (DRUJ). With this has come a more critical approach to surgical management of DRUJ disorders and a realization that all forms of "excision arthroplasty" can only restore forearm rotation at the expense of forearm stability. This, in turn, has led to renewed interest in prosthetic replacement of the ulnar head, a procedure that had previously fallen into disrepute because of material failures with early implants, in particular, the Swanson silicone ulnar head replacement. In response to these early failures, a new prosthesis was developed in the early 1990s, using materials designed to withstand the loads across the DRUJ associated with normal functional use of the upper limb. Released onto the market in 1995 (Herbert ulnar head prosthesis), clinical experience during the last 10 years has shown that this prosthesis is able to restore forearm function after ulnar head excision and that the materials (ceramic head and noncemented titanium stem), even with normal use of the limb, are showing no signs of failure in the medium to long term. As experience with the use of an ulnar head prosthesis grows, so does its acceptance as a viable and attractive alternative to more traditional operations, such as the Darrach and Sauve-Kapandji procedures. This article discusses the current indications and contraindications for ulnar head replacement and details the surgical procedure, rehabilitation, and likely outcomes.

  5. PERFORMANCE OF PRIVATE CACHE REPLACEMENT POLICIES FOR MULTICORE PROCESSORS

    Directory of Open Access Journals (Sweden)

    Matthew Lentz

    2014-07-01

    Full Text Available Multicore processors have become ubiquitous, both in general-purpose and special-purpose applications. With the number of transistors in a chip continuing to increase, the number of cores in a processor is also expected to increase. Cache replacement policy is an important design parameter of a cache hierarchy. As most of the processor designs have become multicore, there is a need to study cache replacement policies for multi-core systems. Previous studies have focused on the shared levels of the multicore cache hierarchy. In this study, we focus on the top level of the hierarchy, which bears the brunt of the memory requests emanating from each processor core. We measure the miss rates of various cache replacement policies, as the number of cores is steadily increased from 1 to 16. The study was done by modifying the publicly available SESC simulator, which models in detail a multicore processor with a multilevel cache hierarchy. Our experimental results show that for the private L1 caches, the LRU (Least Recently Used replacement policy outperforms all of the other replacement policies. This is in contrast to what was observed in previous studies for the shared L2 cache. The results presented in this paper are useful for hardware designers to optimize their cache designs or the program codes.

  6. 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...

  7. 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...

  8. 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...

  9. 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...

  10. Implementing a new mathematics curriculum: Mathematics teachers’ beliefs and practices

    Directory of Open Access Journals (Sweden)

    Ernest Ampadu

    2013-11-01

    Full Text Available Mathematics has become a ‘critical filter’ in the social, economic and professional development of individuals and forms a core component of the school curriculum in most countries. It is upon this utilitarian nature of mathematics to the individual and the society as a whole that the school mathematics curriculum has been undergoing a number of restructuring over the last three decades. In Ghana, a new mathematics curriculum was introduced in September 2007 which aims at shifting the teaching and learning of mathematics from a teacher-centered approach to more student-centered and participatory teaching and learning. However, since the introduction of the curriculum no study has specifically examined mathematics teachers’ teaching practices in relation to these new curriculum requirements. This study examines Junior High School (12-14 years mathematics teachers’ perceived and actual teaching practices in relation to the curriculum requirements. Participants in the study were 41 mathematics teachers’ from 22 Junior High Schools. A Semi-structured questionnaire was used to collect quantitative data about teachers’ perceived teaching practices, and classroom observation was used to collect qualitative data about actual classroom practices. The key findings include: teachers’ espoused the belief that their teaching practices are consistent with the principles and guidelines of the new mathematics curriculum. Teachers’ perceived teaching practices were not fully consistent with their actual practices. The movement towards a more constructivist approach as outlined in the curriculum was not fully evident in most of the classrooms observed.

  11. 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…

  12. Vocational Education and Connecticut's Common Core of Learning.

    Science.gov (United States)

    Connecticut State Dept. of Education, Hartford. Div. of Vocational, Technical, and Adult Education.

    The Connecticut State Board of Education policy known as the Common Core of Learning, outlines the skill, knowledge and attitudinal attainments expected of the state's secondary school graduates. This guide identifies the common core elements that can and should be reinforced through the vocational education curriculum. Information on the common…

  13. 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…

  14. 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…

  15. A K-6 Computational Thinking Curriculum Framework : Implications for Teacher Knowledge

    NARCIS (Netherlands)

    Angeli, C.; Voogt, J.; Fluck, A.; Webb, M.; Cox, M.; Malyn-Smith, J.; Zagami, J.

    2016-01-01

    Adding computer science as a separate school subject to the core K-6 curriculum is a complex issue with educational challenges. The authors herein address two of these challenges: (1) the design of the curriculum based on a generic computational thinking framework, and (2) the knowledge teachers nee

  16. Content-Based Curriculum for High-Ability Learners, Second Edition

    Science.gov (United States)

    VanTassel-Baska, Joyce, Ed.; Little, Catherine A., Ed.

    2011-01-01

    The newly updated "Content-Based Curriculum for High-Ability Learners" provides a solid introduction to curriculum development in gifted and talented education. Written by experts in the field of gifted education, this text uses cutting-edge design techniques and aligns the core content with national and state standards. In addition to a revision…

  17. 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…

  18. Curriculum Theorising: A New Suit of Clothes for the Emperor? Stirling Seminar Papers No. 3.

    Science.gov (United States)

    Davies, J. Keri

    1979-01-01

    Curriculum planning is presented as an ideological theory which is both a contributor to and instrument of social policy. A statement of theory is essential for discussions of core curriculum, and, more importantly, for clarifying the purpose of education within society (f=fiche number). (CP)

  19. 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…

  20. 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)

  1. Mountain-Plains Curriculum.

    Science.gov (United States)

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

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

  2. 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…

  3. Aortic valve replacement

    DEFF Research Database (Denmark)

    Kapetanakis, Emmanouil I; Athanasiou, Thanos; Mestres, Carlos A

    2008-01-01

    BACKGROUND AND AIMS OF THE STUDY: Prompted by anecdotal evidence and observations by surgeons, an investigation was undertaken into the potential differences in implanted aortic valve prosthesis sizes, during aortic valve replacement (AVR) procedures, between northern and southern European...... countries. METHODS: A multi-institutional, non-randomized, retrospective analysis was conducted among 2,932 patients who underwent AVR surgery at seven tertiary cardiac surgery centers throughout Europe. Demographic and perioperative variables including valve size and type, body surface area (BSA) and early...

  4. Total ankle joint replacement.

    Science.gov (United States)

    2016-02-01

    Ankle arthritis results in a stiff and painful ankle and can be a major cause of disability. For people with end-stage ankle arthritis, arthrodesis (ankle fusion) is effective at reducing pain in the shorter term, but results in a fixed joint, and over time the loss of mobility places stress on other joints in the foot that may lead to arthritis, pain and dysfunction. Another option is to perform a total ankle joint replacement, with the aim of giving the patient a mobile and pain-free ankle. In this article we review the efficacy of this procedure, including how it compares to ankle arthrodesis, and consider the indications and complications.

  5. Curriculum Trends in Medical Education in Mauritius

    Directory of Open Access Journals (Sweden)

    Aprajita

    2017-08-01

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

  6. The Optimum Replacement of Weapon

    Institute of Scientific and Technical Information of China (English)

    ZHANG Xiao; ZHANG Jin-chun

    2002-01-01

    The theory of LCC (Life Cycle Cost) is applied in this paper. The relation between the economic life of weapon and the optimum replacement is analyzed. The method to define the optimum replacement time of weapon is discussed.

  7. Power Plant Replacement Study

    Energy Technology Data Exchange (ETDEWEB)

    Reed, Gary

    2010-09-30

    This report represents the final report for the Eastern Illinois University power plant replacement study. It contains all related documentation from consideration of possible solutions to the final recommended option. Included are the economic justifications associated with the chosen solution along with application for environmental permitting for the selected project for construction. This final report will summarize the results of execution of an EPC (energy performance contract) investment grade audit (IGA) which lead to an energy services agreement (ESA). The project includes scope of work to design and install energy conservation measures which are guaranteed by the contractor to be self‐funding over its twenty year contract duration. The cost recovery is derived from systems performance improvements leading to energy savings. The prime focus of this EPC effort is to provide a replacement solution for Eastern Illinois University’s aging and failing circa 1925 central steam production plant. Twenty‐three ECMs were considered viable whose net impact will provide sufficient savings to successfully support the overall project objectives.

  8. Total disc replacement.

    Science.gov (United States)

    Vital, J-M; Boissière, L

    2014-02-01

    Total disc replacement (TDR) (partial disc replacement will not be described) has been used in the lumbar spine since the 1980s, and more recently in the cervical spine. Although the biomechanical concepts are the same and both are inserted through an anterior approach, lumbar TDR is conventionally indicated for chronic low back pain, whereas cervical TDR is used for soft discal hernia resulting in cervicobrachial neuralgia. The insertion technique must be rigorous, with precise centering in the disc space, taking account of vascular anatomy, which is more complex in the lumbar region, particularly proximally to L5-S1. All of the numerous studies, including prospective randomized comparative trials, have demonstrated non-inferiority to fusion, or even short-term superiority regarding speed of improvement. The main implant-related complication is bridging heterotopic ossification with resulting loss of range of motion and increased rates of adjacent segment degeneration, although with an incidence lower than after arthrodesis. A sufficiently long follow-up, which has not yet been reached, will be necessary to establish definitively an advantage for TDR, particularly in the cervical spine. Copyright © 2014 Elsevier Masson SAS. All rights reserved.

  9. REPLACEMENT OF FRENCH CARDS

    CERN Multimedia

    HR/SOC

    2001-01-01

    The French Ministry of Foreign Affairs has informed the Organization that it is shortly to replace all diplomatic cards, special cards and employment permits ('attestations de fonctions') now held by members of the personnel and their families. Between 2 July and 31 December 2001, these cards are to be replaced by secure, computerized equivalents. The old cards may continue to be used until 31 December 2001. For the purposes of the handover, members of the personnel must go personally to the cards office (33/1-015), in order to fill in a 'fiche individuelle' form, taking the following documents for themselves and members of their families already in possession of a French card : A recent identity photograph in 4.5 cm x 3.5 cm format. The French card in their possession. An A4 photocopy of the same French card, certified by the cards office as being a true copy. Those members of the personnel whose cards (and/or cards belonging to members of their families) are shortly due to expire, or have recently done...

  10. REPLACEMENT OF FRENCH CARDS

    CERN Multimedia

    Human Resources Division; Cards.Service@cern.ch

    2001-01-01

    The French Ministry of Foreign Affairs is currently replacing all diplomatic cards, special cards and employment permits («attestations de fonctions») held by members of the personnel and their families. These cards are replaced by secure, computerized equivalents. The old cards may no longer be used after 31 December 2001. For the purposes of the handover, members of the personnel must go personally to the cards office (33/1-015) between 8h30 and 12h30, in order to fill in a «fiche individuelle» form, taking the following documents for themselves and members of their families already in possession of a French card : A recent identity photograph in 4.5 cm x 3.5 cm format, the French card in their possession, an A4 photocopy of the same French card, certified by the cards office as being a true copy. Those members of the personnel whose cards (and/or cards belonging to members of their families) are shortly due to expire, or have recently done so, are also requested...

  11. REPLACEMENT OF FRENCH CARDS

    CERN Multimedia

    Human Resources Division

    2001-01-01

    The French Ministry of Foreign Affairs has informed the Organization that it is shortly to replace all diplomatic cards, special cards and employment permits ('attestations de fonctions') now held by members of the personnel and their families. Between 2 July and 31 December 2001, these cards are to be replaced by secure, computerized equivalents. The old cards may continue to be used until 31 December 2001. For the purposes of the handover, members of the personnel are asked to go to the cards office (33/1-015), taking the following documents for themselves and members of their families already in possession of a French card : A recent identity photograph in 4.5 cm x 3.5 cm format, The French card in their possession, an A4 photocopy of the same French card, certified by the cards office as being a true copy. Those members of the personnel whose cards (and/or cards belonging to members of their families) are shortly due to expire, or have recently done so, are also requested to take these items to the c...

  12. REPLACEMENT OF FRENCH CARDS

    CERN Multimedia

    Human Resources Division

    2001-01-01

    The French Ministry of Foreign Affairs has informed the Organization that it is shortly to replace all diplomatic cards, special cards and employment permits ('attestations de fonctions') now held by members of the personnel and their families. Between 2 July and 31 December 2001, these cards are to be replaced by secure, computerized equivalents. A 'personnel office' stamped photocopy of the old cards may continue to be used until 31 December 2001. For the purposes of the handover, members of the personnel must go personally to the cards office (33/1-015), between 8:30 and 12:30, in order to fill a 'fiche individuelle' form (in black ink only), which has to be personally signed by themselves and another separately signed by members of their family, taking the following documents for themselves and members of their families already in possession of a French card : A recent identity photograph in 4.5 cm x 3.5 cm format (signed on the back) The French card in their possession an A4 photocopy of the same Fre...

  13. Power Plant Replacement Study

    Energy Technology Data Exchange (ETDEWEB)

    Reed, Gary

    2010-09-30

    This report represents the final report for the Eastern Illinois University power plant replacement study. It contains all related documentation from consideration of possible solutions to the final recommended option. Included are the economic justifications associated with the chosen solution along with application for environmental permitting for the selected project for construction. This final report will summarize the results of execution of an EPC (energy performance contract) investment grade audit (IGA) which lead to an energy services agreement (ESA). The project includes scope of work to design and install energy conservation measures which are guaranteed by the contractor to be self-funding over its twenty year contract duration. The cost recovery is derived from systems performance improvements leading to energy savings. The prime focus of this EPC effort is to provide a replacement solution for Eastern Illinois University's aging and failing circa 1925 central steam production plant. Twenty-three ECMs were considered viable whose net impact will provide sufficient savings to successfully support the overall project objectives.

  14. Faster Replacement Paths

    CERN Document Server

    Williams, Virginia Vassilevska

    2010-01-01

    The replacement paths problem for directed graphs is to find for given nodes s and t and every edge e on the shortest path between them, the shortest path between s and t which avoids e. For unweighted directed graphs on n vertices, the best known algorithm runtime was \\tilde{O}(n^{2.5}) by Roditty and Zwick. For graphs with integer weights in {-M,...,M}, Weimann and Yuster recently showed that one can use fast matrix multiplication and solve the problem in O(Mn^{2.584}) time, a runtime which would be O(Mn^{2.33}) if the exponent \\omega of matrix multiplication is 2. We improve both of these algorithms. Our new algorithm also relies on fast matrix multiplication and runs in O(M n^{\\omega} polylog(n)) time if \\omega>2 and O(n^{2+\\eps}) for any \\eps>0 if \\omega=2. Our result shows that, at least for small integer weights, the replacement paths problem in directed graphs may be easier than the related all pairs shortest paths problem in directed graphs, as the current best runtime for the latter is \\Omega(n^{2.5...

  15. Power Plant Replacement Study

    Energy Technology Data Exchange (ETDEWEB)

    Reed, Gary

    2010-09-30

    This report represents the final report for the Eastern Illinois University power plant replacement study. It contains all related documentation from consideration of possible solutions to the final recommended option. Included are the economic justifications associated with the chosen solution along with application for environmental permitting for the selected project for construction. This final report will summarize the results of execution of an EPC (energy performance contract) investment grade audit (IGA) which lead to an energy services agreement (ESA). The project includes scope of work to design and install energy conservation measures which are guaranteed by the contractor to be self-funding over its twenty year contract duration. The cost recovery is derived from systems performance improvements leading to energy savings. The prime focus of this EPC effort is to provide a replacement solution for Eastern Illinois University’s aging and failing circa 1925 central steam production plant. Twenty-three ECMs were considered viable whose net impact will provide sufficient savings to successfully support the overall project objectives.

  16. New Perspective View on Development Elements of Outdoor Sports Curriculum of Sport Institutes and Universities: Selection and Determination for Courses Core and Teaching Elements%体育院校户外运动类课程发展要素的新视域——课程核心与教学要素的选取与确定

    Institute of Scientific and Technical Information of China (English)

    宋学岷

    2012-01-01

    户外运动类课程作为新兴课程,在建设和发展的过程中存在许多亟需解决的问题。本文运用文献资料法,专家访谈法,问卷调查法,案例分析法对体育院校户外运动类课程发展要素进行研究,得出以下结论:全国14所体育院校都已设置了户外运动类课程,且呈现出较好的发展态势;体育院校户外运动类课程的发展要素包括课程核心和教学要素两个部分,其选取和确定要满足社会需求、学科发展、学生自身及教学环境的需要;课程共同特征是以户外运动技能为核心,教学内容丰富充实、教学形式灵活多样、教学环境不确定,保证教学安全的特征;沈阳体育学院户外运动类课程的理论框架及结构模型设置比较合理,能够满足户外运动教学的需要和人才培养目标的要求。%Outdoor sports course, as a new course, has many problems to be solved in the process of construction and development. The author studies the development elements of outdoor sports curriculum in Sport Institutes and Universities by litera- ture reviewB, expert interviews, questionnaires, and ease analysis. The results show that 14 sport institutes and universities in China had set the outdoor sports courses which present a good development situation; the development factors of outdoor sports curriculum include courses core and teaching elements, and its selection and determination should meet with the social needs, discipline development, the students.and the need of teaching environment; Courses' common features are as follows: outdoor sports skill is the core, its teaching content should be rich and full, its teaching form should be flexible, teaching environment is not sure, and teaching safety should be guaranteed; in Shenyang Sport University the theoretical framework and structure model set of outdoor sports curriculum are more reasonable, which can satisfy the need of outdoor sports

  17. Replacing the Beam Dump at the Booster

    CERN Multimedia

    2013-01-01

    The PS Booster Dump, designed in the 1960’s to cope with beam energies in the order of 800 MeV, has been dismantled and replaced with a new one, capable of withstanding the 2 GeV beam provided by the upcoming LINAC4 at CERN. This video shows the installation of that new dump core inside a one-metre diameter cavity, surrounded by five shielding rings made of concrete and steel. It is the culmination of months of preparation, an interdisciplinary work involving several teams from the Engineering, Beams and Technology Departments, as well as the collaboration and supervision of radio-protection experts.

  18. Replacing the Beam Dump at the Booster

    CERN Multimedia

    2013-01-01

    The PS Booster Dump, designed in the 1960’s to cope with beam energies in the order of 800 MeV, has been dismantled and replaced with a new one, capable of withstanding the 2 GeV beam provided by the upcoming LINAC4 at CERN. This video shows the installation of that new dump core inside a one-metre diameter cavity, surrounded by five shielding rings made of concrete and steel. It is the culmination of months of preparation, an interdisciplinary work involving several teams from the Engineering, Beams and Technology Departments, as well as the collaboration and supervision of radio-protection experts.

  19. A Needs Assessment for a Longitudinal Emergency Medicine Intern Curriculum

    Science.gov (United States)

    Shappell, Eric; Ahn, James

    2017-01-01

    Introduction A key task of emergency medicine (EM) training programs is to develop a consistent knowledge of core content in recruits with heterogeneous training backgrounds. The traditional model for delivering core content is lecture-based weekly conference; however, a growing body of literature finds this format less effective and less appealing than alternatives. We sought to address this challenge by conducting a needs assessment for a longitudinal intern curriculum for millennial learners. Methods We surveyed all residents from the six EM programs in the greater Chicago area regarding the concept, format, and scope of a longitudinal intern curriculum. Results We received 153 responses from the 300 residents surveyed (51% response rate). The majority of respondents (80%; 82% of interns) agreed or strongly agreed that a dedicated intern curriculum would add value to residency education. The most positively rated teaching method was simulation sessions (91% positive responses), followed by dedicated weekly conference time (75% positive responses) and dedicated asynchronous resources (71% positive responses). Less than half of respondents (47%; 26% of interns) supported use of textbook readings in the curriculum. Conclusion There is strong learner interest in a longitudinal intern curriculum. This needs assessment can serve to inform the development of a universal intern curriculum targeting the millennial generation. PMID:28116005

  20. A Needs Assessment for a Longitudinal Emergency Medicine Intern Curriculum

    Directory of Open Access Journals (Sweden)

    Shappell, Eric

    2017-01-01

    Full Text Available A key task of emergency medicine (EM training programs is to develop a consistent knowledge of core content in recruits with heterogeneous training backgrounds. The traditional model for delivering core content is lecture-based weekly conference; however, a growing body of literature finds this format less effective and less appealing than alternatives. We sought to address this challenge by conducting a needs assessment for a longitudinal intern curriculum for millennial learners. We surveyed all residents from the six EM programs in the greater Chicago area regarding the concept, format, and scope of a longitudinal intern curriculum. We received 153 responses from the 300 residents surveyed (51% response rate. The majority of respondents (80%; 82% of interns agreed or strongly agreed that a dedicated intern curriculum would add value to residency education. The most positively rated teaching method was simulation sessions (91% positive responses, followed by dedicated weekly conference time (75% positive responses and dedicated asynchronous resources (71% positive responses. Less than half of respondents (47%; 26% of interns supported use of textbook readings in the curriculum. There is strong learner interest in a longitudinal intern curriculum. This needs assessment can serve to inform the development of a universal intern curriculum targeting the millennial generation. [West J Emerg Med. 2017;18(131-34.

  1. A Needs Assessment for a Longitudinal Emergency Medicine Intern Curriculum.

    Science.gov (United States)

    Shappell, Eric; Ahn, James

    2017-01-01

    A key task of emergency medicine (EM) training programs is to develop a consistent knowledge of core content in recruits with heterogeneous training backgrounds. The traditional model for delivering core content is lecture-based weekly conference; however, a growing body of literature finds this format less effective and less appealing than alternatives. We sought to address this challenge by conducting a needs assessment for a longitudinal intern curriculum for millennial learners. We surveyed all residents from the six EM programs in the greater Chicago area regarding the concept, format, and scope of a longitudinal intern curriculum. We received 153 responses from the 300 residents surveyed (51% response rate). The majority of respondents (80%; 82% of interns) agreed or strongly agreed that a dedicated intern curriculum would add value to residency education. The most positively rated teaching method was simulation sessions (91% positive responses), followed by dedicated weekly conference time (75% positive responses) and dedicated asynchronous resources (71% positive responses). Less than half of respondents (47%; 26% of interns) supported use of textbook readings in the curriculum. There is strong learner interest in a longitudinal intern curriculum. This needs assessment can serve to inform the development of a universal intern curriculum targeting the millennial generation.

  2. Curriculum Research in the Netherlands

    NARCIS (Netherlands)

    Wardekker, W.L.; Volman, M.L.L.; Terwel, J.

    2014-01-01

    This chapter examines the curriculum research in the Netherlands. The conditions influencing the curriculum field are described, along with the struggle for a common curriculum in the Netherlands. The waves of curriculum theory are presented and illustrated by the case of mathematics. Finally, the r

  3. Engaging Stakeholders in Curriculum Development

    Science.gov (United States)

    Wood, Jo Nell

    2010-01-01

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

  4. Classroom-Level Curriculum Development: EFL Teachers as Curriculum-Developers, Curriculum-Makers and Curriculum-Transmitters

    Science.gov (United States)

    Shawer, Saad F.

    2010-01-01

    This qualitative study aimed to explore teacher curriculum approaches and the strategies attached to each approach because they influence the taught curriculum, teacher development and student learning. The study was therefore grounded in teacher curriculum development, curriculum implementation, teacher development, student cognitive and…

  5. Engaging Stakeholders in Curriculum Development

    Science.gov (United States)

    Wood, Jo Nell

    2010-01-01

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

  6. Classroom-Level Curriculum Development: EFL Teachers as Curriculum-Developers, Curriculum-Makers and Curriculum-Transmitters

    Science.gov (United States)

    Shawer, Saad F.

    2010-01-01

    This qualitative study aimed to explore teacher curriculum approaches and the strategies attached to each approach because they influence the taught curriculum, teacher development and student learning. The study was therefore grounded in teacher curriculum development, curriculum implementation, teacher development, student cognitive and…

  7. Meaning from curriculum analysis

    Science.gov (United States)

    Finegold, Menahem; Mackeracher, Dorothy

    This paper reports on the analysis of science curricula carried out across Canada within the framework of the Second International Science Study (SISS). The organization of Canadian education in twelve autonomous educational jurisdictions is briefly described and problems are noted in relation to the analysis of curricula on a national scale. The international design for curriculum analysis is discussed and an alternative design, more suited to the diversity of science education in Canada, is introduced. The analysis of curriculum documents is described and three patterns which emerge from this analysis are identified. These derive from the concepts of commonality, specificity and prescriptiveness. Commonality relates to topics listed in curriculum guideline documents by a number of jurisdictions. Specificity refers to the richness of curriculum documents. Prescriptiveness is a measure of the extent to which jurisdictions do or do not make provision for local options in curriculum design. The Canadian analysis, using the concepts of the common curriculum, specificity and prescriptiveness, is described and research procedures are exemplified. Outcomes of curriculum analysis are presented in graphical form.

  8. Toleration, Synthesis or Replacement?

    DEFF Research Database (Denmark)

    Holtermann, Jakob v. H.; Madsen, Mikael Rask

    2016-01-01

    to have considerable problems keeping a clear focus on the key question: What are the implications of this empirical turn in terms of philosophy of legal science, of the social understanding of IL, and, not least, of the place of doctrinal scholarship after the alleged Wende? What is needed, we argue......, in order to answer is not yet another partisan suggestion, but rather an attempt at making intelligible both the oppositions and the possibilities of synthesis between normative and empirical approaches to law. Based on our assessment and rational reconstruction of current arguments and positions, we...... therefore outline a taxonomy consisting of the following three basic, ideal-types in terms of the epistemological understanding of the interface of law and empirical studies: toleration, synthesis and replacement. This tripartite model proves useful with a view to teasing out and better articulating...

  9. Getting to the Core: How Early Implementers Are Approaching the Common Core in California

    Science.gov (United States)

    Brown, Brentt; Vargo, Merrill

    2014-01-01

    California has embarked on a major new wave of curriculum reform with the adoption of the Common Core State Standards (CCSS), the new English Language Development (ELD) standards, and the Next Generation Science Standards (NGSS). The adoption of the CCSS builds a legacy of standards-based education reform in California that began with the…

  10. Improving integration of clinical clerkship didactic curriculum

    Directory of Open Access Journals (Sweden)

    Lindsay A. Mazotti

    2010-12-01

    Full Text Available Curricular integration is a primary focus of many efforts to improve clinical education, but the practical realities of connecting content across discipline-based learning experience is a formidable challenge. This paper describes the construction of a third-year clinical clerkship curriculum featuring integrated didactics, purposeful sequencing, linkage to clinical context and introduction of competency-based learning activities. We describe the organization of our curriculum, the methods by which we integrated our didactic curriculum, and the results of curricular evaluations. Over two years, we improved integration and reduced fragmented learning experiences in a longitudinal integrated clerkship. Individual lectures were highly rated with a mean overall score of 4.29 (SD=0.78 (1=poor, 5= excellent(N=23. Integrated didactic sessions and competency-based learning activities, including a quality improvement curriculum and reflection sessions, were also highly rated. Purposeful integration of clinical content, sequencing of didactics across the academic year, linking didactic content to a clinical context and creating new competency-based learning activities were highly rated and feasible ways to combine didactics across disciplines in the core clerkship year. Similar integrated curricula may be used with students in longitudinal integrated clerkships or in a traditional third-year clerkship model.

  11. Surgical aortic-valve replacement with a transcatheter implant.

    Science.gov (United States)

    Nowell, Justin L; Dewhurst, Alex; van Besouw, Jean-Pierre; Jahangiri, Marjan

    2011-04-01

    We describe a bailout procedure when surgical aortic-valve replacement was not possible due to severe calcification of the ascending aorta and the root and a very small annulus. A 21-mm CoreValve Revalving prosthesis was inserted via the aortotomy in the presence of a mitral prosthesis.

  12. Curriculum Development of an inquiry lesson for grades 6-12 using real time core data from the JOIDES Resolution for analysis by students for the Cretaceous-Paleogene (K-Pg)

    Science.gov (United States)

    Cohen, E.

    2013-12-01

    The mass extinction event at the Cretaceous-Paleogene (K-Pg) boundary was the result of a bolide impact, and is popularly known for the extinction of the dinosaurs, but is also one of the largest Paleogene mass extinctions identified. In addition, it was followed by a period of drastic changes in ecological conditions, including a complete alteration of the global carbon cycle; the root cause of this change is still debated. Little information is known regarding changes in the nitrogen cycle during these periods of mass extinction and recovery. Given the importance of the nitrogen cycle to primary production and its relationship to the redox state of the local environment, determining changes in the nitrogen cycle will provide important information as to the processes of global mass extinction and the subsequent recovery. Data from the JOIDES Resolution is used to introduce students to authentic data analysis. Students are asked to analyze if standards are consistent, is there anomalous data, how are significant figures used, and how consistent is the method which then, in turn effects data collection. Students are provided data from one core sample and asked to represent the data using technology. Students use Infograms, a technology which not only includes graphs but also visuals and texts in order to represent information in a meaningful way. Students create correlation between the data of nitrogen isotopes, foraminifera, oxygen isotopes, age of the earth and depth of collections. The lesson aligned to standards for students' grade 6-12 were created to support the content surrounding: National Science Education Content Standards: Standard A: Science as Inquiry Standard D: Earth and Space Science Ocean Literacy Essential Principles: 3. The ocean is a major influence on weather and climate 7. The ocean is largely unexplored.

  13. Core management of the prototype heavy water reactor FUGEN

    Energy Technology Data Exchange (ETDEWEB)

    Deshimaru, Takehide; Furubayashi, Toshiyuki; Matsumoto, Mitsuo (Power Reactor and Nuclear Fuel Development Corp., Tokyo (Japan))

    1982-12-01

    In this paper, the core management which has been implemented so far for the prototype heavy water reactor FUGEN is described. First, the outline of the core is introduced. The core management is generally the repetition of planning, practice and evaluation, but the evaluation is specifically important in FUGEN because FUGEN is a prototype reactor. In the reactor FUGEN, the fuel replacement plan which determines the number and position of fuels to be replaced, and fuel procurement plan based on the replacement plan are prepared. The control rod pattern is determined so that the thermal limit for the fuel assembly is secured throughout the fuel cycle, but the output flattening by control rods is scarcely necessary by adopting a distributed replacement method. After a replaced core has been composed, the maximum excess reactivity and reactivity shut-down margin are mainly measured at the start-up of the reactor to confirm the predetermined characteristics of the replaced core. The core life can be simply and accurately estimated by the measurement of /sup 10/B concentration in heavy water. The output distribution in the core is an important parameter for calculating the performance of the FUGEN reactor core. The output increasing procedure is also controlled in accordance with that of light water reactors.

  14. Delivering a pathology curriculum in an integrated medical course.

    Science.gov (United States)

    Carr, Norman J; Olmos, Martin; Bushnell, John

    2008-10-01

    Modern integrated medical curricula usually do not include a separate pathology course. Consequently, there is a risk that important pathological principles may be omitted. We aimed to ensure that pathology is properly represented by developing a core pathology curriculum created in consultation with local pathologists. Appropriate information technology to track the delivery of this material within the integrated curriculum structure was developed using a learning content management system in which a metadata schema was constructed. This allows a sophisticated view of where and how pathology appears in the course and can also increase the visibility of the subject by demonstrating the central place of pathology in medicine. In conclusion, a core curriculum in pathology that can be tracked by information technology with sufficient power and flexibility is a solution to the potential loss of pathology from integrated medical courses. We believe the result is superior to a stand-alone pathology course.

  15. 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…

  16. Team-Teaching the HBSE Curriculum: Considerations and Advice

    Science.gov (United States)

    Ginther, Shawn Damon; Phillips, Amy; Grineski, Steve

    2007-01-01

    Minimal social work literature exists concerning team-teaching, and even less exists on its impact on student learning. This article presents qualitative findings from a study that examined the team-teaching of core human behavior in the social environment (HBSE) curriculum by two social work faculty in a CSWE-accredited baccalaureate social work…

  17. 21st Century Standards and Curriculum: Current Research and Practice

    Science.gov (United States)

    Alismail, Halah Ahmed; McGuire, Patrick

    2015-01-01

    The integration of Common Core State Standards (CCSS) and 21st century skills in the curriculum is not only beneficial to students and teachers, but also necessary to prepare our youth for their future careers. In an age of education where standardized tests determine the success of our schools, it is important to allow students the creativity and…

  18. 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…

  19. 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 Identity"…

  20. An Academic Curriculum Will Close the Academic Achievement Gap

    Science.gov (United States)

    Palumbo, Anthony; Kramer-Vida, Louisa

    2012-01-01

    America's unyielding academic achievement gap has been a national priority for a long time; yet, some schools have succeeded with academically disadvantaged youth. Usually, these institutions embrace a culture of success and follow an academic curriculum that is grounded in core knowledge and scholastic vocabulary. Academically disadvantaged…

  1. Curriculum Reform in Secondary Education: Planning, Development and Implementation.

    Science.gov (United States)

    Kallen, Denis

    1996-01-01

    A discussion of secondary education curriculum reform, particularly in Eastern and Central Europe, examines potentially conflicting concerns characterizing the current reform debate: stronger national policies alongside calls for curricula responsive to local needs; broad versus core curricula; central versus decentralized control of assessment;…

  2. 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…

  3. 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…

  4. Developing your own curriculum

    OpenAIRE

    Baldwin, N.; Barlex, D

    2007-01-01

    This chapter will explore the processes by which a newly qualified teacher can make a contribution to the design & technology curriculum. It is in six parts. First the chapter will consider the classroom conditions a teacher must create if his or her teaching is to be successful. Second we will explore four key features that determine the success of a subject in the curriculum. Third we will investigate how a newly qualified teacher might develop and articulate their vision for the subject. F...

  5. Core Java

    CERN Document Server

    Horstmann, Cay S

    2013-01-01

    Fully updated to reflect Java SE 7 language changes, Core Java™, Volume I—Fundamentals, Ninth Edition, is the definitive guide to the Java platform. Designed for serious programmers, this reliable, unbiased, no-nonsense tutorial illuminates key Java language and library features with thoroughly tested code examples. As in previous editions, all code is easy to understand, reflects modern best practices, and is specifically designed to help jumpstart your projects. Volume I quickly brings you up-to-speed on Java SE 7 core language enhancements, including the diamond operator, improved resource handling, and catching of multiple exceptions. All of the code examples have been updated to reflect these enhancements, and complete descriptions of new SE 7 features are integrated with insightful explanations of fundamental Java concepts.

  6. Proposal for Teaching Practice which Includes the Content of the Reflective Practice : Possibility of “Teaching Practice Participation” Curriculum

    OpenAIRE

    湯口, 雅史

    2015-01-01

    The outline of the core curriculum in Naruto University of Education creates a close relationship between “Teaching Practice” positioned at its core, and “core subjects” positioned alongside, thereby enabling quality assurance in elevating practical teaching skills. However, while the intention was to position “core subjects” vertically, in contrast “teaching practice” came to hold a complementary relationship with “core subjects”. Then it was thought that by independently making “teaching pr...

  7. Iron replacement therapy

    DEFF Research Database (Denmark)

    Nielsen, Ole Haagen; Coskun, Mehmet; Weiss, Günter

    2016-01-01

    PURPOSE OF REVIEW: Approximately, one-third of the world's population suffers from anemia, and at least half of these cases are because of iron deficiency. With the introduction of new intravenous iron preparations over the last decade, uncertainty has arisen when these compounds should be admini...... treatment, when to follow-up for relapse, which dosage and type of therapy should be recommended or not recommended, and if some patients should not be treated....... be administered and under which circumstances oral therapy is still an appropriate and effective treatment. RECENT FINDINGS: Numerous guidelines are available, but none go into detail about therapeutic start and end points or how iron-deficiency anemia should be best treated depending on the underlying cause...... of iron deficiency or in regard to concomitant underlying or additional diseases. SUMMARY: The study points to major issues to be considered in revisions of future guidelines for the true optimal iron replacement therapy, including how to assess the need for treatment, when to start and when to stop...

  8. 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.

  9. Influence green sand system by core sand additions

    OpenAIRE

    N. Špirutová; J. Beňo; V. Bednářová; J. Kříž; M. Kandrnál

    2012-01-01

    Today, about two thirds of iron alloys casting (especially for graphitizing alloys of iron) are produced into green sand systems with usually organically bonded cores. Separation of core sands from the green sand mixture is very difficult, after pouring. The core sand concentration increase due to circulation of green sand mixture in a closed circulation system. Furthermore in some foundries, core sands have been adding to green sand systems as a replacement for new sands. The goal of this co...

  10. 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

  11. Using your shoulder after replacement surgery

    Science.gov (United States)

    Joint replacement surgery - using your shoulder; Shoulder replacement surgery - after ... You have had shoulder replacement surgery to replace the bones of your shoulder joint with artificial parts. The parts include a stem made of metal and a ...

  12. Supervision of Curriculum at the Middle Level.

    Science.gov (United States)

    Kienapfel, Bruce

    1984-01-01

    Effective curriculum supervision is essential to a good middle school and curriculum program, and principals can do this job through preparation, curriculum review and development, taking advantage of supervisory opportunities, and curriculum evaluation. (DCS)

  13. Equitable Education of English Learners in the Common Core Age: Implications for Principal Leadership

    Science.gov (United States)

    Whitenack, David

    2015-01-01

    This paper highlights the importance of school principals in English Learners' academic achievement in the age of the Common Core State Standards. Revising the curriculum of administrator preparation programs to include a greater emphasis on curriculum and instruction is one approach to enhancing principal leadership for English Leaners. Another…

  14. One Health Core Competency Domains.

    Science.gov (United States)

    Frankson, Rebekah; Hueston, William; Christian, Kira; Olson, Debra; Lee, Mary; Valeri, Linda; Hyatt, Raymond; Annelli, Joseph; Rubin, Carol

    2016-01-01

    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.

  15. One Health Core Competency Domains

    Science.gov (United States)

    Frankson, Rebekah; Hueston, William; Christian, Kira; Olson, Debra; Lee, Mary; Valeri, Linda; Hyatt, Raymond; Annelli, Joseph; Rubin, Carol

    2016-01-01

    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. PMID:27679794

  16. 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.

  17. [Ascending aorta replacement late after aortic valve replacement].

    Science.gov (United States)

    Hayashi, Yasunari; Ito, Toshiaki; Maekawa, Atsuo; Sawaki, Sadanari; Fujii, Genyo; Hoshino, Satoshi; Tokoro, Masayoshi; Yanagisawa, Junji

    2013-07-01

    Replacement of the asceding aorta is indicated in patients undergoing aortic valve replacement( AVR), if the diameter of the ascending aorta is greater than 5.0 cm. If the diameter of the asceding aorta is from 4.0 to 5.0 cm, it was arguable whether replacement of the ascending aorta should be performed. Nine patients who underwent reoperative ascending aorta replacement after AVR were reviewed retrospectively. Reoperation on the asending aorta replacement was performed 11.8±7.2 years (range 1y5m~23y3m) after AVR. Mean patient age was 69.9±6.3 (range 60~81). In 2 cases, reoperations were performed early year after AVR. Although ascending aorta was dilated at the 1st operation, replacement wasn't performed for the age and minimally invasive cardiac surgery (MICS). In 3 cases, reoperations were performed more than 10 years later. On these cases, ascending aorta aneurysm and dissection occurred with no pain and were pointed out by computed tomography(CT) or ultrasonic cardiogram(UCG). We think that patients with dilatation of the ascending aorta should undergo AVR and aorta replacement at the 1st operation regardness of age. It is important that patients who underwent AVR should undergo a regular checkup on the ascending aorta.

  18. 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.…

  19. Faculty-Curriculum Development. Curriculum Design by Nursing Faculty.

    Science.gov (United States)

    Yura, Helen; And Others

    Faculty curriculum development, and specific applications to nursing education, are addressed in 37 papers and 6 discussion summaries from 1973 and 1974 workshops sponsored by the National League for Nursing. Attention is directed to: the curriculum development process, curriculum evaluation, the conceptual framework as a part of curriculum…

  20. toward a curriculum for justice

    African Journals Online (AJOL)

    profound justice; i.e. justice that is based on reasonableness and, more ... way to conduct a curriculum enquiry, since it acknowledges the crisis of ..... The principle of having a caring curriculum necessitates that we create learning-teaching.

  1. 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.

  2. Learners, teachers and curriculum

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2008-01-01

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

  3. ICT and Curriculum Change

    Directory of Open Access Journals (Sweden)

    Joke Voogt

    2005-01-01

    Full Text Available The change towards the information society implies that many countries have to change their curricula, because students need to develop competencies that are not addressed in the traditional curricula. A case study approach was applied to examine curriculum changes in ICT-supported pedagogical practices from 28 countries. The analysis focused on curriculum content and goals of the ICT-supported pedagogical practices, how these aims were implemented in practice and which outcomes for students and teachers could be observed. The results showed that the curriculum content often was not new but rather was delivered in a different way. Many ICT-supported pedagogical practices strove to realize new goals important for lifelong learning in an information society. Content and goals were offered in curricular settings, often crossing the traditional boundaries of academic subjects. In many of the cases students worked on topics that were meaningful to them.

  4. Chemistry - Part III, An Introduction to Organic Chemistry: Student Workbook for the Thirteen-College Curriculum Program.

    Science.gov (United States)

    Booker, Edward; And Others

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

  5. 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,…

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

    Science.gov (United States)

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

    2016-08-01

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

  7. Teacher Perceptions of Curriculum Autonomy.

    Science.gov (United States)

    Craig, Alan

    This study first provides a review of literature relevant to curriculum autonomy and school-based curriculum development, with special emphasis on Australian secondary schools. The second part of the report analyzes Australian secondary school staff's perceptions of: 1) the meaning of curriculum autonomy, 2) the advantages and disadvantages of…

  8. Computers in the Mathematics Curriculum.

    Science.gov (United States)

    Ediger, Marlow

    This paper examines ways that mathematics teachers and supervisors can use computers in a quality mathematics curriculum in a school setting. Teachers and supervisors continually need to appraise the present mathematics curriculum and make necessary changes. A modern mathematics curriculum makes much use of technology. Society emphasizes heavy use…

  9. Electrocatalysts Prepared by Galvanic Replacement

    OpenAIRE

    Athanasios Papaderakis; Ioanna Mintsouli; Jenia Georgieva; Sotiris Sotiropoulos

    2017-01-01

    Galvanic replacement is the spontaneous replacement of surface layers of a metal, M, by a more noble metal, Mnoble, when the former is treated with a solution containing the latter in ionic form, according to the general replacement reaction: nM + mMnoblen+ → nMm+ + mMnoble. The reaction is driven by the difference in the equilibrium potential of the two metal/metal ion redox couples and, to avoid parasitic cathodic processes such as oxygen reduction and (in some cases) hydrogen evolution too...

  10. 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.

  11. 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…

  12. Minimally invasive aortic valve replacement

    DEFF Research Database (Denmark)

    Foghsgaard, Signe; Schmidt, Thomas Andersen; Kjaergard, Henrik K

    2009-01-01

    In this descriptive prospective study, we evaluate the outcomes of surgery in 98 patients who were scheduled to undergo minimally invasive aortic valve replacement. These patients were compared with a group of 50 patients who underwent scheduled aortic valve replacement through a full sternotomy....... The 30-day mortality rate for the 98 patients was zero, although 14 of the 98 mini-sternotomies had to be converted to complete sternotomies intraoperatively due to technical problems. Such conversion doubled the operative time over that of the planned full sternotomies. In the group of patients whose...... is an excellent operation in selected patients, but its true advantages over conventional aortic valve replacement (other than a smaller scar) await evaluation by means of randomized clinical trial. The "extended mini-aortic valve replacement" operation, on the other hand, is a risky procedure that should...

  13. Clinical ethics ward rounds: building on the core curriculum.

    Science.gov (United States)

    Parker, Lisa; Watts, Lisa; Scicluna, Helen

    2012-08-01

    The clinical years of medical student education are an ideal time for students to practise and refine ethical thinking and behaviour. We piloted a new clinical ethics teaching activity this year with undergraduate medical students within the Rural Clinical School at the University of New South Wales. We used a modified teaching ward round model, with students bringing deidentified cases of ethical interest for round-table discussion. We found that students were more engaged in the subject of clinical ethics after attending the teaching sessions and particularly appreciated having structured time to listen to and learn from their peers. Despite this, we found no change in student involvement in managing or planning action in situations that they find ethically challenging. A key challenge for educators in clinical ethics is to address the barriers that prevent students taking action.

  14. 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…

  15. 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 ba

  16. Physical Education: Should It Be in the Core Curriculum?

    Science.gov (United States)

    Gabbard, Carl

    2000-01-01

    Recent research suggests that today's children are less physically active and more overweight/obese than those of previous generations. A superior physical education program hires college-educated specialists, requires daily physical activities, stresses improvement-oriented fitness education and skill development, includes all children, and…

  17. 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…

  18. 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 ba

  19. 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 ba

  20. Educational games in an obstetrics and gynecology core curriculum.

    Science.gov (United States)

    O'Leary, Sharon; Diepenhorst, Lisa; Churley-Strom, Ruth; Magrane, Diane

    2005-11-01

    The purpose of this study was to compare learning satisfaction and effectiveness using traditional lecture or educational game in teaching medical students about ectopic pregnancy. Third-year medical students were randomized to instruction about ectopic pregnancy through either standard lecture or educational Jeopardy style game. Students in each group completed a pretest, posttest, and satisfaction survey. Experts in ectopic pregnancy validated the pretest and posttest. The satisfaction survey was taken from published validated tests. Paired samples t test was used to compare pretest and posttest scores. Independent samples t tests were used to compare test scores and satisfaction responses between groups. Chi-square tested dichotomous satisfaction responses. All 104 students in both groups showed significant improvement in learning about ectopic pregnancy (P game format rated it higher in stimulating faculty/student interaction, helping retain information, and overall enjoyment than students participating in the lecture method (P game group responded positively that the format was interactive, stimulated their interest, and kept them engaged in class content (P educational game format was as effective as standard lecture in educating students about ectopic pregnancy, while being more enjoyable and stimulating. Based on these conclusions, we hope to motivate other teachers in obstetrics and gynecology to use innovative teaching methods to provide a more enjoyable, stimulating, and active means of effective medical education.

  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 ba

  2. Engineering Technology Curriculum Guidelines

    Science.gov (United States)

    Gershon, J. J.

    1977-01-01

    Summarizes curriculum guidelines for the following engineering technologies: chemical, industrial, mining, petroleum, nuclear, civil, mechanical, electrical, automotive, and manufacturing. In a few years, these Engineering Council for Professional Development committee guidelines are intended to become the criteria by which programs will be judged…

  3. Biology Curriculum Support Document.

    Science.gov (United States)

    North Carolina Dept. of Public Instruction, Raleigh.

    This biology curriculum supplement includes the North Carolina Standard Course of Study Goals, helpful resources, and suggested activities supported by inquiry-based laboratory activities. Contents include a detailed description of content which provides the goals and standards being sough), a materials list for inquiry support labs and…

  4. Australian Curriculum Linked Lessons

    Science.gov (United States)

    Hurrell, Derek

    2013-01-01

    In providing a continued focus on tasks and activities that help to illustrate key ideas embedded in the new Australian Curriculum, the focus in this issue is on Measurement in the Measurement and Geometry strand. The small unit of work on measurement presented in this article has activities that can be modified to meet the requirements of…

  5. Into the Curriculum.

    Science.gov (United States)

    Terry, Christine; And Others

    1996-01-01

    Provides five fully developed library media activities that are designed for use with specific curriculum units in reading and language arts, science, and social studies. Library skills, objectives, grade levels, instructional roles, procedures, evaluation, and follow-up are described for each activity. Topics include poetry, memory, plant/animal…

  6. 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.

  7. Music Curriculum for Kindergarten.

    Science.gov (United States)

    Picht, Harriet

    This kindergarten music curriculum provides a year-long program of a sequenced series of activities designed to develop music concepts. Topics of the units in this guide are: self-concept (beginning of the year), fall, Halloween, Thanksgiving, Christmas, winter, a circus, Valentine's Day, spring, and farms. A scope and sequence chart of concepts…

  8. 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…

  9. The Changing Curriculum: Mathematics.

    Science.gov (United States)

    Davis, Robert B.

    In this 1967 booklet, influences of technology, the non-achiever and the culturally disadvantaged, and the revolt against formalism are discussed in relation to the modern mathematics curriculum. Some projects and school programs described include PLATO, the Nuffield Project, the Nova School Program, Advanced Placement Program, and teacher…

  10. 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…

  11. 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,…

  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. Carnival in the Curriculum

    Science.gov (United States)

    Herne, Steve; Burgess-Macey, Celia; Rogers, Maggie

    2008-01-01

    This article focuses on a carnival in the curriculum project designed to revitalise the arts in the experience of students in Higher Education preparing to become primary school teachers. It argues the relevance of a combined arts or trans-disciplinary artform in the remit of a visual arts education journal and explores carnival as a complex,…

  14. Into the Curriculum.

    Science.gov (United States)

    School Library Media Activities Monthly, 1992

    1992-01-01

    Provides six fully developed library media activities that are designed to be used with specific curriculum units. Highlights include elementary student activities for art (winter holiday crafts); reading/language arts (fantasy in stories, elements of folk stories from India, writing sequels to fairy tales); science (animal symbiosis); and social…

  15. Into the Curriculum.

    Science.gov (United States)

    School Library Media Activities Monthly, 1991

    1991-01-01

    Provides fully developed library media activities that are designed to be used with specific curriculum units. Highlights include elementary school activities for reading and language arts (using the "World Almanac," identifying a story's sequence of events, and using autobiographies); science (causes of wind and learning about squirrels); and…

  16. 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…

  17. The Second Language Curriculum.

    Science.gov (United States)

    Johnson, Robert Keith, Ed.

    The aim of this collection is to present "state of the art" papers in language curriculum studies by writers who have been actively involved in shaping theory in the field and who, between them, have applied that theory in almost every part of the world and in a variety of contexts. Papers include the following: "A Decision-Making Framework for…

  18. The Business Education Curriculum

    Science.gov (United States)

    Rader, Martha; Meggison, Peter

    2007-01-01

    The business education curriculum encompasses the educational experiences of business students at all levels. Business education curricula include a variety of programs, courses, units, course objectives, student competencies, assessments, and extracurricular activities that have evolved over the years. Curricula are driven by numerous internal…

  19. Singing across the Curriculum

    Science.gov (United States)

    Bintz, William P.

    2010-01-01

    This article describes one attempt to use singing as an instructional strategy to help all students learn across the curriculum. It begins with background on the author's early experiences with singing. Then, it shares professional literature on the relationship between singing, song, and literacy development. Next, it describes singing as an…

  20. Decolonizing the (Distance) Curriculum

    Science.gov (United States)

    Walder, Dennis

    2007-01-01

    Postcolonial theory remains part of the challenge of literary theory to curriculum development. As the author's personal history suggests, it is more than simply another way of reading and interpretation, but enables an engagement with, a bearing witness to, the gross inequalities of the world today. Drama is a good example, evidenced by the…

  1. Into the Curriculum.

    Science.gov (United States)

    School Library Media Activities Monthly, 1991

    1991-01-01

    Provides fully developed library media activities that are designed to be used in connection with specific curriculum units. Topics covered include art (U.S. folk art); reading/language arts (dramatizing story events); science (simple machines); and social studies (state and federal legislatures, and explorers). (LRW)

  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. Psychopharmacology Curriculum Field Test

    Science.gov (United States)

    Zisook, Sidney; Balon, Richard; Benjamin, Sheldon; Beresin, Eugene; Goldberg, David A.; Jibson, Michael D.; Thrall, Grace

    2009-01-01

    Objective: As part of an effort to improve psychopharmacology training in psychiatric residency programs, a committee of residency training directors and associate directors adapted an introductory schizophrenia presentation from the American Society of Clinical Psychopharmacology's Model Psychopharmacology Curriculum to develop a multimodal,…

  4. 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…

  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. SUSTAINABLE CURRICULUM IN TVET

    Directory of Open Access Journals (Sweden)

    Johanna Lasonen

    2010-05-01

    Full Text Available In some European countries, students receive vocationally oriented education as early as at the age of 12. The students transfer to lower secondary school at the age of 10-13, with the youngest entrants found in Germany and Austria and the oldest ones, being at the age of 16, in the Nordic countries. The most thoroughly school-based vocational upper secondary education is provided in Finland, Sweden, Spain, Greece and Portugal. The highest proportion of vocational training delivered at the workplace is to be found in Austria (a little less than half and the Netherlands (a third, that of training combining the workplace and school in Denmark, Germany, France and the Netherlands. Curriculum denotes the formal specification of what is taught and learnt in educational or training establishments. Curricula are formally specified in such learning and teaching entities as units, courses, clusters, sequences and other specifications. Levels of curricula vary from national to student ones, and types of curricula differ from intended to learned syllabi. The traditions of curriculum vary according to national contexts and to historical periods. Curriculum development in TVET is approached from a broad technological knowledge, activity-oriented theories of learning and from the concept of vocation (Beruf. Ethics of sustainable development gives a global and future perspective to education and training. The first two chapters illustrate the global, regional and national policy context of curriculum in TVET followed by a historical discussion about a curriculum theory and didactics. Then the learning theories focus on work-based learning issues and an activity approach. Next the ethics and implementation of education for sustainable development is analysed. Finally a window to the future is opened by a national practice of workforce anticipation.

  7. Proposal of a formal gynecologic endoscopy curriculum.

    Science.gov (United States)

    Morozov, Vadim; Nezhat, Ceana

    2009-01-01

    As minimally invasive surgery becomes the standard of care in the United States and around the world, the formal training of endoscopic surgeons is an issue of growing concern. With the implementation of the American Association of Gynecologic Laparoscopists/Society of Reproductive Surgeons (AAGL/SRS)-sponsored fellowship training in gynecologic endoscopy and a growing number of hands-on courses, we have the challenge of credentialing and certifying future gynecologic endoscopists. The objective of this article is to propose and to illustrate a uniform standardized core curriculum for obstetrics and gynecology residents, fellows in AAGL/SRS-sponsored fellowship programs, and participants in postgraduate courses. Consisting of 3 discrete parts, this proposal addresses formal laparoscopic training for gynecologists, already implemented and available to general surgeons, and a novel proposition for core training in hysteroscopy. The curriculum is distributed in a quarterly system with specific educational objectives in each quarter. After quarters 1 and 2, an online examination is given; after quarter 3, participants are required to take and pass a hands-on examination at a specified testing facility; and at the end of quarter 4, participants must demonstrate leadership skills in the operating room and in a teaching capacity, and promote the principles of the AAGL.

  8. The new formal competency-based curriculum and informal curriculum at Indiana University School of Medicine: overview and five-year analysis.

    Science.gov (United States)

    Litzelman, Debra K; Cottingham, Ann H

    2007-04-01

    There is growing recognition in the medical community that being a good doctor requires more than strong scientific knowledge and excellent clinical skills. Many key qualities are essential to providing comprehensive care, including the abilities to communicate effectively with patients and colleagues, act in a professional manner, cultivate an awareness of one's own values and prejudices, and provide care with an understanding of the cultural and spiritual dimensions of patients' lives. To ensure that Indiana University School of Medicine (IUSM) graduates demonstrate this range of abilities, IUSM has undertaken a substantial transformation of both its formal curriculum and learning environment (informal curriculum). The authors provide an overview of IUSM's two-part initiative to develop and implement a competency-based formal curriculum that requires students to demonstrate proficiency in nine core competencies and to create simultaneously an informal curriculum that models and supports the moral, professional, and humane values expressed in the formal curriculum. The authors describe the institutional and curricular transformations that have enabled and furthered the new IUSM curricular goals: changes in education administration; education implementation, assessment, and curricular design; admissions procedures; performance tracking; and the development of an electronic infrastructure to facilitate the expanded curriculum. The authors address the cost of reform and the results of two progress reviews. Specific case examples illustrate the interweaving of the formal competency curriculum through the students' four years of training, as well as techniques that are being used to positively influence the IUSM informal curriculum.

  9. Literacy Instruction in the Wake of Common Core State Standards

    Science.gov (United States)

    Barrett-Mynes, Jennifer

    2013-01-01

    As teachers modify their instruction to meet English Language Arts (ELA) Common Core State Standards (CCSS), how do these modifications influence literacy instruction and learning opportunities afforded to students? While the CCSS standardized objectives for literacy instruction, the enacted curriculum is uniquely shaped by teachers and their…

  10. 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…

  11. 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…

  12. Historical Fiction, the Common Core, and Disciplinary Habits of Mind

    Science.gov (United States)

    Schwebel, Sara L.

    2014-01-01

    The Common Core State Standards call for the increased presence of nonfiction in the school curriculum and for students' exposure to narratives characterized by textual complexity. At first glance, these recommendations may discourage classroom teachers from continuing the longstanding instructional practice of using historical fiction to…

  13. 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,…

  14. 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…

  15. Core IV Materials for Metropolitan Agriculture/Horticulture Programs.

    Science.gov (United States)

    Hemp, Paul; And Others

    This core curriculum guide consists of materials for use in presenting a 13-unit vocational agriculture course geared toward high school students living in metropolitan areas. Addressed in the individual units of the course are the following topics: employment in agricultural occupations, supervised occupational experience, leadership in…

  16. Integrative Biology: A Capstone Course for an Introductory Biology Core

    Science.gov (United States)

    Chaplin, Susan B.; Hartung, Nancy Z.

    2012-01-01

    A capstone to the biology introductory curriculum was developed with the specific goals of enhancing integration of course content, promoting development of oral presentation skills and critical reading and thinking skills, and introducing ecological principles omitted from the rest of the core. Classes of 12 to 16 students were team taught by…

  17. Knee Replacement: What you can Expect

    Science.gov (United States)

    ... improves function lessen with each additional surgery. Artificial knees can wear out Another risk of knee replacement ... replacement surgery to last about two hours. After knee replacement surgery After surgery, you're wheeled to ...

  18. White Paper: Radiological Curriculum for Undergraduate Medical Education in Germany.

    Science.gov (United States)

    Ertl-Wagner, B; Barkhausen, J; Mahnken, A H; Mentzel, H J; Uder, M; Weidemann, J; Stumpp, P

    2016-11-01

    Purpose: Radiology represents a highly relevant part of undergraduate medical education from preclinical studies to subinternship training. It is therefore important to establish a content base for teaching radiology in German Medical Faculties. Materials and Methods: The German Society of Radiology (DRG) developed a model curriculum for radiological teaching at German medical universities, which is presented in this article. There is also a European model curriculum for undergraduate teaching (U-level curriculum of the European Society of Radiology). In a modular concept, the students shall learn important radiological core principles in the realms of knowledge, skills and competences as well as core scientific competences in the imaging sciences. Results: The curriculum is divided into two modules. Module 1 includes principles of radiation biology, radiation protection and imaging technology, imaging anatomy as well as the risks and side effects of radiological methods, procedures and contrast media. This module is modality-oriented. Module 2 comprises radiological diagnostic decision-making and imaging-based interventional techniques for various disease entities. This module is organ system-oriented. Conclusion: The curriculum is meant as a living document to be amended and revised at regular intervals. The curriculum can be used as a basis for individual curricular development at German Medical Faculties. It can be integrated into traditional or reformed medical teaching curricula. Key Points: • Radiology is an integral and important part of medical education.• The German Society of Radiology (DRG) developed a model curriculum for teaching radiology at German Medical Faculties to help students develop the ability to make medical decisions based on scientific knowledge and act accordingly.• This curriculum can be used for individual curricular development at medical departments. It is divided into two modules with several chapters. Citation Format

  19. Homologous gene replacement in Physarum

    Energy Technology Data Exchange (ETDEWEB)

    Burland, T.G. [Univ. of Wisconsin, Madison, WI (United States); Pallotta, D. [Laval Univ., Quebec (Canada)

    1995-01-01

    The protist Physarum polycephalum is useful for analysis of several aspects of cellular and developmental biology. To expand the opportunities for experimental analysis of this organism, we have developed a method for gene replacement. We transformed Physarum amoebae with plasmid DNA carrying a mutant allele, ardD{Delta}1, of the ardD actin gene; ardD{Delta}1 mutates the critical carboxy-terminal region of the gene product. Because ardD is not expressed in the amoeba, replacement of ardD{sup +} with ardD{Delta}1 should not be lethal for this cell type. Transformants were obtained only when linear plasmid DNA was used. Most transformants carried one copy of ardD{Delta}1 in addition to ardD{sup +}, but in two (5%), ardD{sup +} was replaced by a single copy of ardD{Delta}1. This is the first example of homologous gene replacement in Physarum. ardD{Delta}1 was stably maintained in the genome through growth, development and meiosis. We found no effect of ardD{Delta}l on viability, growth, or development of any of the various cell types of Physarum. Thus, the carboxy-terminal region of the ardD product appears not to perform a unique essential role in growth or development. Nevertheless, this method for homologous gene replacement can be applied to analyze the function of any cloned gene. 38 refs., 6 figs., 1 tab.

  20. 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.

  1. Cobra Probes Containing Replaceable Thermocouples

    Science.gov (United States)

    Jones, John; Redding, Adam

    2007-01-01

    A modification of the basic design of cobra probes provides for relatively easy replacement of broken thermocouples. Cobra probes are standard tube-type pressure probes that may also contain thermocouples and that are routinely used in wind tunnels and aeronautical hardware. They are so named because in side views, they resemble a cobra poised to attack. Heretofore, there has been no easy way to replace a broken thermocouple in a cobra probe: instead, it has been necessary to break the probe apart and then rebuild it, typically at a cost between $2,000 and $4,000 (2004 prices). The modified design makes it possible to replace the thermocouple, in minimal time and at relatively low cost, by inserting new thermocouple wire in a tube.

  2. Dual-core antiresonant hollow core fibers.

    Science.gov (United States)

    Liu, Xuesong; Fan, Zhongwei; Shi, Zhaohui; Ma, Yunfeng; Yu, Jin; Zhang, Jing

    2016-07-25

    In this work, dual-core antiresonant hollow core fibers (AR-HCFs) are numerically demonstrated, based on our knowledge, for the first time. Two fiber structures are proposed. One is a composite of two single-core nested nodeless AR-HCFs, exhibiting low confinement loss and a circular mode profile in each core. The other has a relatively simple structure, with a whole elliptical outer jacket, presenting a uniform and wide transmission band. The modal couplings of the dual-core AR-HCFs rely on a unique mechanism that transfers power through the air. The core separation and the gap between the two cores influence the modal coupling strength. With proper designs, both of the dual-core fibers can have low phase birefringence and short modal coupling lengths of several centimeters.

  3. 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);…

  4. 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);…

  5. Librarian integration in a four-year medical school curriculum: a timeline.

    Science.gov (United States)

    MacEachern, Mark; Townsend, Whitney; Young, Kristen; Rana, Gurpreet

    2012-01-01

    The Taubman Health Sciences Library (THL) is integrated in all four years of the University of Michigan Medical School (UMMS) curriculum. Information resources are introduced at strategic points throughout the curriculum so that students receive training at times when they are most likely to need the resource. Most of the core instruction sessions are taught in teams that consist of librarians and UMMS faculty, which provides unique learning opportunities for students. This article describes each THL instruction activity in the four-year undergraduate UMMS curriculum and provides commentary on the overall effectiveness of this integrated approach to instruction.

  6. Renal replacement therapy in ICU

    Directory of Open Access Journals (Sweden)

    C Deepa

    2012-01-01

    Full Text Available Diagnosing and managing critically ill patients with renal dysfunction is a part of the daily routine of an intensivist. Acute kidney insufficiency substantially contributes to the morbidity and mortality of critically ill patients. Renal replacement therapy (RRT not only does play a significant role in the treatment of patients with renal failure, acute as well as chronic, but also has spread its domains to the treatment of many other disease conditions such as myaesthenia gravis, septic shock and acute on chronic liver failure. This article briefly outlines the role of renal replacement therapy in ICU.

  7. Prioritization methodology for chemical replacement

    Science.gov (United States)

    Goldberg, Ben; Cruit, Wendy; Schutzenhofer, Scott

    1995-01-01

    This methodology serves to define a system for effective prioritization of efforts required to develop replacement technologies mandated by imposed and forecast legislation. The methodology used is a semi quantitative approach derived from quality function deployment techniques (QFD Matrix). QFD is a conceptual map that provides a method of transforming customer wants and needs into quantitative engineering terms. This methodology aims to weight the full environmental, cost, safety, reliability, and programmatic implications of replacement technology development to allow appropriate identification of viable candidates and programmatic alternatives.

  8. Wafer Replacement Cluster Tool (Presentation);

    Energy Technology Data Exchange (ETDEWEB)

    Branz, H. M.

    2008-04-01

    This presentation on wafer replacement cluster tool discusses: (1) Platform for advanced R and D toward SAI 2015 cost goal--crystal silicon PV at area costs closer to amorphous Si PV, it's 15% efficiency, inexpensive substrate, and moderate temperature processing (<800 C); (2) Why silicon?--industrial and knowledge base, abundant and environmentally benign, market acceptance, and good efficiency; and (3) Why replace wafers?--expensive, high embedded energy content, and uses 50-100 times more silicon than needed.

  9. Acoustics in mechanical engineering undergraduate core courses: Challenges and opportunities

    Science.gov (United States)

    Prasad, M. G.

    2005-04-01

    Generally in an undergraduate curriculum of mechanical engineering, acoustics is not included as a core course. The major core courses deal with mechanics, design, dynamics of machinery, etc. However, engineering aspects of acoustics or noise can be included through elective courses. Given the limited slots for elective courses in a curriculum, it is difficult to run elective courses in acoustics regularly with a required number of students. The challenge is to find innovative ways to include acoustics into core courses so that all students are exposed to the field and its applications. The design and analysis of machine elements such as cams, gears, etc. are always part of core courses. It is in these contexts that the acoustics through noise aspects including multimedia can be introduced. Acoustics as an effect due to vibration as cause can be included in vibration analysis. A core course on system modeling can include acoustics. The integration of acoustical topics not only strengthens the core courses but also prepares the graduating engineer to deal with real problems better. Thus, it is important for academic acousticians to bring acoustics into the core courses. This paper presents some efforts to include the acoustics material in some core courses.

  10. The Interdisciplinary Generalist Curriculum Project at Joan C. Edwards School of Medicine at Marshall University.

    Science.gov (United States)

    Veitia, M; McCarty, S; Kelly, P; Szarek, J; Harvey, H

    2001-04-01

    The Interdisciplinary Generalist Curriculum (IGC) Project was designed to enhance interest in and support of generalism during the first two years of medical education. The original goals at Joan C. Edwards School of Medicine at Marshall University included the design and implementation of a core curriculum, Introduction to Patient Care (IPC), and enhancement of teaching excellence through faculty development. The core curriculum facilitated integration with the basic sciences and early introduction of physical examination skills, which were further developed in longitudinal clinical experiences with mentors. Although it was not originally intended to include basic scientists in the preceptor groups, they became important additions and created additional opportunities for interdisciplinary teaching and reciprocal learning. The mentor program, another well-received and intended curriculum change, evolved from a structured experience to a more flexible component of the curriculum. The program met the requirements of the IGC Project but 53% of the originally intended mentor time was achievable, due to curriculum constraints. Faculty development, another success, was originally intended to target IPC faculty but ultimately became a university-wide effort. The changes implemented as a result of the IGC Project continue to flourish beyond the funding period and have become integral aspects of the curriculum and the medical school.

  11. 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…

  12. Issues in Analyzing Alignment of Language Arts Common Core Standards with State Standards

    Science.gov (United States)

    Beach, Richard W.

    2011-01-01

    This commentary on Porter, McMaken, Hwang, and Yang's "Common Core Standards: The New U.S. Intended Curriculum," which finds a lack of alignment between the Common Core State Standards and state standards and assessments, suggests possible reasons for the lack of alignment. It also offers possible reasons for Porter et al.'s finding of a lack of…

  13. An Approach toward the Development of Core Syllabuses for the Anatomical Sciences

    Science.gov (United States)

    Moxham, Bernard John; Plaisant, Odile; Smith, Claire F.; Pawlina, Wojciech; McHanwell, Stephen

    2014-01-01

    There is increasingly a call for clinical relevance in the teaching of the biomedical sciences within all health care programs. This presupposes that there is an understanding of what is "core" material within the curriculum. To date, the anatomical sciences have been poorly served by the development of core syllabuses, although there…

  14. The Core of Religious Education: Finnish Student Teachers' Pedagogical Aims

    Science.gov (United States)

    Kuusisto, Elina; Tirri, Kirsi

    2014-01-01

    This article investigated the core of religious education (RE) by examining Finnish student teachers' pedagogical aims in the context of Lutheran RE. The data consisted of essays (N=82) analysed in a deductive manner using the main concepts of the didactic triangle together with the aims of the Finnish National Core Curriculum. The student…

  15. Response to Anthony J. Palmer, "A Philosophical View of the General Education Core"

    Science.gov (United States)

    Schuler, Nico

    2004-01-01

    Anthony J. Palmer's paper continues an absolutely necessary discussion on the general education core curriculum for American undergraduate students. Initially, Palmer summarized the global conditions with which we are presently confronted. This discussion led him to the reexamination of the general education core at the undergraduate level. The…

  16. The teacher and the curriculum;

    DEFF Research Database (Denmark)

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

    2015-01-01

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

  17. Transcatheter Aortic Valve Replacement: Comprehensive Review and Present Status

    Science.gov (United States)

    Misenheimer, Jacob A.; Ramaraj, Radhakrishnan

    2017-01-01

    Aortic stenosis is the most common valvular heart disease in the developed world. About 7% of the population over age 65 years suffers from degenerative aortic stenosis. The prognosis of patients with symptomatic severe aortic stenosis is dismal without valve replacement. Even though the American College of Cardiology recommends aortic valve replacement to treat this condition as a class I recommendation, approximately one third of these patients over the age of 75 years are not referred for surgery. Typically, this is from concern about prohibitive surgical risk associated with patient frailty, comorbidities, age, and severe left ventricular dysfunction. The advent in France of transcatheter aortic valve replacement has raised the hope in the United States for an alternative, less invasive treatment for aortic stenosis. Two recent trials—the Placement of AoRTic TraNscathetER Valve Trial Edwards SAPIEN Transcatheter Heart Valve (Partner) and the CoreValve US Pivotal—have established transcatheter aortic valve replacement as the preferred approach in patients who are at high or prohibitive surgical risk. The more recently published Partner 2 trial has shown the feasibility of transcatheter aortic valve replacement in intermediate-surgical-risk patients as well. With a profile that promises easier use and better valve performance and delivery, newer-generation valves have shown their potential for further improvement in safety profile and overall outcomes. We review the history and status of this topic. PMID:28265210

  18. 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...

  19. Double emulsions as fat replacers

    NARCIS (Netherlands)

    Oppermann, Anika

    2017-01-01

    The use of double (w1/o/w2) emulsions, in which part of the oil is replaced by small water droplets, is a promising strategy to reduce oil content in food products. For successful applications, (1) significant levels of fat reduction (i.e. significant amounts of water inside the oil droplets) have

  20. Replacement policies for dairy cows

    DEFF Research Database (Denmark)

    Nielsen, Lars Relund

    In a recent paper a hierarchical Markov decision processes (MDP) with finite state and action space was formulated for the dairy cow replacement problem with stage lengths of 1 d. Bayesian updating was used to predict the performance of each cow in the herd and economic decisions were based...

  1. 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,...

  2. Bonding over Dentin Replacement Materials.

    Science.gov (United States)

    Meraji, Naghmeh; Camilleri, Josette

    2017-08-01

    Dentin replacement materials are necessary in large cavities to protect the pulp and reduce the bulk of filling material. These materials are layered with a composite resin restorative material. Microleakage caused by poor bonding of composite resin to underlying dentin replacement material will result in pulp damage. The aim of this study was to characterize the interface between dentin replacement materials and composite resin and to measure the shear bond strength after dynamic aging. Biodentine (Septodont, Saint Maur-des-Fosses, France), Theracal LC (Bisco, Schaumburg, IL), and Fuji IX (GC, Tokyo, Japan) were used as dentin replacement materials. They were then overlaid with a total-etch and bonding agent or a self-etch primer and composite resin or a glass ionomer cement. All combinations were thermocycled for 3000 cycles. The interface was characterized using scanning electron microscopy and elemental mapping. Furthermore, the shear bond strength was assessed. The Biodentine surface was modified by etching. The Theracal LC and Fuji IX microstructure was unchanged upon the application of acid etch. The Biodentine and glass ionomer interface showed an evident wide open space, and glass particles from the glass ionomer adhered to the Biodentine surface. Elemental migration was shown with aluminum, barium, fluorine, and ytterbium present in Biodentine from the overlying composite resin. Calcium was more stable. The bond strength between Theracal LC and composite using a total-etch technique followed by self-etch primer achieved the best bond strength values. Biodentine exhibited the weakest bond with complete failure of bonding shown after demolding and thermocycling. Dynamic aging is necessary to have clinically valid data. Bonding composite resin to water-based dentin replacement materials is still challenging, and further alternatives for restoration of teeth using such materials need to be developed. Copyright © 2017 American Association of Endodontists

  3. 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…

  4. 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…

  5. A core alternative[Heat exchangers

    Energy Technology Data Exchange (ETDEWEB)

    Weaver, R.H. [Chart Heat Exchangers, Wisconsin (United States)

    2001-09-01

    The development of the efficient Core-in-kettle heat exchangers by Chart Heat Exchangers as an alternative to shell and tube exchangers is reported, and its use as condensers and reboilers in ethylene plants and refrigerant condensers and chillers in natural gas processing and liquid natural gas (LNG) plants are discussed. The novel technology is described with details given of the replacement of the tube bundle with a Chart brazed aluminium plate-fin heat exchanger core, the operation of the exchanger, the savings achieved by installing these heat exchangers in new or existing plants, and Core-in-Kettle retrofits of existing shell and tube heat exchangers. The limitations of the use of Core-in-Kettle heat exchangers to clean fluids typical of hydrocarbon processing, and temperature and pressure limitations are noted.

  6. 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

  7. 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

  8. Biology Reflective Assessment Curriculum

    Science.gov (United States)

    Bayley, Cheryl Ann

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

  9. 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…

  10. Many Mansions: Conceptualizing Translingual Curriculum

    Science.gov (United States)

    Gilmetdinova, Alsu; Burdick, Jake

    2016-01-01

    This article presents a vision for fostering multilingualism in schools that extends the notion of translanguaging to include the realm of multilingual curriculum theorizing. We locate our analysis at the intersection of multicultural education, multilingual education, and curriculum studies in order to conceptualize language, culture, and…

  11. Curriculum Mapping in Academic Libraries

    Science.gov (United States)

    Buchanan, Heidi; Webb, Katy Kavanagh; Houk, Amy Harris; Tingelstad, Catherine

    2015-01-01

    Librarians at four different academic institutions concurrently completed curriculum mapping projects using varying methods to analyze their information literacy instruction. Curriculum mapping is a process for systematically evaluating components of an instructional program for cohesiveness, proper sequencing, and goal achievement. There is a…

  12. 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…

  13. Customizing Curriculum with Digital Resources

    Science.gov (United States)

    Miller, Jeffrey

    2011-01-01

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

  14. 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…

  15. Designing a Pharmaceutical Care Curriculum.

    Science.gov (United States)

    Perrier, Donald G.; And Others

    1995-01-01

    Guidelines for developing a pharmacy school curriculum based on the principle of pharmaceutical care and professional responsibility are offered, beginning with mission statements for profession, practice, and pharmaceutical education in general. The University of Toronto experience in designing such a curriculum is chronicled as an illustration…

  16. IBE Glossary of Curriculum Terminology

    Science.gov (United States)

    UNESCO International Bureau of Education, 2013

    2013-01-01

    The International Bureau of Education (IBE) has compiled a "Glossary of Curriculum Terminology" offering definitions for over 180 terms related to the curriculum. It is also intended to be a working reference tool for specialists, educators and practitioners, and therefore feedback and suggestions are invited to help us to continue to…

  17. National Identity in Korean Curriculum

    Science.gov (United States)

    Kim, Hyojeong

    2004-01-01

    The concept of national identity has evolved during the last half century within the Korean social studies curriculum. There have been seven curricular revisions since the first national curriculum was released in 1955. Each time the concept of national identity was changed with the biggest changes to this concept within the last two iterations of…

  18. Learning-Based Curriculum Development

    Science.gov (United States)

    Nygaard, Claus; Hojlt, Thomas; Hermansen, Mads

    2008-01-01

    This article is written to inspire curriculum developers to centre their efforts on the learning processes of students. It presents a learning-based paradigm for higher education and demonstrates the close relationship between curriculum development and students' learning processes. The article has three sections: Section "The role of higher…

  19. Curriculum Mapping in Academic Libraries

    Science.gov (United States)

    Buchanan, Heidi; Webb, Katy Kavanagh; Houk, Amy Harris; Tingelstad, Catherine

    2015-01-01

    Librarians at four different academic institutions concurrently completed curriculum mapping projects using varying methods to analyze their information literacy instruction. Curriculum mapping is a process for systematically evaluating components of an instructional program for cohesiveness, proper sequencing, and goal achievement. There is a…

  20. Learning-Based Curriculum Development

    Science.gov (United States)

    Nygaard, Claus; Hojlt, Thomas; Hermansen, Mads

    2008-01-01

    This article is written to inspire curriculum developers to centre their efforts on the learning processes of students. It presents a learning-based paradigm for higher education and demonstrates the close relationship between curriculum development and students' learning processes. The article has three sections: Section "The role of higher…

  1. Leadership in Mathematics Curriculum Development

    Science.gov (United States)

    Alford, Kenneth Ray

    2010-01-01

    This paper discusses mathematics curriculum development throughout the past century and incorporates a discussion of appropriate leadership style needed to bring about effective change. School leaders must be cognizant of the commitment and competence of the faculty within their school for successful curriculum development to take place.…

  2. Two-Year Outcomes in Patients With Severe Aortic Valve Stenosis Randomized to Transcatheter Versus Surgical Aortic Valve Replacement

    DEFF Research Database (Denmark)

    Søndergaard, Lars; Steinbrüchel, Daniel Andreas; Ihlemann, Nikolaj

    2016-01-01

    BACKGROUND: The Nordic Aortic Valve Intervention (NOTION) trial was the first to randomize all-comers with severe native aortic valve stenosis to either transcatheter aortic valve replacement (TAVR) with the CoreValve self-expanding bioprosthesis or surgical aortic valve replacement (SAVR), inclu...... population. CLINICAL TRIAL REGISTRATION: URL: http://www.clinicaltrials.gov. Unique identifier: NCT01057173....

  3. Urbanization, Ikization, and Replacement Dynamics

    CERN Document Server

    Chen, Yanguang

    2015-01-01

    The phenomenon of Iks was first found by anthropologists and biologists, but it is actually a problem of human geography. However, it has not yet drawn extensive attention of geographers. In this paper, a hypothesis of ikization is presented that sudden and violent change of geographical environments results in dismantling of traditional culture, which then result in collective depravity of a nationality. By quantitative analysis and mathematical modeling, the causality between urbanization and ikization is discussed, and the theory of replacement dynamics is employed to interpret the process of ikization. Urbanization is in essence a nonlinear process of population replacement. Urbanization may result in ikization because that the migration of population from rural regions to urban regions always give rise to abrupt changes of geographical environments and traditional culture. It is necessary to protect the geographical environment against disruption, and to inherit and develop traditional culture in order t...

  4. [MINIMALLY INVASIVE AORTIC VALVE REPLACEMENT].

    Science.gov (United States)

    Tabata, Minoru

    2016-03-01

    Minimally invasive aortic valve replacement (MIAVR) is defined as aortic valve replacement avoiding full sternotomy. Common approaches include a partial sternotomy right thoracotomy, and a parasternal approach. MIAVR has been shown to have advantages over conventional AVR such as shorter length of stay and smaller amount of blood transfusion and better cosmesis. However, it is also known to have disadvantages such as longer cardiopulmonary bypass and aortic cross-clamp times and potential complications related to peripheral cannulation. Appropriate patient selection is very important. Since the procedure is more complex than conventional AVR, more intensive teamwork in the operating room is essential. Additionally, a team approach during postoperative management is critical to maximize the benefits of MIAVR.

  5. Practice and Exploration of Teaching Team-Building in College and University:From Evidence of Teaching Team-Building on Business Administration Majors Core Curriculum of Xi'an Technological University%高校教学团队建设的探索与实践——以西安工业大学工商管理类专业核心课程教学团队建设为例

    Institute of Scientific and Technical Information of China (English)

    王育晓; 田敏; 张明亲; 谢立仁

    2012-01-01

    Teaching Team-Building in college and university has play an important role on the improvement of teaching quality and the cultivation of innovative talents. As a provincial teaching team, around the subjects of the building of discipline platform and the perfection of theory teaching and practice teaching and the construction of teacher echelon, a series of practice and exploration are made in teaching team-building on business administration majors core curriculum of Xi'an Technological University, getting some remarkable achievements. The practice and exploration may provide some guidance with the building teaching team for other college and university.%高校教学团队的建设对提高教学质量、培养创新型人才具有重要作用.作为省级教学团队,西安工业大学工商管理类专业核心课程教学团队围绕着学科建设平台的搭建、理论教学与实践教学相结合的教学体系的完善以及课程师资梯队的构建等方面进行了一系列的探索与实践,并取得良好的成效,希望能为同类院校教学团队的建设提供参考.

  6. Mitochondrial Replacement: Ethics And Identity

    OpenAIRE

    Wrigley, Anthony; Wilkinson, Stephen; Appleby, John B

    2015-01-01

    Mitochondrial replacement techniques (MRTs) have the potential to allow prospective parents who are at risk of passing on debilitating or even life-threatening mitochondrial disorders to have healthy children to whom they are genetically related. Ethical concerns have however been raised about these techniques. This article focuses on one aspect of the ethical debate, the question of whether there is any moral difference between the two types of MRT proposed: Pronuclear Transfer (PNT) and Mat...

  7. SYMBIOSIS: development, implementation, and assessment of a model curriculum across biology and mathematics at the introductory level.

    Science.gov (United States)

    Depelteau, Audrey M; Joplin, Karl H; Govett, Aimee; Miller, Hugh A; Seier, Edith

    2010-01-01

    "It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power." Alan Cohen (Used by permission. All rights reserved. For more information on Alan Cohen's books and programs, see (www.alancohen.com.) With the support of the East Tennessee State University (ETSU) administration and a grant from Howard Hughes Medical Institute, the departments of Biological Sciences, Mathematics and Statistics, and Curriculum and Instruction have developed a biology-math integrated curriculum. An interdisciplinary faculty team, charged with teaching the 18 curriculum modules, designed this three-semester curriculum, known as SYMBIOSIS. This curriculum was piloted to two student cohorts during the developmental stage. The positive feedback and assessment results of this project have given us the foundation to implement the SYMBIOSIS curriculum as a replacement for the standard biology majors curriculum at the introductory level. This article addresses the history and development of the curriculum, previous assessment results and current assessment protocol, and the future of ETSU's approach to implementing the SYMBIOSIS curriculum.

  8. SYMBIOSIS: Development, Implementation, and Assessment of a Model Curriculum across Biology and Mathematics at the Introductory Level

    Science.gov (United States)

    Joplin, Karl H.; Govett, Aimee; Miller, Hugh A.; Seier, Edith

    2010-01-01

    “It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power.”Alan Cohen (Used by permission. All rights reserved. For more information on Alan Cohen's books and programs, see (www.alancohen.com.) With the support of the East Tennessee State University (ETSU) administration and a grant from Howard Hughes Medical Institute, the departments of Biological Sciences, Mathematics and Statistics, and Curriculum and Instruction have developed a biology–math integrated curriculum. An interdisciplinary faculty team, charged with teaching the 18 curriculum modules, designed this three-semester curriculum, known as SYMBIOSIS. This curriculum was piloted to two student cohorts during the developmental stage. The positive feedback and assessment results of this project have given us the foundation to implement the SYMBIOSIS curriculum as a replacement for the standard biology majors curriculum at the introductory level. This article addresses the history and development of the curriculum, previous assessment results and current assessment protocol, and the future of ETSU's approach to implementing the SYMBIOSIS curriculum. PMID:20810967

  9. Replacing magnets at the LHC

    CERN Multimedia

    LHC, LSI2, Point 4

    2013-01-01

    CERN engineers have been working through the night this week to move the final replacement dipole magnets into position on the Large Hadron Collider (LHC). Though there are several still to go, the teams expect to have completed the task by the end of this month. Dipole magnets bend the paths of particles as they travel around the circular accelerator. Of the LHC's 1232 dipoles – each 15 metres long and weighing 35 tonnes – 15 are being replaced as part of the long shutdown of CERN's accelerator complex. These 15 magnets suffered wear and tear during the LHC's first 4-year run. Three quadrupole-magnet assemblies – which help to focus particles into a tight beam – have also been replaced. Moving such heavy magnets requires specially adapted cranes and trailers both above and below ground. There are several access points on the LHC. Some, such as the 100-metre vertical access shaft down to the ALICE experiment, are equipped with lifts to allow technical personnel and visitors down to the caverns. Other ...

  10. Results of Austin Moore replacement.

    Directory of Open Access Journals (Sweden)

    Jadhav A

    1996-04-01

    Full Text Available Forty cases of Austin Moore Replacement done for transcervical fractures of the femur in patients were reviewed after a period of 12 to 48 months postoperatively (mean 26 mth. 30 cases (75% had mild to severe pain of non-infective origin, starting as early as 6 months postoperatively. This was irrespective of the make, size or position (varus/valgus of the prosthesis. Though the Aufranc and Sweet clinical scoring was satisfactory in 65% cases, radiological evidence of complications like sinking, protrusion, etc. were seen in majority of the cases. Calcar resorption was seen in 34 cases (85% as early as 4 months postoperatively. Results of THR and bipolar replacement done for transcervical fractures in recent literature show 85% pain-free cases at 5 years. We feel that Austin Moore Replacement should be reserved for patients more than 65 years of age and those who are less active or debilitated because of other factors, because of increased acetabular wear with time in the younger individual. This is corroborated by unsatisfactory results in patients less than 65 years of age (p < 0.05.

  11. The caudal septum replacement graft.

    Science.gov (United States)

    Foda, Hossam M T

    2008-01-01

    To describe a technique for reconstructing the lost tip support in cases involving caudal septal and premaxillary deficiencies. The study included 120 patients with aesthetic and functional nasal problems resulting from the loss of caudal septal and premaxillary support. An external rhinoplasty approach was performed to reconstruct the lost support using a cartilaginous caudal septum replacement graft and premaxillary augmentation with Mersilene mesh. The majority of cases (75%) involved revisions in patients who had previously undergone 1 or more nasal surgical procedures. A caudal septum replacement graft was combined with premaxillary augmentation in 93 patients (77.5%). The mean follow-up period was 3 years (range, 1-12 years). The technique succeeded in correcting the external nasal deformities in all patients and resulted in a significant improvement in breathing in 74 patients (86%) with preoperative nasal obstruction. There were no cases of infection, displacement, or extrusion. The caudal septum replacement graft proved to be very effective in restoring the lost tip support in patients with caudal septal deficiency. Combining the graft with premaxillary augmentation using Mersilene mesh helped increase support and stability over long-term follow-up.

  12. A new introductory quantum mechanics curriculum

    CERN Document Server

    Kohnle, Antje; Browne, Dan; Everitt, Mark; Fomins, Aleksejs; Kok, Pieter; Kulaitis, Gytis; Prokopas, Martynas; Raine, Derek; Swinbank, Elizabeth

    2013-01-01

    The Institute of Physics New Quantum Curriculum consists of freely available online learning and teaching materials (quantumphysics.iop.org) for a first course in university quantum mechanics starting from two-level systems. This approach immediately immerses students in inherently quantum mechanical aspects by focusing on experiments that have no classical explanation. It allows from the start a discussion of interpretive aspects of quantum mechanics and quantum information theory. This article gives an overview of the resources available at the IOP website. The core text is presented as around 80 articles co-authored by leading experts that are arranged in themes and can be used flexibly to provide a range of alternative approaches. Many of the articles include interactive simulations with accompanying activities and problem sets that can be explored by students to enhance their understanding. Much of the linear algebra needed for this approach is part of the resource. Solutions to activities are available ...

  13. 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'.

  14. 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.

  15. The Role of Curriculum Scholars in Current Curriculum Debates

    Directory of Open Access Journals (Sweden)

    Muhammad Mushtaq

    2012-09-01

    Full Text Available Curriculum is a set of planned tasks, learning experiences and behaviors proposed by an authority to achieve predetermined goals in form of behavioral change, academic achievements and learning outcomes within a particular time. The scholars are the people who have command and expertise in any of the curriculum components. The article focuses on the role of curriculum scholars in Pakistan and how and what type of changes they can initiate to bring harmony and tolerance, character and quality in development of curricula. The international issues, trends evolving globalization can be enhanced and incorporated to foster individual and social development. It is a qualitative study based on historical evidences and current researches highlighting the importance and role of curriculum scholars and meeting the world class education system. The issues and trends mentioned by developed countries curriculum experts paved way to synthesis them with local rising issues and trends.The study concluded that the curriculum developers have dynamic roles in curriculum debates because they have to work for bridging gaps of developing and developed nation, addressing local curriculum issues, Using pragmatic approach rather than ideological, reorganizing of recent curricula, solving language issue, facing controversies on curriculum change, making it unified and centralized, diverting curricula to research orientation, obtaining continuous feedback and developing harmony in society at the same time. It is imperative for scholars to have effective communication skills and dynamic personality to incorporate the future trends without creating conflicts and confusion in the society. They need to know the skill to motivate and mould high ups for future changes and bring changes without development of controversies.

  16. Introducing Computers Early in the Undergraduate Chemistry Curriculum

    Science.gov (United States)

    Kantardjieff, Katherine A.; Hardinger, Steven A.; van Willis, W.

    1999-05-01

    In the Department of Chemistry and Biochemistry at California State University Fullerton, majors are introduced to chemical computation early in the undergraduate curriculum in an electronic classroom equipped with networked Silicon Graphics workstations. CHEM210, "Introduction to Chemical Computation", is a 2-unit, sophomore-level course that has replaced the computer programming requirement in the undergraduate chemistry major. Our students engage in exploration activities whereby they learn how to use modern software packages as tools to understand chemistry. At the same time they learn how to develop a logical sequence of steps toward solving chemical problems or investigating molecular systems. By spending time analyzing data, searching for connections within it, and representing it in different ways to better understand it, they learn skills needed to become practitioners of their discipline. CHEM210 has become an essential component of our curriculum. It has been enthusiastically received by students, and it has had a positive pedagogical impact.

  17. International Federation for Emergency Medicine point of care ultrasound curriculum.

    Science.gov (United States)

    Atkinson, Paul; Bowra, Justin; Lambert, Mike; Lamprecht, Hein; Noble, Vicki; Jarman, Bob

    2015-03-01

    To meet a critical and growing need for a standardized approach to emergency point of care ultrasound (PoCUS) worldwide, emergency physicians must be trained to deliver and teach this skill in an accepted and reliable format. Currently, there is no globally recognized, standard PoCUS curriculum that defines the accepted applications, as well as standards for training and practice of PoCUS by specialists and trainees in emergency medicine. To address this deficit, the International Federation for Emergency Medicine (IFEM) convened a sub-committee of international experts in PoCUS to outline a curriculum for training of specialists in emergency PoCUS. This curriculum document represents the consensus of recommendations by this sub-committee. The curriculum is designed to provide a framework for PoCUS education in emergency medicine. The focus is on the processes required to select core and enhanced applications, as well as the key elements required for the delivery of PoCUS training from introduction through to continuing professional development and skill maintenance. It is designed not to be prescriptive but to assist educators and emergency medicine leadership to advance PoCUS education in emergency medicine no matter the training venue. The content of this curriculum is relevant not just for communities with mature emergency medicine systems but in particular for developing nations or for nations seeking to develop PoCUS training programs within the current educational structure. We anticipate that there will be wide variability in how this curriculum is implemented and taught, reflecting the existing educational environment, resources and goals of educational programs.

  18. Nutrition attitudes and knowledge in medical students after completion of an integrated nutrition curriculum compared to a dedicated nutrition curriculum: a quasi-experimental study.

    Science.gov (United States)

    Walsh, Carolyn O; Ziniel, Sonja I; Delichatsios, Helen K; Ludwig, David S

    2011-08-12

    Nutrition education has presented an ongoing challenge to medical educators. In the 2007-2008 academic year, Harvard Medical School replaced its dedicated Preventive Medicine and Nutrition course with an integrated curriculum. The objective of the current study was to assess the effect of the curriculum change on medical student attitudes and knowledge about nutrition. A survey was administered in a quasi-experimental design to students in the last class of the dedicated curriculum (n = 131) and the first class of the integrated curriculum (n = 135) two years after each class completed the required nutrition course. Main measures were attitude scores based on modified Nutrition in Patient care Survey and satisfaction ratings, performance on a nutrition knowledge test, and demographic variables. Two-tailed t-tests were performed. Response rates were 50.4% and 42.2%. There were no differences between the groups in attitude scores from the Nutrition in Patient care Survey (p = 0.43) or knowledge scores (p = 0.63). Students with the integrated curriculum were less satisfied with both the quantity (p nutrition education, and were more likely to have completed optional online nutrition training modules (p = 0.0089). Medical student attitudes and knowledge about nutrition were not affected by the model of nutrition education they receive, though students in an integrated curriculum may feel their education is inadequate and seek additional training.

  19. Fusion following failed total ankle replacement.

    Science.gov (United States)

    Wünschel, Markus; Leichtle, Ulf G; Leichtle, Carmen I; Walter, Christian; Mittag, Falk; Arlt, Eva; Suckel, Andreas

    2013-04-01

    Although mid- to long-term results after total ankle replacement have improved because of available second- and third-generation devices, failure of total ankle replacement is still more common compared with total hip replacement and total knee replacement. The portfolio of available total ankle replacement revision component options is small. Furthermore, the bone stock of the tibiotalar region is scarce making it difficult and in some situations impossible to perform revision total ankle replacement. In these cases tibiotalar and tibiotalocalcaneal fusions are valuable options. This article describes which surgical procedures should be performed depending on the initial situation and gives detailed advice on surgical technique, postoperative care, and clinical results.

  20. School-Based Curriculum Development in Scotland: Curriculum Policy and Enactment

    Science.gov (United States)

    Priestley, Mark; Minty, Sarah; Eager, Michelle

    2014-01-01

    Recent worldwide trends in curriculum policy have re-emphasised the role of teachers in school-based curriculum development. Scotland's Curriculum for Excellence is typical of these trends, stressing that teachers are agents of change. This paper draws upon empirical data to explore school-based curriculum development in response to Curriculum for…

  1. School-Based Curriculum Development in Scotland: Curriculum Policy and Enactment

    Science.gov (United States)

    Priestley, Mark; Minty, Sarah; Eager, Michelle

    2014-01-01

    Recent worldwide trends in curriculum policy have re-emphasised the role of teachers in school-based curriculum development. Scotland's Curriculum for Excellence is typical of these trends, stressing that teachers are agents of change. This paper draws upon empirical data to explore school-based curriculum development in response to Curriculum for…

  2. 14 CFR 121.911 - Indoctrination curriculum.

    Science.gov (United States)

    2010-01-01

    ... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Indoctrination curriculum. 121.911 Section... Indoctrination curriculum. Each indoctrination curriculum must include the following: (a) For newly hired persons... curriculums, as appropriate. (d) For evaluators: General evaluation requirements of the AQP; methods of...

  3. 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...

  4. A Topography for Canadian Curriculum Theory.

    Science.gov (United States)

    Chambers, Cynthia

    1999-01-01

    Presents challenges to Canadian curriculum theorists: (1) to create curriculum languages and genres that represent all of Canada; (2) to use Canadian scholars and indigenous languages to find these curriculum languages and genres; (3) to seek interpretive tools to understand what it means to be Canadian; and (4) to create curriculum theory that…

  5. 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.…

  6. k-core covers and the core

    NARCIS (Netherlands)

    Sanchez-Rodriguez, E.; Borm, Peter; Estevez-Fernandez, A.; Fiestras-Janeiro, 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

  7. Academic Rigor: The Core of the Core

    Science.gov (United States)

    Brunner, Judy

    2013-01-01

    Some educators see the Common Core State Standards as reason for stress, most recognize the positive possibilities associated with them and are willing to make the professional commitment to implementing them so that academic rigor for all students will increase. But business leaders, parents, and the authors of the Common Core are not the only…

  8. 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

  9. Radiology of total hip replacement

    Energy Technology Data Exchange (ETDEWEB)

    Griffiths, H.J.; Lovelock, J.E.; McCollister Evarts, C.; Geyer, D.

    1984-06-01

    The radiology of total hip replacement (THR) and its complications is reviewed in conjunction with a long-term follow-up study on 402 patients with 501 prostheses. The indications, contraindications, biomechanics, and operative management of these patients is discussed. Clinical complications such as deep vein thrombosis, pulmonary embolism, and hemorrhage are mentioned. Postoperative infections including granulomatous pseudotumors, dislocations and fractures, true loosening of the prosthesis, and heterotopic bone formation (HBF) are discussed and illustrated. The importance of differentiating the lucent line from true loosening is stressed. Mechanical and other clinical complications which are largely ignored by radiologists are also discussed. The uses of arthrography and bone scanning are included.

  10. [Proximal and total femur replacement].

    Science.gov (United States)

    Pennekamp, P H; Wirtz, D C; Dürr, H R

    2012-07-01

    Reconstruction of segmental bone defects of the proximal femur following wide tumor resection or revision arthroplasty. Aggressive benign or primary malignant bone tumors of the proximal femur; destructive metastases; massive segmental bone defects of the proximal femur; periprosthetic fractures. Local infection; very short life expectancy (acetabular bone stock. Anterolateral approach. Exposure and detachment of the iliopsoas and gluteus medius muscle from the proximal femur with a sufficient safety margin to the bone; distal transsection of the vastus lateralis/intermedius and rectus femoris muscle according to the extraosseous tumor extension; distal femur osteotomy al least 3 cm beyond the farthest point of tumor extension; in case of total femur replacement, additional lateral arthrotomy of the knee with resection of the ligaments and menisci; reaming of the medullary canal after securing the shaft with a Verbrugge clamp; trial assembly and reduction followed by the definitive implantation of the prosthesis with adjustment of the femoral neck anteversion in 5° increments; soft tissue reconstruction and fixation to an attachment tube covering the prosthesis; in case of total femur replacement, the preparation of the tibia is followed by the coupling of the tibial and femoral components. Infection prophylaxis, 20 kg partial weight bearing, continuous passive motion. A total of 20  patients with proximal femur replacement and 2 patients with total femur replacement implanted between June 2007 and December 2011 were retrospectively reviewed. Three patients had primary malignant bone tumors, while 19 patients underwent resection for metastatic disease. The mean age at surgery was 62.0 ± 18.1 years (18-82 years). Fifteen patients with a mean follow-up of 20.3 ± 17.2 months (4-51 months) were studied. Among the 22 cases, periprosthetic infection occurred in 3 patients (13.6%), dislocation in 2 patients (9.1%). Evaluation of the functional

  11. A ‘Globalised’ Curriculum

    DEFF Research Database (Denmark)

    Plum, Maja

    2014-01-01

    Globalisation is often referred to as being external to education – a state of affairs presenting the modern curriculum with numerous challenges. In this article, ‘globalisation’ is examined as something that is internal to curriculum and analysed as a problematisation in a Foucaultian sense......, that is, as a complex of attentions, worries and ways of reasoning, producing curricular variables. The analysis is made through an example of early childhood curriculum in Danish preschool, and the way the curricular variable of the preschool child comes into being through ‘globalisation...

  12. Finding your next core business.

    Science.gov (United States)

    Zook, Chris

    2007-04-01

    How do you know when your core needs to change? And how do you determine what should replace it? From an in-depth study of 25 companies, the author, a strategy consultant, has discovered that it's possible to measure the vitality of a business's core. If it needs reinvention, he says, the best course is to mine hidden assets. Some of the 25 companies were in deep crisis when they began the process of redefining themselves. But, says Zook, management teams can learn to recognize early signs of erosion. He offers five diagnostic questions with which to evaluate the customers, key sources of differentiation, profit pools, capabilities, and organizational culture of your core business. The next step is strategic regeneration. In four-fifths of the companies Zook examined, a hidden asset was the centerpiece of the new strategy. He provides a map for identifying the hidden assets in your midst, which tend to fall into three categories: undervalued business platforms, untapped insights into customers, and underexploited capabilities. The Swedish company Dometic, for example, was manufacturing small absorption refrigerators for boats and RVs when it discovered a hidden asset: its understanding of, and access to, customers in the RV market. The company took advantage of a boom in that market to refocus on complete systems for live-in vehicles. The Danish company Novozymes, which produced relatively low-tech commodity enzymes such as those used in detergents, realized that its underutilized biochemical capability in genetic and protein engineering was a hidden asset and successfully refocused on creating bioengineered specialty enzymes. Your next core business is not likely to announce itself with fanfare. Use the author's tools to conduct an internal audit of possibilities and pinpoint your new focus.

  13. The transformation of an EBM curriculum: a 10-year experience.

    Science.gov (United States)

    Aiyer, Meenakshy K; Dorsch, Josephine L

    2008-01-01

    Evidence-based medicine (EBM) is an essential tool for students across the medical education continuum. Incorporation of EBM skills into core competencies by national educational organizations denotes their vital role. The main purpose is to describe the transformation of an EBM curriculum in an Internal Medicine clerkship and the educational principles that influenced changes over ten years. The EBM curriculum over ten years was reviewed. This retrospective review was divided into four phases, based on the educational interventions used. Associated outcomes of the curriculum, student skills, and satisfaction with the course and faculty involvement were assessed. A majority of the 493 students felt they received adequate and appropriate exposure to EBM. The curriculum evolved from a teacher-centered approach using computer-based case scenarios to a learner-centered, and patient centric approach. Student skills in EBM improved, as was evidenced by the pre- and post-tests and the evaluations of critically appraised topic assignments. EBM is an essential tool to develop life-long learners. A learner-centered, patient centric approach is well received by students. Long-term studies are needed to assess the impact of these teaching interventions on patient outcomes.

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

    Science.gov (United States)

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

    2015-05-01

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

  15. A "medical student practice profile" as the foundation for a case-based curriculum revision.

    Science.gov (United States)

    Abbott, Allan; Sullivan, Maura; Nyquist, Julie; Mylona, Elza; Taylor, Clive

    2010-10-01

    In 2001, the Keck School of Medicine of the University of Southern California initiated a major curriculum reform with fully integrated teaching of the basic sciences. The new curriculum integrated a set of selected clinical cases called the student practice profile (SPP). The SPP cases were designed to (a) define the core target knowledge base and essential clinical experience of all graduating students, (b) to improve the relevance of basic science teaching, and (c) to serve as the overarching organizational structure for the 4-year curriculum. Evaluation data demonstrated that implementation of the SPP project has been moderately successful and students have reported high exposure to the SPP cases and confidence in their ability to diagnose and manage problems. Improvement in teaching the basic sciences in a clinically relevant manner is suggested by a small continued improvement in USMLE scores since the SPP project was fully implemented. The SPP design represents a uniquely successful pathway to curriculum redesign.

  16. B Plant process piping replacement feasibility study

    Energy Technology Data Exchange (ETDEWEB)

    Howden, G.F.

    1996-02-07

    Reports on the feasibility of replacing existing embedded process piping with new more corrosion resistant piping between cells and between cells and a hot pipe trench of a Hanford Site style canyon facility. Provides concepts for replacement piping installation, and use of robotics to replace the use of the canyon crane as the primary means of performing/supporting facility modifications (eg, cell lining, pipe replacement, equipment reinstallation) and operational maintenenace.

  17. REMINDER REPLACEMENT OF FRENCH CARDS

    CERN Multimedia

    Human Resources Division; Cards.Service@cern.ch

    2001-01-01

    The French Ministry of Foreign Affairs is currently replacing all diplomatic cards, special cards and employment permits («attestations de fonctions») held by members of the personnel and their families. These cards are replaced by secure, computerized equivalents. The old cards may no longer be used after 31 December 2001. For the purposes of the handover, members of the personnel must go personally to the cards office (33/1-015) between 8h30 and 12h30, in order to fill in a «fiche individuelle» form, taking the following documents for themselves and members of their families already in possession of a French card : A recent identity photograph in 4.5 cm x 3.5 cm format, the French card in their possession, an A4 photocopy of the same French card, certified by the cards office as being a true copy. Those members of the personnel whose cards (and/or cards belonging to members of their families) are shortly due to expire, or have recently done so, are also requested...

  18. Total hip replacement in dancers.

    Science.gov (United States)

    Buyls, Inge R A E; Rietveld, A B M Boni; Ourila, Tiia; Emerton, Mark E; Bird, H A

    2013-04-01

    A case report of a professional contemporary dancer who successfully returned to the stage after bilateral total hip replacements (THR) for osteoarthritis is presented, together with her own commentary and a retrospective cohort study of total hip replacements in dancers. In the presented cohort, there were no post-operative dislocations or infections, the original pain had been relieved, rehabilitation was objectively normal and all resumed their dance (teaching) activities. Nevertheless, they were disappointed about the prolonged rehabilitation. Due to their high demands as professional dancers, post-operative expectations were too optimistic in view of the usual quick and favourable results of THR in the older and less physically active, general population. In all dancers with unilateral osteoarthritis, the left hip was involved, which may reflect the tendency to use the left leg as standing leg and be suggestive that strenuous physical activity may lead to osteoarthritis. Better rehabilitation guidelines are needed for dancer patients undergoing THR, especially drawing their attention to realistic post-operative expectations.

  19. Striving for excellence: developing a framework for the Triple C curriculum in family medicine education.

    Science.gov (United States)

    MacDonald, Colla J; McKeen, Martha; Wooltorton, Eric; Boucher, Francois; Lemelin, Jacques; Leith-Gudbranson, Donna; Viner, Gary; Pullen, Judi

    2012-10-01

    Postgraduate medical education programs will need to be restructured in order to respond to curriculum initiatives promoted by the College of Family Physicians of Canada. To develop a framework for the Triple C Competency-based Curriculum that will help provide residents with quality family medicine (FM) education programs. The Family Medicine Curriculum Framework (FMCF) incorporates the 4 principles of FM, the CanMEDs-FM roles, the Triple C curriculum principles, the curriculum content domains, and the pedagogic strategies, all of which support the development of attitudes, knowledge, and skills in postgraduate FM training programs. The FMCF was an effective approach to the development of an FM curriculum because it incorporated not only core competencies of FM health education but also contextual educational values, principles, and dynamic learning approaches. In addition, the FMCF provided a foundation and quality standard to designing, delivering, and evaluating the FM curriculum to ensure it met the needs of FM education stakeholders, including preceptors, residents, and patients and their families.

  20. A Study of Changes in the Library and Information Science Curriculum with Evaluation of Its Practicality

    Science.gov (United States)

    Noh, Younghee; Ahn, In-Ja; Choi, Sang-Ki

    2012-01-01

    Purpose: This study analyzed the process of changes in Korean Library and Information Science curriculum and evaluated the courses currently available by using a perception survey of librarians in the field. It also explored a possible demand for new courses, while suggesting compulsory, core, and optional courses for Bachelor's degree curriculum…

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

    Science.gov (United States)

    O'Connor, Una

    2012-01-01

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

  2. Health Occupations Curriculum. Skills and Theory for Health Assistant. Volume I, Units 1-4.

    Science.gov (United States)

    Arizona State Dept. of Education, Phoenix.

    This volume consists of the first four units of a basic core curriculum that is intended for all health workers. The units deal with the following topics: (1) the health care facility, the long-term care facility, the health team, and the nursing team; (2) verbal and nonverbal communication, written communication, human behavior, ethical behavior,…

  3. Health Occupations Curriculum. Skills and Theory for Health Assistant. Volume 2, Units 5-7.

    Science.gov (United States)

    Arizona State Dept. of Education, Phoenix.

    This volume consists of three units of a basic core curriculum that is intended for all health workers. Covered in the units are the following topics: (1) the body's need for food, the effect of food on the body, the five food groups, the six nutrients, and therapeutic diets; (2) general principles of asepsis, specific methods of maintaining…

  4. Curriculum Guidelines for Aspects of Oral Pathology for Dental Assisting Education.

    Science.gov (United States)

    Journal of Dental Education, 1987

    1987-01-01

    Guidelines for structuring an oral pathology curriculum for dental assistants include: a definition of oral pathology; the scope of instruction and relationships with other fields; recommendations for prerequisites; core content in various subfields; specific behavioral objectives; and suggestions for sequencing, faculty, and facilities. (MSE)

  5. From Cradleboard to Motherboard: Buffy Sainte-Marie's Interactive Multimedia Curriculum Transforms Native American Studies.

    Science.gov (United States)

    King, Claire

    2000-01-01

    Describes "Science: Through Native American Eyes," an interactive multimedia CD-ROM for middle school that is part of the Cradleboard Teaching Project developed by musician and teacher Buffy Sainte-Marie. The Cradleboard joins Native American tradition and high-tech innovation to explore the core curriculum of the National Content Standards. (SLD)

  6. 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…

  7. From Cradleboard to Motherboard: Buffy Sainte-Marie's Interactive Multimedia Curriculum Transforms Native American Studies.

    Science.gov (United States)

    King, Claire

    2000-01-01

    Describes "Science: Through Native American Eyes," an interactive multimedia CD-ROM for middle school that is part of the Cradleboard Teaching Project developed by musician and teacher Buffy Sainte-Marie. The Cradleboard joins Native American tradition and high-tech innovation to explore the core curriculum of the National Content Standards. (SLD)

  8. A Design Based Research of an Earth Systems Based Environmental Curriculum

    Science.gov (United States)

    Assaraf, Orit Ben-Zvi; Orion, Nir

    2009-01-01

    This article presents a model for the development of an environmentally oriented unit designed to be implemented as an integral part of the science core curriculum. The program's main goal is encouraging students at the junior high-school level to develop systems-thinking and environmental insight as a basis for environmental literacy. A…

  9. 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…

  10. Sense-Making in a Temporary Organization: Implementing a New Curriculum in a Swedish Municipality

    Science.gov (United States)

    Nordholm, Daniel Erik

    2015-01-01

    This article explores sense-making in a municipality-led temporary organization established in response to the introduction of a new curriculum and marking system in Sweden. Qualitative data were extracted from audio-recorded interviews (n = 18) and observations of central subject group meetings (n = 6). By applying core elements of sociological…

  11. Mechanical behavior of a sandwich with corrugated GRP core: numerical modeling and experimental validation

    OpenAIRE

    Tumino, D; T. Ingrassia; V. Nigrelli; G. Pitarresi; V. Urso Miano

    2014-01-01

    In this work the mechanical behaviour of a core reinforced composite sandwich structure is studied. The sandwich employs a Glass Reinforced Polymer (GRP) orthotropic material for both the two external skins and the inner core web. In particular, the core is designed in order to cooperate with the GRP skins in membrane and flexural properties by means of the addition of a corrugated laminate into the foam core. An analytical model has been developed to replace a unit cell of this s...

  12. An in vitro comparative evaluation of physical properties of four different types of core materials

    OpenAIRE

    2014-01-01

    Introduction: Compressive and tensile stresses of core materials are important properties because cores usually replace a large bulk of tooth structure and must resist multidirectional masticatory forces for many years. Material and Methods: The present study was undertaken to find out the best core build up material with respect to their physical properties among resin-based composites. Individual compressive, tensile, and flexural strength of fiber-reinforced dual cure resin core build...

  13. Adding Creativity to the Curriculum

    Science.gov (United States)

    Hildebrand, Verna

    1974-01-01

    Numerous ways are discussed in which teachers can make creative additions to the nursery school curriculum in activities related to science, creative arts, outdoor play, dramatics, music, and language arts. (BP)

  14. Ethics in the Nursing Curriculum

    Science.gov (United States)

    Aroskar, Mila Ann

    1977-01-01

    In theory, most educators in this survey supported teaching ethics; in practice, few baccalaureate programs provide planned curricular offerings dealing with this subject. Suggestions are offered for implementing curriculum changes. (Editor/TA)

  15. 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.

  16. Comodules over semiperfect corings

    CERN Document Server

    Caenepeel, S

    2011-01-01

    We discuss when the Rat functor associated to a coring satisfying the left $\\alpha$-condition is exact. We study the category of comodules over a semiperfect coring. We characterize semiperfect corings over artinian rings and over qF-rings.

  17. Coring Sample Acquisition Tool

    Science.gov (United States)

    Haddad, Nicolas E.; Murray, Saben D.; Walkemeyer, Phillip E.; Badescu, Mircea; Sherrit, Stewart; Bao, Xiaoqi; Kriechbaum, Kristopher L.; Richardson, Megan; Klein, Kerry J.

    2012-01-01

    A sample acquisition tool (SAT) has been developed that can be used autonomously to sample drill and capture rock cores. The tool is designed to accommodate core transfer using a sample tube to the IMSAH (integrated Mars sample acquisition and handling) SHEC (sample handling, encapsulation, and containerization) without ever touching the pristine core sample in the transfer process.

  18. Curriculum design for problem-based learning on a volunteer basis: a Yonsei approach.

    Science.gov (United States)

    Kim, Sun; Lee, Soo Kon; Lee, Moo Sang; Ahn, Duck Sun

    2002-04-01

    Innovative new medical programs such as Problem Based Learning (PBL) are being developed worldwide. An increasing number of medical schools are starting to introduce these programs into or even to replace the existing curriculum. At Yonsei University College of Medicine (YUCM), we developed our own PBL curriculum and evaluation method. In order to develop a program suitable for our school, we suggest that for trial purposes, a small number of student and teacher volunteers should be selected and that the tutors involved in the program be given adequate training.

  19. Revisiting our roots: caring in nursing curriculum design.

    Science.gov (United States)

    Brown, Loraine P

    2011-11-01

    It is widely accepted that a caring curriculum is integral to nursing education. Caring as a concept is extensively cited in the literature as a core value in nursing education and nursing practice. What is not evident is the curricular designs used by nurse educators to enable students to internalize caring behaviors. The literature supports the internalization of affective learning through hierarchically structured learning objectives, and the movement from emotional to reflexive responses through critical reflection. Krathwohl, Bloom, and Masia's (1964) taxonomy of affective objectives and concepts from Mezirow's (2000) transformational learning theory were used to synthesize the integration of caring affective objectives into the design of the nursing curricula. The expected outcome of such integration is a nursing curriculum that progressively supports the development of nursing students' caring behaviors that are consistent with the ideals of the profession. Examples of hierarchically leveled caring objectives are provided.

  20. OPTIMUM ORDERING POLICY FOR PREVENTIVE AGE REPLACEMENT

    Institute of Scientific and Technical Information of China (English)

    Young T.PARK; Jing SUN

    2009-01-01

    Most of the spare ordering policies treated up to now have assumed that preventive and corrective replacement costs are equal, which implies in essential that there is no significant need for preventive replacement. This paper presents an ordering policy for preventive age replacement with minimal repair. Introducing the replacement, repair, inventory holding and shortage costs, the expected cost rate is derived. A procedure to determine jointly the ordering time for a spare and the preventive replacement time for the operating unit so as to minimize the expected cost rate is proposed. To explain the ordering policy and the optimization procedure, a numerical example is also included.

  1. Representation and Analysis of Chemistry Core Ideas in Science Education Standards between China and the United States

    Science.gov (United States)

    Wan, Yanlan; Bi, Hualin

    2016-01-01

    Chemistry core ideas play an important role in students' chemistry learning. On the basis of the representations of chemistry core ideas about "substances" and "processes" in the Chinese Chemistry Curriculum Standards (CCCS) and the U.S. Next Generation Science Standards (NGSS), we conduct a critical comparison of chemistry…

  2. ORO. The physical developer replacement?

    Science.gov (United States)

    Wood, Michael A; James, Tim

    2009-12-01

    In the process of fingerprint development Physical Developer has been largely the method of choice on porous surfaces after coming into contact with wet environments. It is only recently that a new technique has been identified which could replace this standard technique. This study aims to build on previous research and expand knowledge regarding the technique. The study built on previous research and compared Physical Developer to Oil Red O, testing both on four paper types, while being placed in three different water types and an accelerant for various amounts of time. Marks were placed with both heavily 'loaded' sebaceous fingers and 'normal' un-washed fingers. Results show that Oil Red O consistently produced clearer more detailed marks from the 'loaded' fingers, but neither technique proved to work better on the 'normal' marks. Neither technique developed any prints from the accelerant.

  3. Optimal randomized scheduling by replacement

    Energy Technology Data Exchange (ETDEWEB)

    Saias, I.

    1996-05-01

    In the replacement scheduling problem, a system is composed of n processors drawn from a pool of p. The processors can become faulty while in operation and faulty processors never recover. A report is issued whenever a fault occurs. This report states only the existence of a fault but does not indicate its location. Based on this report, the scheduler can reconfigure the system and choose another set of n processors. The system operates satisfactorily as long as, upon report of a fault, the scheduler chooses n non-faulty processors. We provide a randomized protocol maximizing the expected number of faults the system can sustain before the occurrence of a crash. The optimality of the protocol is established by considering a closely related dual optimization problem. The game-theoretic technical difficulties that we solve in this paper are very general and encountered whenever proving the optimality of a randomized algorithm in parallel and distributed computation.

  4. Controversies in hormone replacement therapy

    Directory of Open Access Journals (Sweden)

    A. Baziad

    2001-09-01

    Full Text Available Deficiency of estrogen hormone will result in either long-term or short-term health problems which may reduce the quality of life. There are numerous methods by which the quality of female life can be achieved. Since the problems occuring are due to the deficiency of estrogen hormone, the appropriate method to tackle the problem is by administration of estrogen hormone. The administration of hormone replacement therapy (HRT with estrogen may eliminate climacteric complaints, prevent osteoporosis, coronary heart disease, dementia, and colon cancer. Although HRT has a great deal of advantage, its use is still low and may result in controversies. These controversies are due to fact that both doctor and patient still hold on to the old, outmoded views which are not supported by numerous studies. Currently, the use of HRT is not only based on experience, or temporary observation, but more on evidence based medicine. (Med J Indones 2001; 10: 182-6Keywords: controversies, HRT

  5. Replacement reactor to revolutionise magnets

    CERN Document Server

    Atkins, G

    2002-01-01

    Electric motors, hearing aids and magnetic resonance imaging are only some of the applications that will benefit from the first advances in magnets in a quarter of a century. Magnets achieve their characteristics when electrons align themselves to produce a unified magnetic field. Neutrons can probe these magnetic structures. The focus is not just on making more powerful magnets, but also identifying the characteristics that make magnets cheaper and easier for industry to manufacture. Staff from the ANSTO's Neutron Scattering Group have already performed a number of studies on the properties of magnets using using HIFAR, but the Replacement Research Reactor that will produce cold neutrons would allow scientists to investigate the atomic properties of materials with large molecules. A suite of equipment will enable studies at different temperatures, pressures and magnetic fields

  6. Renal replacement therapy in Europe

    DEFF Research Database (Denmark)

    Noordzij, Marlies; Kramer, Anneke; Abad Diez, José M

    2014-01-01

    BACKGROUND: This article provides a summary of the 2011 ERA-EDTA Registry Annual Report (available at www.era-edta-reg.org). METHODS: Data on renal replacement therapy (RRT) for end-stage renal disease (ESRD) from national and regional renal registries in 30 countries in Europe and bordering the .......6-47.0], and on dialysis 39.3% (95% CI 39.2-39.4). The unadjusted 5-year patient survival after the first renal transplantation performed between 2002 and 2006 was 86.7% (95% CI 86.2-87.2) for kidneys from deceased donors and 94.3% (95% CI 93.6-95.0) for kidneys from living donors....

  7. Leptin replacement improves cognitive development.

    Directory of Open Access Journals (Sweden)

    Gilberto J Paz-Filho

    Full Text Available BACKGROUND: Leptin changes brain structure, neuron excitability and synaptic plasticity. It also regulates the development and function of feeding circuits. However, the effects of leptin on neurocognitive development are unknown. OBJECTIVE: To evaluate the effect of leptin on neurocognitive development. METHODOLOGY: A 5-year-old boy with a nonconservative missense leptin gene mutation (Cys-to-Thr in codon 105 was treated with recombinant methionyl human leptin (r-metHuLeptin at physiologic replacement doses of 0.03 mg/kg/day. Cognitive development was assessed using the Differential Ability Scales (DAS, a measure of general verbal and nonverbal functioning; and selected subtests from the NEPSY, a measure of neuropsychological functioning in children. PRINCIPAL FINDINGS: Prior to treatment, the patient was morbidly obese, hypertensive, dyslipidemic, and hyperinsulinemic. Baseline neurocognitive tests revealed slower than expected rates of development (developmental age lower than chronological age in a majority of the areas assessed. After two years, substantial increases in the rates of development in most neurocognitive domains were apparent, with some skills at or exceeding expectations based on chronological age. We also observed marked weight loss and resolution of hypertension, dyslipidemia and hyperinsulinemia. CONCLUSIONS: We concluded that replacement with r-metHuLeptin is associated with weight loss and changes in rates of development in many neurocognitive domains, which lends support to the hypothesis that, in addition to its role in metabolism, leptin may have a cognitive enhancing role in the developing central nervous system. TRIAL REGISTRATION: ClinicalTrials.gov NCT00659828.

  8. Banded transformer cores

    Science.gov (United States)

    Mclyman, C. W. T. (Inventor)

    1974-01-01

    A banded transformer core formed by positioning a pair of mated, similar core halves on a supporting pedestal. The core halves are encircled with a strap, selectively applying tension whereby a compressive force is applied to the core edge for reducing the innate air gap. A dc magnetic field is employed in supporting the core halves during initial phases of the banding operation, while an ac magnetic field subsequently is employed for detecting dimension changes occurring in the air gaps as tension is applied to the strap.

  9. Core English KS3 real progress in reading

    CERN Document Server

    Belsey, David; Page, Emma

    2014-01-01

    Real Progress in Reading shares the core knowledge and skills that successful readers use in order to appreciate, understand and critically read a wide range of texts. Aligned to the new National Curriculum for English and with progression built into each unit, this book helps students to build a firm foundation in reading. Contents include:. - How to identify audience and purpose of texts. - How to select evidence from texts. - How to compare texts. - How to analyse features of form, structure and presentation.

  10. A Second Outer-Core Region in Klebsiella pneumoniae Lipopolysaccharide†

    Science.gov (United States)

    Regué, Miguel; Izquierdo, Luis; Fresno, Sandra; Piqué, Núria; Corsaro, Maria Michela; Naldi, Teresa; De Castro, Cristina; Waidelich, Dietmar; Merino, Susana; Tomás, Juan M.

    2005-01-01

    Up to now only one major type of core oligosaccharide has been found in the lipopolysaccharide of all Klebsiella pneumoniae strains analyzed. Applying a different screening approach, we identified a novel Klebsiella pneumoniae core (type 2). Both Klebsiella core types share the same inner core and the outer-core-proximal disaccharide, GlcN-(1,4)-GalA, but they differ in the GlcN substituents. In core type 2, the GlcpN residue is substituted at the O-4 position by the disaccharide β-Glcp(1-6)-α-Glcp(1, while in core type 1 the GlcpN residue is substituted at the O-6 position by either the disaccharide α-Hep(1-4)-α-Kdo(2 or a Kdo residue (Kdo is 3-deoxy-d-manno-octulosonic acid). This difference correlates with the presence of a three-gene region in the corresponding core biosynthetic clusters. Engineering of both core types by interchanging this specific region allowed studying the effect on virulence. The replacement of Klebsiella core type 1 in a highly type 2 virulent strain (52145) induces lower virulence than core type 2 in a murine infection model. PMID:15937181

  11. The digital curriculum vitae.

    Science.gov (United States)

    Galdino, Greg M; Gotway, Michael

    2005-02-01

    The curriculum vitae (CV) has been the traditional method for radiologists to illustrate their accomplishments in the field of medicine. Despite its presence in medicine as a standard, widely accepted means to describe one's professional career and its use for decades as an accomplice to most applications and interviews, there is relatively little written in the medical literature regarding the CV. Misrepresentation on medical students', residents', and fellows' applications has been reported. Using digital technology, CVs have the potential to be much more than printed words on paper and offers a solution to misrepresentation. Digital CVs may incorporate full-length articles, graphics, presentations, clinical images, and video. Common formats for digital CVs include CD-ROMs or DVD-ROMs containing articles (in Adobe Portable Document Format) and presentations (in Microsoft PowerPoint format) accompanying printed CVs, word processing documents with hyperlinks to articles and presentations either locally (on CD-ROMs or DVD-ROMs) or remotely (via the Internet), or hypertext markup language documents. Digital CVs afford the ability to provide more information that is readily accessible to those receiving and reviewing them. Articles, presentations, videos, images, and Internet links can be illustrated using standard file formats commonly available to all radiologists. They can be easily updated and distributed on an inexpensive media, such as a CD-ROM or DVD-ROM. With the availability of electronic articles, presentations, and information via the Internet, traditional paper CVs may soon be superseded by their electronic successors.

  12. Knowledge and curriculum

    Directory of Open Access Journals (Sweden)

    Šaranović-Božanović Nadežda

    2002-01-01

    Full Text Available The paper raises the questions as follows: What is knowledge in general? What is it that a student should know? What does it mean that somebody knows something? Those questions point to a volume of dilemmas related to the epistemological issue of the nature of knowledge. Regardless of some authors' views that knowledge has not been defined yet, in the present paper knowledge is a subject matter of analysis from the aspect of various theoretical conceptions. The fact is that curricula development as well as the conception of student cognitive development depends on how knowledge is defined. Also, a question is raised on how beliefs about human thinking affect curricula development and accomplishment. It is all the more important if the basic function of education is considered to be knowledge acquisition and development of intellectual abilities. Regarding different approaches to curriculum development, the paper points to some epistemological postulates that affected educational practice. It is true that a model of talking and numerical approach dominate educational practice. It would be quite appropriate to modify curricula in accordance with contemporary theoretical-empirical research results. There is a general agreement that the process of knowledge acquisition in teaching should become the subject of special analysis in order that its regularities can be understood.

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

    Science.gov (United States)

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

    2016-12-01

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

  14. An Investigation of Measurement Invariance of the Key Stage 2 National Curriculum Science Sampling Test in England

    Science.gov (United States)

    He, Qingping; Anwyll, Steve; Glanville, Matthew; Opposs, Dennis

    2014-01-01

    Since 2010, the whole national cohort Key Stage 2 (KS2) National Curriculum test in science in England has been replaced with a sampling test taken by pupils at the age of 11 from a nationally representative sample of schools annually. The study reported in this paper compares the performance of different subgroups of the samples (classified by…

  15. Stress Level of Dental and Medical Students: Comparison of Effects of a Subject-Based Curriculum versus a Case-Based Integrated Curriculum.

    Science.gov (United States)

    Ahmad, Fatemah A; Karimi, Anfal A; Alboloushi, Naela A; Al-Omari, Qasem D; AlSairafi, Fatimah J; Qudeimat, Muawia A

    2017-05-01

    The aim of this study was to investigate the stress level of medical and dental students at Kuwait University after a case-based integrated curriculum replaced the former subject-based curriculum. A modified version of the Dental Environment Stress questionnaire was used to measure possible stressors for both medical and dental students. The investigators administered the questionnaire for the first time in 2008, when Kuwait University medical and dental schools followed a subject-based curriculum (group A). The same questionnaire was administered for a second time in 2014, when both medical and dental schools had adopted a case-based integrated curriculum (group B). A total of 345 fifth- and sixth-year medical and dental students responded to the questionnaire (group A=187, group B=158), with an overall 83% response rate. The results showed that, for both the dental and medical students, changing to a case-based integrated curriculum raised the stress level for most of the stressors evaluated. "Inconsistency of feedback on work between different instructors," "difficulties in communicating with teaching staff," "amount of assigned class work," and "examinations and grades" were some of the statistically significant stressors for group B students. Female students reported higher levels of stress than male students in both groups. These results suggest that introducing stress management education into the case-based integrated dental and medical curricula could enhance students' psychological well-being.

  16. A Hybrid Integrated Laboratory and Inquiry-Based Research Experience: Replacing Traditional Laboratory Instruction with a Sustainable Student-Led Research Project

    Science.gov (United States)

    Hartings, Matthew R.; Fox, Douglas M.; Miller, Abigail E.; Muratore, Kathryn E.

    2015-01-01

    The Department of Chemistry at American University has replaced its junior- and senior-level laboratory curriculum with two, two-semester long, student-led research projects as part of the department's American Chemical Society-accredited program. In the first semester of each sequence, a faculty instructor leads the students through a set of…

  17. Adoption of oral health curriculum by physician assistant education programs in 2014.

    Science.gov (United States)

    Langelier, Margaret H; Glicken, Anita Duhl; Surdu, Simona

    2015-06-01

    The purpose of the study was to describe inclusion of didactic and clinical instruction in oral health in physician assistant (PA) education programs in 2014. A previous study in 2008 found that PA education program directors generally understood the importance of teaching about the linkage of oral health with systemic health; yet, few programs had actually integrated oral health instruction into the PA curriculum. This study was undertaken to ascertain the number of PA programs teaching oral health topics and to evaluate the content of instruction and implementation strategies. The study used a Web-based survey using a skip logic design that branched respondents based on inclusion or the absence of an oral health curriculum in the PA education program. The questions included predefined response options with the opportunity for narrative responses and comments. Analysis of survey data was completed using SPSS (IBM) and SAS (SAS Institute, Inc) and consisted mainly of frequencies and cross tabulations. There was greater inclusion of oral health curriculum in 2014 than in 2008 with most PA programs now providing didactic and clinical training in oral health. Stakeholders' efforts to engage PA program faculty with integration of oral health subject matter into core curriculum have resulted in wider availability of training for PA students in oral health promotion and prevention services. Efforts to equip PA faculty to teach oral health topics and clinical skills should continue as past efforts have resulted in wider integration of oral health subject matter into core PA curriculum.

  18. Gene replacement in Penicillium roqueforti.

    Science.gov (United States)

    Goarin, Anne; Silar, Philippe; Malagnac, Fabienne

    2015-05-01

    Most cheese-making filamentous fungi lack suitable molecular tools to improve their biotechnology potential. Penicillium roqueforti, a species of high industrial importance, would benefit from functional data yielded by molecular genetic approaches. This work provides the first example of gene replacement by homologous recombination in P. roqueforti, demonstrating that knockout experiments can be performed in this fungus. To do so, we improved the existing transformation method to integrate transgenes into P. roqueforti genome. In the meantime, we cloned the PrNiaD gene, which encodes a NADPH-dependent nitrate reductase that reduces nitrate to nitrite. Then, we performed a deletion of the PrNiaD gene from P. roqueforti strain AGO. The ΔPrNiaD mutant strain is more resistant to chlorate-containing medium than the wild-type strain, but did not grow on nitrate-containing medium. Because genomic data are now available, we believe that generating selective deletions of candidate genes will be a key step to open the way for a comprehensive exploration of gene function in P. roqueforti.

  19. VNR CMS Pixel detector replacement

    CERN Document Server

    2017-01-01

    Joel Butler, spokesperson of the CMS collaboration explains how a team from many different partner institutes installed a new detector in CMS. This detector is the silicon pixel detector and they’ve been working on it for about five years, to replace one of our existing detectors. This detectors measures particles closer to the beam than any of the other components of this huge detector behind me. It gives us the most precise picture of tracks as they come out of the collisions and expand and travel through the detector. This particular device has twice as many pixels, 120 million, as opposed to about 68 million in the old detector and it can take data faster and pump it out to the analysis more quickly. 00’53’’ Images of the descent, insertion and installation of first piece of the Pixel detector on Tue Feb 28. Images of the descent, insertion and installation of second piece of the Pixel and the two cylinders being joined.

  20. Orthogonal Matching Pursuit with Replacement

    CERN Document Server

    Jain, Prateek; Dhillon, Inderjit S

    2011-01-01

    In this paper, we consider the problem of compressed sensing where the goal is to recover almost all the sparse vectors using a small number of fixed linear measurements. For this problem, we propose a novel partial hard-thresholding operator that leads to a general family of iterative algorithms. While one extreme of the family yields well known hard thresholding algorithms like ITI (Iterative Thresholding with Inversion) and HTP (Hard Thresholding Pursuit), the other end of the spectrum leads to a novel algorithm that we call Orthogonal Matching Pursuit with Replacement (OMPR). OMPR, like the classic greedy algorithm OMP, adds exactly one coordinate to the support at each iteration, based on the correlation with the current residual. However, unlike OMP, OMPR also removes one coordinate from the support. This simple change allows us to prove that OMPR has the best known guarantees for sparse recovery in terms of the Restricted Isometry Property (a condition on the measurement matrix). In contrast, OMP is kn...