Journal articles: 'Extension course'

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NAGAI, Niro. "Extension Course Useful for Daily Life." Proceedings of the Tecnology and Society Conference 2018 (2018): G180621. http://dx.doi.org/10.1299/jsmetsd.2018.g180621.

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Teixeira, Ricardo Luiz Perez, Ricardo Shitsuka, and Priscilla Chantal Duarte Silva. "Implementation of extension in the technology and production area within professional discipline of engineering in the form of workshop." Research, Society and Development 8, no. 9 (2019): e36891310. http://dx.doi.org/10.33448/rsd-v8i9.1310.

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The implementation of the extension in the engineering course complies with the Brazilian government's directive for the implementation of extension in the Brazilian undergraduate courses. The objective of this article is to describe the implementation of extension activities in the area of technology and production in a module of professional discipline of an engineering course in a Brazilian federal university in the form of workshops in the field of technology and production. We did a participatory action research in which it was tried to meet the new requirements of Higher Education legislation in relation to the 10% extension that should be included in the higher courses. We did this research on a degree in engineering course. The results were auspicious, enabling compliance with the legal requirements and the satisfaction of the local academic community.

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Steingo, Brian, Yaser Al Malik, Ann D. Bass, et al. "Long-term efficacy and safety of alemtuzumab in patients with RRMS: 12-year follow-up of CAMMS223." Journal of Neurology 267, no. 11 (2020): 3343–53. http://dx.doi.org/10.1007/s00415-020-09983-1.

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Abstract Background In the phase 2 CAMMS223 trial (NCT00050778), alemtuzumab significantly improved clinical and MRI outcomes versus subcutaneous interferon beta-1a over 3 years in treatment-naive patients with relapsing–remitting MS. Here, we assess efficacy and safety of alemtuzumab over 12 years in CAMMS223 patients who enrolled in the CAMMS03409 extension (NCT00930553), with available follow-up through the subsequent TOPAZ extension (NCT02255656). Methods In CAMMS223, patients received 2 alemtuzumab courses (12 mg/day; baseline: 5 days; 12 months later: 3 days); 22% received a third course. In the open-label, nonrandomized extensions, patients could receive as-needed additional alemtuzumab or other disease-modifying therapies. Results Of 108 alemtuzumab-treated patients in CAMMS223, 60 entered the CAMMS03409 extension; 33% received a total of 2 alemtuzumab courses, and 73% received no more than 3 courses through Year 12. Over 12 years, annualized relapse rate was 0.09, 71% of patients had stable or improved Expanded Disability Status Scale scores, and 69% were free of 6-month confirmed disability worsening. In Year 12, 73% of patients were free of MRI disease activity. Cumulatively throughout the extensions (Years 7–12), 34% of patients had no evidence of disease activity. Adverse event (AE) incidence declined through Year 12. Infusion-associated reactions peaked at first course and declined thereafter. Cumulative thyroid AE incidence was 50%; one immune thrombocytopenia event occurred, and there were no autoimmune nephropathy cases. Conclusions Alemtuzumab efficacy was maintained over 12 years in CAMMS223 patients, with 73% receiving no more than three courses. The safety profile in this cohort was consistent with other alemtuzumab clinical trials.

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Kurbak, Arif. "Load–extension properties of glass plain knitted technical fabrics – Part II: extensions in the course-wise and wale-wise directions." Textile Research Journal 88, no. 6 (2017): 667–95. http://dx.doi.org/10.1177/0040517516688627.

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In this paper, the load–extension behavior of glass plain knitted fabrics is investigated both experimentally and theoretically. Experiments are carried out by preparing two sets of samples for two directions, namely for the course-wise and wale-wise directions. The load–extension properties are explored by attaching dead weights to the lower ends of the samples. Therefore, while obtaining the load–extension properties in the loading direction, the contraction properties of the samples in the lateral directions are also investigated. By observing the load–extension and load–contraction curves, three stages are distinguished. The first stage can be attributed to the fabric extension or contraction. The second stage can be attributed to the yarn extension or contraction as well as to the changes in the shapes of the samples. The third stage can be attributed to the extension or contraction of the fibers. After obtaining the dimensional properties of a single loop in the knitted fabric, curve fittings are carried out for the three stages. In the rest of the work, a theoretical analysis is carried out to explain the first stage of extension and contraction that was explained above. In the theoretical work, the load–extension or the load–contraction behaviors of the arms of the loops are calculated by using the inflexional elastica theory. The extension behaviors of the loop heads, on the other hand, are calculated by using the extension of the circular ring, which was given in Part I. As a result of the theoretical analysis, some simple equations between the loads applied and the extensions or contractions are obtained. These equations for the extension or contraction rates depend on the initial dimensional properties of the loop, the bending rigidity of the material, frictional restraints and the Poisson ratio. The equations also show that an extension or contraction in the wale-wise direction follows Hooke’s Law, whereas an extension or contraction in the course-wise direction depends on the square root of the applied load. Providing some simple equations about the relation between the load and extension in the loading direction as well as between the load and contraction in the lateral direction are suggested, determining the contractions in the lateral direction in addition to the extensions in the loading direction, which can be used in engineering software in simulating fabric load–extension behaviors under loadings. Finally, the initial and the extended states of the fabric are drawn to scale by using 3DS Max computer software.

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Moehlenpah, Alexi, and David L. Lalman. "116 Oklahoma State University Continuing Education Online Courses for Extension Educators in 2020." Journal of Animal Science 98, Supplement_2 (2020): 3. http://dx.doi.org/10.1093/jas/skz397.007.

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Abstract The Smith–Lever Act of 1914 established a system of cooperative extension services to connect the land-grant universities to the people. Agricultural extension educators serve as the “front door” to the University, providing research-based information in a wide variety of agricultural topics such as livestock, crops, entomology, natural resources, etc. A bachelor’s degree in agriculture is a requirement for employment as an agricultural extension educator in most states. Generally, most new hires are knowledgeable in one or more areas and perhaps possess a degree focused in the same area. However, many educators are not fluent in all the agriculture sectors they are required to address on a daily basis. Our objective is to gradually develop an online in-service program specifically designed to strengthen educators’ knowledge and proficiency in basic beef cattle production. These courses will consist of five to ten modules each with an estimated five hours of course work per subject. The courses will include reading material, listening and visual material, interactive activities, and quizzes to aid in learning the basics. The Introduction to Beef Cattle Nutrition course is intended to enhance extension educators’ knowledge of the nutrient requirements of beef cattle, body condition scoring, ration calculation, etc. Extension educators will be expected to pass quizzes at the end of each module with an eighty percent or higher. Oklahoma extension educators will enroll in the Introduction to Beef Cattle Nutrition course during the 2020 calendar year and complete over a ten-week period. A survey at the end of each module will allow the authors to see how effective the course was, and if the representative feels more confident in discussing and helping producers with their herd nutrition upon completion.

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Bloom, Diane S., and Clemense Ehoff Jr. "Accounting Capstone Course Design: Using The Internet To Modernize A Graduate Accounting Capstone Course." American Journal of Business Education (AJBE) 5, no. 1 (2011): 67–74. http://dx.doi.org/10.19030/ajbe.v5i1.6705.

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This second paper describes how the Internet was used to modernize a graduate accounting capstone course to enhance student interest and learning, and is an extension of an earlier paper that examined a similar approach with an undergraduate accounting capstone course. Course content was developed from contemporary issues and cases obtained from the Internet. Benefits, drawbacks, and feedback from students who completed the updated course are presented as a basis for future study. The concepts and techniques presented in this analysis can easily be applied to capstone courses in other disciplines.

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Jesus, Jislane Oliveira de, Estefan Araujo dos Santos, and Rosana Eduardo da Silva Leal. "TOURISM, BASIC EDUCATION AND UNIVERSITY EXTENSION: A REPORT OF EXPERIENCE." Applied Tourism 6, no. 2 (2021): 49–54. http://dx.doi.org/10.14210/at.v6n2.p49-54.

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Extension actions and projects can help maintain the relationship between the university and society, in order to meet the needs of the external community, maintaining connections with social demands, public policies and diverse social movements in order to reduce inequalities and promote social inclusion. The project UFS de Braços Abertos, which is linked to the course in Tourism, is one such project. It offers guided tours for visiting elementary and high school students to the university campus, in order to present the university, its courses, the services offered, and the research and extension projects developed, creating a closer relationship between higher education and basic education. Based on this premise, this work analyzes the relationship between tourism, university extension and basic education, through the guided tours conducted as part of the UFS de Braços Abertos project, focusing on specifically on the participation of the Executive Secretarial course. In terms of approach to the problem, this study used qualitative research. The methodological procedures adopted were bibliographic research, and interviews with the head of the Executive Secretarial department and students of the course. We also sought to identify the perceptions of lecturers of the Executive Secretarial course in relation to the importance of the project, and the visits by school students to the University. The project helps to demystify the widely held perception, among students in basic education, that attending a federal university is a distant reality. The school students often arrive with this view, but after the visit, they are able to understand more how this universe works, and can dream of applying for place at university when they leave school. The report of experience presented clearly shows the important role of the UFS de Braços Abertos project, not only for the school students who may enter the university in the future, but also for students of the Tourism and Executive Secretarial courses, as it gives them an opportunity to promote and publicize the courses, stimulating the curiosity of the visiting students and showing them more about the respective professions, which can help them make future career choices.

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Botacchi, Allen C. "REVISING THE SUPERVISORS INTERIOR?LANTSCAPE COURSE." HortScience 25, no. 9 (1990): 1156f—1156. http://dx.doi.org/10.21273/hortsci.25.9.1156f.

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Prior to the fall of 1989, no Commercial Supervisory Pesticide Applicator Certification for the Interior Plantscape category existed in the State of Connecticut. The Cooperative Extension Educator for Commercial Horticulture and the Connecticut Department of Environmental Protection cooperated to establish the requirements for an Interior Plantscape Pest Control category.The Extension Curriculum was revised to prepare individuals to take the Connecticut DEP examination. This course was taught during the summer of 1990.Students were made more aware of the proper site and/or plant selection relationships. Emphasis was placed on careful and detailed inspection of newly purchased plant material. Additional cultural information was presented to reduce and/or eliminate the use of pesticides.Course content and student survey results from this curriculum will be presented.

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França, Franciele Coutinho, Leide da Conceição Sanches, Thiago Rocha da Cunha, and Maria Ceciia Da Lozzo Garbelini. "Percepção dos acadêmicos de saúde sobre atividades de extensão." Espaço para a Saúde - Revista de Saúde Pública do Paraná 22 (September 24, 2021): 1–12. http://dx.doi.org/10.22421/1517-7130/es.2021v22.e773.

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Extension activities allow learners to consolidate learning and encourage the construction of critical citizens capable of facing and solving individual and social issues. The objective was to apprehend the perception by extension students of educational actions in the health area. This is an exploratory descriptive study with a qualitative approach. Fifteen extension students of a higher education institution located in Curitiba-PR participated in the study. To support the research, preparatory activities on healthy eating were developed in August and September, 2018, and, in the following month, the educational action was presented by the students to a partner community. The collection of information was accomplished through individual, audiorecorded interviews. The coverage of the extension course shall be considered in several areas, with conciliation of theory and practice, allowing views about different worlds to be rethought and valued.

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YAMAMOTO, Setsuo. "Yamaguchi University Extension Course “Basis and Application of Vacuum Technology”." Journal of the Vacuum Society of Japan 52, no. 2 (2009): 105–7. http://dx.doi.org/10.3131/jvsj2.52.105.

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Ichimura, Keiichi, Yasushi Ohta, Yoh-Ichiro Maeda, and Hiroyoshi Sugimura. "Mucoceles of the Paranasal Sinuses with Intracranial Extension-Postoperative Course." American Journal of Rhinology 15, no. 4 (2001): 243–47. http://dx.doi.org/10.1177/194589240101500405.

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Mucoceles of the paranasal sinuses cause progressive distension of the bony walls and induce compressive symptoms. Although rare, cases of massive intracranial extension have occurred. We believe that an endoscopic transnasal approach is the best choice for such huge mucoceles because it is the least invasive and can provide an adequate surgical field of view for wide marsupialization. However, the results of long-term follow-up after endoscopic transnasal surgery have not been reported. This study was designed to evaluate prospectively the postoperative course of patients with intracranially extended mucocele. In the last 5 years, we have operated on four patients with intracranially extended mucocele. Although postoperative scanning is not recommended routinely after surgery for inflammatory disease, we followed up two patients who consented by using magnetic resonance imaging (MRI) along with endoscopy. Dural descent to the original skull base plane necessitated long periods of follow-up, lasting 18 and 5 months, respectively. On the mucocele wall mucosa, which had been smooth during surgery, polyps and granulations developed after surgical drainage and lasted for a considerable time. Although endoscopic transnasal opening of mucocele is a method of choice, we recommend follow-up of such patients for long periods, at least until the frontal skull base dura returns to its original position.

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Dickinson, C. A., D. Bensonoff, and H. Intraub. "Representing layout: What is the time course of boundary extension?" Journal of Vision 6, no. 6 (2010): 458. http://dx.doi.org/10.1167/6.6.458.

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Riehl, Emily. "The Kan Extension Seminar: An Experimental Online Graduate Reading Course." Notices of the American Mathematical Society 61, no. 11 (2014): 1357. http://dx.doi.org/10.1090/noti1187.

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Vernick, Stacie H., Robert C. Reardon, and James P. Sampson Jr. "Process Evaluation of a Career Course: A Replication and Extension." Journal of Career Development 30, no. 3 (2003): 201–13. http://dx.doi.org/10.1023/b:jocd.0000015540.87435.e4.

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Shibuya, K., K. Tsutsumi, and T. Iwamoto. "Intelligent Robotics Course Using Lego Mindstorms in Ryukoku Extension Center." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2003 (2003): 59–60. http://dx.doi.org/10.1299/jsmermd.2003.59_6.

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Vernick, Stacie H., Robert C. Reardon, and James P. Sampson. "Process Evaluation of a Career Course: A Replication and Extension." Journal of Career Development 30, no. 3 (2004): 201–13. http://dx.doi.org/10.1177/089484530403000303.

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Benetti, Pablo Cesar, Ana Inês Sousa, and Maria Helena Do Nascimento Souza. "CREDITAÇÃO DA EXTENSÃO UNIVERSITÁRIA NOS CURSOS DE GRADUAÇÃO: RELATO DE EXPERIÊNCIA." REVISTA BRASILEIRA DE EXTENSÃO UNIVERSITÁRIA 6, no. 1 (2015): 25–32. http://dx.doi.org/10.36661/2358-0399.2015v6i1.1951.

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O presente artigo descreve a experiência da Universidade Federal de Rio de Janeiro (UFRJ) no processo de inserção das ações de extensão na grade curricular dos cursos de graduação, tendo em vista a proposta do Plano Nacional de Educação. Ao apresentar uma proposta de ajuste curricular, destacam-se os principais desafios e possibilidades para a inserção dos acadêmicos nas atividades de extensão, de forma a totalizar 10% da carga horária total do curso de graduação. Para tanto, são descritos os passos adotados pela Pró-Reitoria de Extensão da UFRJ, em conjunto com os coordenadores de extensão e de graduação dos cursos, com a finalidade de adequação dos eixos curriculares. Verifica-se que o processo de inserção da extensão na graduação tem sido uma possibilidade para que docentes, discentes e técnicos administrativos repensem seus conceitos referentes às ações extensionistas e ampliem o interesse pela extensão, possibilitando uma formação mais cidadã e uma maior integração entre a universidade e a sociedade.  Palavras-chave: Extensão Universitária, Currículo, Relações Comunidade-Instituição.  Accreditation of university extension in undergraduate courses: experience report Abstract: This paper describes the experience of the Universidade Federal do Rio de Janeiro (UFRJ) in the process of incorporating extension actions in the curriculum of undergraduate courses, in view of the directives of the Brazilian National Education Plan. A curriculum proposal for its adjustment is presented by highlighting the main challenges and opportunities considered necessary to foster involvement of students in extension activities in order to reach 10% of the total undergraduate course load. To this end, the steps taken by the dean of extension at UFRJ, together with the extension coordinators and undergraduate courses with the objective of adjusting to the general curriculum directives are described. The inclusion of extension activities in undergraduate courses has represented an opportunity for faculty members, the student body and administrative staff to rethink their concepts and expand interest in university extension programs, and also to enable more civic education actions and a closer integration between the university and society. Keywords: University Extension, Curriculum, Community-Institutional Relations.  Accreditación de la extensión universitária en los cursos de graduación: relato de experiencia  Resumen: Este artículo describe la experiencia de la Universidade Federal do Rio de Janeiro (UFRJ) en el proceso de inserción de acciones de extensión en el plan de estudios de los cursos de graduación, llevando en consideración la propuesta del Plan Nacional de Educación de Brasil. Al presentar una propuesta de ajuste curricular, se destacan los principales desafíos y oportunidades para la inserción de las actividades de extensión, para que alcancen el 10% de la carga horaria total del curso de graduación. Para este propósito, se describen las medidas adoptadas por la Pro-Rectoria de Extensión de la UFRJ, juntamente con los coordinadores de extensión y de graduación, con el fin de adecuación de los ejes curriculares. Todo indica que el proceso de inserción de la extensión en la graduación ha sido una oportunidad para que los profesores, estudiantes y el personal administrativo hagan un replanteamiento de sus conceptos acerca de las acciones de extensión universitaria, ampliando el interés por ella, lo que permite una formación más cívica y una mayor integración entre la universidad y la sociedad. Palabras-clave: Educación Permanente, Curriculum, Relaciones Comunidad-Institución.

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Rivera, William M. "Decentralizing agricultural extension: alternative strategies." International Journal of Lifelong Education 16, no. 5 (1997): 393–407. http://dx.doi.org/10.1080/0260137970160504.

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Castro, Shamyr Sulyvan de, Ana Inês Sousa, and Miriam Cristina Pontello Barbosa Lima. "Curricular intersections of university extension and teaching in Physical Therapy programs." Fisioterapia em Movimento 28, no. 1 (2015): 127–39. http://dx.doi.org/10.1590/0103-5150.028.001.ao13.

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Introduction University extension can be a vehicle for social change and aid in the education of university students; however, it is important to study how it is inserted in university programs so that educational actions and policies can be planned more adequately. Objectives To study the insertion of extension activities in undergraduate physical therapy curricula in Brazilian federal universities. Method Documentary research conducted by accessing files available on the Internet. Data were analyzed quantitatively in the form of numbers and percentages. We examined documents from 22 of the 29 federal universities that offered physical therapy programs. Results University extension takes the form of complementary academic activities together with other options such as participating in conferences, specific training courses and working as a teaching assistant. Undergraduate physical therapy courses have a 4,000h to 4,925h course load, of which 0.72% to 8.9% are dedicated to extension activities. Conclusion The data indicate that the insertion of extension activities in undergraduate physical therapy programs offered by Brazilian federal universities needs to be reassessed according to recommended policies and guidelines.

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Smith, Cory, Terry Housh, Ethan Hill, Joshua Keller, Glen Johnson, and Richard Schmidt. "Co-Activation, Estimated Anterior and Posterior Cruciate Ligament Forces, and Motor Unit Activation Strategies during the Time Course of Fatigue." Sports 6, no. 4 (2018): 104. http://dx.doi.org/10.3390/sports6040104.

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This study aimed to combine co-activation as well as anterior and posterior cruciate ligament force estimations with the motor unit activation strategies employed by the primary muscles that are involved in the movement at the knee joint. Fourteen male subject performed 25 maximal concentric isokinetic leg extension muscle actions at 120 s−1. Electromyographic and mechanomyographic signals from the vastus lateralis and bicep femoris, as well as force, were used to measure co-activation, and estimated anterior and posterior ligament forces during the time course of fatigue. There were decreases in quadriceps force and increases in hamstring force during the 25 leg extensions. The posterior cruciate ligament force was greater than the anterior cruciate ligament force during each leg extension. Both the posterior and anterior cruciate ligament forces decreased during the 25 leg extensions. Each muscle indicated unique neuromuscular responses, which may explain the decreases in quadriceps force and increases in the hamstring force. The combination of anterior and posterior cruciate ligament force estimation and motor unit activation strategies helped to provide a better understanding of the fatigue-related mechanism that was utilized to avoid injury and increase or maintain joint stability during the time course of fatigue.

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Zeller, Richard A., and Jay A. Leatherman. "Enhancing Study Skills in an Introductory Sociology Course: Extension and Replication." Teaching Sociology 19, no. 2 (1991): 267. http://dx.doi.org/10.2307/1317862.

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Monroe, Martha C., Jessica Ireland, and Timothy A. Martin. "Integration of Forestry Research and Extension in an Online Graduate Course." Journal of Forestry 113, no. 2 (2015): 240–47. http://dx.doi.org/10.5849/jof.14-077.

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Coates, Sylvia, Heather Ebbs, and Max McMaster. "Globalization and the indexer: reflections from the UC Berkeley Extension course." Indexer: The International Journal of Indexing 29, no. 1 (2011): 31–33. http://dx.doi.org/10.3828/indexer.2011.7.

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Oiso, Hiroaki, Ryota Ohshita, Nishio Michitaka, and Norihisa Komoda. "Collaboration Method for EDI System for Mutual Provision of Extension Course." IEEJ Transactions on Electronics, Information and Systems 124, no. 5 (2004): 1093–99. http://dx.doi.org/10.1541/ieejeiss.124.1093.

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Shelnutt, Karla, and Gail P. A. Kauwell. "Graduate Course Gives Dietetic Interns Extension Experience and Meets Accreditation Requirements." Journal of Nutrition Education and Behavior 42, no. 4 (2010): S107—S108. http://dx.doi.org/10.1016/j.jneb.2010.03.098.

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Ma, Qingguo, Cuicui Wang, and Xiaoyi Wang. "Two-Stage Categorization in Brand Extension Evaluation: Electrophysiological Time Course Evidence." PLoS ONE 9, no. 12 (2014): e114150. http://dx.doi.org/10.1371/journal.pone.0114150.

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Soares, Karla D. Araujo, Adriana Jeckel, Gabriel Silva, Victor Giovannetti, and Kleber Mathubara. "University extension and teacher training in Brazil: the Zoology Summer Course." Revista Brasileira de Extensão Universitária 11, no. 3 (2020): 315–30. http://dx.doi.org/10.36661/2358-0399.2020v11i3.11475.

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Teacher training in higher education has been relatively neglected in Brazilian universities because postgraduate programs are mainly focused on the research that students produce. However, these postgraduate students are expected to become the next university and college professors. Herein, we present the experience of the Zoology Summer Course, a university extension course organized by graduate students from the Zoology Graduate Program at the University of São Paulo, Brazil. This course was created aimed to provide graduate students with an opportunity to develop and practice their teaching skills. To understand the influences, motives, and legacy of the CVZOO on its organizers, we developed a questionnaire and evaluated the responses by focusing on elements of academic formation and prospects for a teaching career, using systematic content analysis procedures as parameters. Our results demonstrate the importance of CVZOO as a space of dialogue and interaction for professional teacher training, as well as an opportunity to exchange experiences and build professional identity. The course has also influenced other academic activities such as the organization of scientific events, mentoring experience, and publications. Lastly, we discuss the importance of teacher training in Brazilian graduate programs and propose initiatives to improve the training of future university teachers. Keywords: Graduation; Extension Course; Students; Biodiversity  Extensão universitária e formação docente no Brasil: o Curso de Verão em Zoologia  Resumo: A formação docente universitária tem sido bastante negligenciada em universidade brasileiras, uma vez que programas de pós-graduação focam majoritariamente na produção acadêmico-científica de seus alunos. No entanto, espera-se que os pós-graduandos sejam a próxima geração de professores universitários. Neste estudo, nós apresentamos a experiência do Curso de Verão em Zoologia da Universidade de São Paulo, Brasil. Este curso foi criado com o objetivo de proporcionar aos estudantes de pós-graduação a oportunidade de desenvolver e praticar suas habilidades para docência. No intuito de entender as influências, motivações e legado do CVZOO em seus organizadores, nós desenvolvemos um questionário e avaliamos as respostas buscando elementos da formação acadêmica e prospecção para a carreira docente, usando procedimentos de análise de conteúdo como parâmetros Os resultados demonstram a importância do CVZOO como um espaço de diálogo e interação com a prática docente bem como uma oportunidade para trocar experiências e construir uma identidade profissional. O curso tem influenciado em outras atividades acadêmicas, tais como organização de eventos científicos, orientação de alunos e publicações. Por fim, este artigo discute a importância da formação docente em programas de pós-graduação no Brasil e propõe algumas iniciativas para melhorar a formação dos futuros professores universitários. Palavras-chave: Pós-Graduação; Curso de Extensão; Estudantes; Biodiversidade

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Mayer, Henrique, Adrian Hunsberger, and Marguerite Beckford. "EXTENSION FULFILLING A NICHE: A NEW HORTICULTURE COURSE IN SOUTH FLORIDA." HortScience 41, no. 3 (2006): 499D—499. http://dx.doi.org/10.21273/hortsci.41.3.499d.

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Miami-Dade County Extension, with the participation of University of Florida faculty and other speakers, created a Certified Course in Horticulture in 2005. The intended audience is landscape maintenance and installation personnel, tree trimming employees, home gardeners, city and parks employees, and others who want horticultural knowledge. The goal of the program was to educate the participants in basic horticultural practices such as: plant selection and installation—including palms and turf; plant propagation; landscape design; pruning; irrigation; fertilization; pest control, and related topics. The class was limited to 60 participants due to space constraints. The response surpassed all expectations with 58 people completing the course and 40 passing the final exam. Eight months after the end of the program, a follow-up telephone survey was conducted with 24 participants. The results reflect that a high percentage of the participants are still using the correct landscape techniques. In order to reach as many people as possible a video or CD with the entire course is going to be prepared.

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Sadek, R., A. M. El-Hossini, A. S. Eldeeb, and A. A. Yassen. "Effect of Lycra Extension Percent on Single Jersey Knitted Fabric Properties." Journal of Engineered Fibers and Fabrics 7, no. 2 (2012): 155892501200700. http://dx.doi.org/10.1177/155892501200700203.

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This research studies the effect of extension increase percent of bare Lycra yarns during loop formation on the geometrical, physical and mechanical properties of plain jersey fabrics. Samples with 100% cotton yarns, Lycra yarns in alternating courses (half plating) and Lycra yarns in every course (full plating) were produced on a circular knitting machine. The two latter cases were produced at five different levels of Lycra extension. Thermal setting was carried out without any traverse tension during finishing, thus evaluating the full effect of Lycra extension. Results show a sharp increase in the courses density rather than the wales density. Fabric thickness and weight per unit area also increased, and air permeability in the case of the half and full plating fabrics decreased considerably. The breaking load and extension also increased, while the initial elasticity modulus decreased with an increase in abrasion resistance in the case of full plating. A comparison between half and full plating methods contributes to improving fabric quality by determining optimal Lycra percentage.

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Van Wijmeersch, Bart, Barry A. Singer, Aaron Boster, et al. "Efficacy of alemtuzumab over 6 years in relapsing–remitting multiple sclerosis patients who relapsed between courses 1 and 2: Post hoc analysis of the CARE-MS studies." Multiple Sclerosis Journal 26, no. 13 (2019): 1719–28. http://dx.doi.org/10.1177/1352458519881759.

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Background: Alemtuzumab is administered as two annual courses for relapsing–remitting multiple sclerosis (MS). Patients may relapse before completing the two-course regimen. Objective: The objective was to evaluate 6-year outcomes in patients who relapsed between alemtuzumab Courses 1 and 2 (early relapsers). Methods: Post hoc analysis of patients from the Comparison of Alemtuzumab and Rebif® Efficacy in Multiple Sclerosis (CARE-MS) studies who enrolled in the extension. Results: Early relapsers (CARE-MS I: 15%; CARE-MS II: 24%) had more relapses in 1–2 years pre-alemtuzumab and higher mean baseline Expanded Disability Status Scale score than patients without relapse. Their annualized relapse rate declined from Year 1 (CARE-MS I: 1.3; CARE-MS II: 1.2) to Year 2 following Course 2 (0.3; 0.5) and remained low thereafter. Over 6 years, 60% remained free of 6-month confirmed disability worsening; 24% (CARE-MS I) and 34% (CARE-MS II) achieved 6-month confirmed disability improvement. During Year 6, 69% (CARE-MS I) and 68% (CARE-MS II) were free of magnetic resonance imaging (MRI) disease activity. Median percent yearly brain volume loss (Year 1: −0.67% (CARE-MS I); −0.47% (CARE-MS II)) declined after Course 2 (Year 6: −0.24%; −0.13%). Conclusion: Early relapsers’ outcomes improved after completing the second alemtuzumab course. These findings support administering the approved two-course regimen to maximize clinical benefit. ClinicalTrials.gov registration numbers: CARE-MS I, II, extension: NCT00530348, NCT00548405, NCT00930553.

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Manuel, Jackie, and Don Carter. "“I had been given the space to grow”." English Teaching: Practice & Critique 14, no. 2 (2015): 100–120. http://dx.doi.org/10.1108/etpc-02-2015-0007.

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Purpose – This paper aims to provide a critical interpretative analysis of an innovative model of assessment in subject English in New South Wales, Australia. The purpose of this paper is to explore the theoretical and practical dimensions of assessment in the English Extension 2 course. This course forms part of suite of senior secondary English courses within the Higher School Certificate program that includes high-stakes external examination. Design/methodology/approach – The paper draws on methods of documentary analysis. It sits within the tradition of curriculum research that critiques pre-active curriculum documents as a primary source for interpreting the theoretical and pedagogical principles and assumptions encoded in such documents. A social constructionist approach informs the analysis. Findings – The model of assessment in the New South Wales (NSW) English Extension 2 course provides students with the opportunity to engage in sustained research and the production of a major piece of work. In its emphasis on student creativity, reflective practice, metacognition and independent research, the course exemplifies the ways in which the principle of assessing both process and product as organic is achievable in a context of high-stakes external examinations. Originality/value – In an era of high-stakes, external and standardised testing regimes, this paper challenges the normative definitions of assessment prevalent in secondary schools, particularly at the senior secondary level. The assessment model underpinning the NSW English Extension 2 course offers a robust alternative to the increasingly prescriptive models evident in current education policy and practice. The paper calls for renewed attention to the potential for such a model of authentic assessment to be considered in the assessment programs of other subjects constituting the curriculum.

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Gboku, Matthew L. S., and Oitshepile M. Modise. "Basic extension skills training (BEST): A responsive approach to integrated extension for rural development in Botswana." International Journal of Lifelong Education 27, no. 3 (2008): 315–31. http://dx.doi.org/10.1080/02601370802047817.

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Zhao, Xiao Yong, and Chun Rong Yang. "Design of Cloud Computing Environment for Online Open Course." Applied Mechanics and Materials 687-691 (November 2014): 2867–70. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2867.

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The rise of Massive Open Online Course (MOOC) has enabled open courses to overcome the shortcomings of its traditional mode. Interactions and communications have become important elements in online open courses right now. Cloud computing is a new platform for MOOC development, which is extension of the distribution computing, the parallel computing and the grid computing, settling the problem of various resource sharing. In this paper, the design of cloud computing environments is showed with the cloud computing system structure, network security analysis of cloud computing, and map-reduce program mode, which forms the model of cloud computing environment.

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Jones, Rodney, Alicia Goheen, Kevin Dhuyvetter, Terry Kastens, and Vincent Amanor-Boadu. "Using Distance Education in Extension Programming." Journal of Agricultural and Applied Economics 39, no. 2 (2007): 265–74. http://dx.doi.org/10.1017/s1074070800022975.

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This paper provides an overview of the development of the Management Analysis and Strategic Thinking (MAST) program conducted by Kansas State University. This intensive management training course for progressive farm and agribusiness operators is being delivered successfully using a combination of face-to-face and distance extension delivery techniques. We find that some parts of the program are best delivered face to face and other parts are best delivered via distance. Of participants surveyed, 94% would recommend the MAST program to their peers, and 100% believe the program will have a positive impact on their businesses' bottom line.

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Diyora, Batuk, Sachin Ashok Giri, Bhagyashri Bhende, Deepali Giri, Sanjay Kukreja, and Alok Sharma. "Orbital Tuberculosis with Intracranial Extension." Journal of Neurosciences in Rural Practice 09, no. 04 (2018): 636–38. http://dx.doi.org/10.4103/jnrp.jnrp_70_18.

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ABSTRACTWe report a case of orbital tuberculosis (OTB) with intracranial extension without active tuberculosis in the rest of the body organs or a history of tuberculosis infection. A 29-year-male patient presented with left-sided painful periorbital swelling with pus discharging sinus and visual impairment. Orbital computed tomography revealed contrast enhancing cystic mass lesion in the left orbit with erosion of the lateral and superior orbital wall with intracranial extension. After the failure of 3 weeks’ course of oral antibiotics, the patient underwent left lateral orbitotomy, pus was drained out, and granulation tissues were excised. Histopathological examination confirmed OTB. The patient had received antituberculous treatment. Periorbital swelling completely disappeared and vision improved over a period of 2 weeks. OTB should be considered in differential diagnosis of periorbital swelling especially when it does not respond to oral antibiotics.

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Yang, Bijou, David Lester, and Jeri-Lynn Gatto. "Working Students and Their Course Performance: An Extension to High School Students." Psychological Reports 64, no. 1 (1989): 218. http://dx.doi.org/10.2466/pr0.1989.64.1.218.

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Dickinson, Christopher A., and Helene Intraub. "Transsaccadic representation of layout: What is the time course of boundary extension?" Journal of Experimental Psychology: Human Perception and Performance 34, no. 3 (2008): 543–55. http://dx.doi.org/10.1037/0096-1523.34.3.543.

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KAWAMURA, Takashi, and Yuuki OGAWA. "S2010402 Production of the bipedal robot kit for open lectures extension course." Proceedings of Mechanical Engineering Congress, Japan 2014 (2014): _S2010402——_S2010402—. http://dx.doi.org/10.1299/jsmemecj.2014._s2010402-.

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Dias, Nicholas W., Alvaro Sales, John Currin, Tracey Redifer, Hannah H. Scherer, and Vitor R. G. Mercadante. "106 Virginia Tech Graduate Extension Scholars program: Artificial insemination course for inmates." Journal of Animal Science 97, Supplement_3 (2019): 85. http://dx.doi.org/10.1093/jas/skz258.175.

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Abstract The Graduate Extension Scholar program has the purpose of providing graduate students a unique professional development opportunity to develop high quality outreach programs, where the students actively participate extension and outreach. Weekly seminars are held by the program director and the graduate assistants, where program development and engagement strategies are presented to prepare the scholar. The program has existed since 2014, with 14 scholars participating. The present report is related to a single program during the fall of 2018. An artificial insemination course was taught for inmates with the Virginia Department of Corrections (VDOC). A total of 16 students were taught, being 4 farm employees and 12 inmates from two locations within VDOC. Inmates with minor offenses and good behavior get the opportunity to often work in the prison farms and learn farming as a skill. The objective of the present work was to provide inmates with an extra valuable skill in the farm and improve their work experience. The course was held in the Greenville correction facility for 2 days in the fall of 2018 and consisted of two portions: Hands-on theoretical, and live animal interaction. The theoretical portion was planned to provide students basic knowledge of reproductive anatomy and physiology of the cow, the artificial insemination (AI) technique, and proper semen handling. This portion consisted of a power point presentation and practice of technique on tracts from slaughter animals and simulation of rectal palpation with a mannequin (Breed’n Betsy). During the animal interaction portion of the class, students were able to practice the technique on culled cows and were asked to perform the technique correctly on 3 different animals. At the completion of the program, a survey was performed and all students considered the program positive and claimed to have gained knowledge and become confident with the technique.

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Stout, David E., Charles W. Mulford, David B. Smith, Mary S. Stone, and Thomas R. Weirich. "The role of SEC materials in the course curriculum: Update and extension." Journal of Accounting Education 10, no. 1 (1992): 113–32. http://dx.doi.org/10.1016/0748-5751(92)90020-6.

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Sharrack, Basil, Lori Mayer, Alasdair Coles, et al. "MANAGEMENT OF ADVERSE REACTIONS TO ALEMTUZUMAB INFUSION." Journal of Neurology, Neurosurgery & Psychiatry 86, no. 11 (2015): e4.23-e4. http://dx.doi.org/10.1136/jnnp-2015-312379.119.

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In the 2-year, phase 3 CARE-MS studies of alemtuzumab in patients with relapsing-remitting multiple sclerosis, infusion-associated reactions (IARs) were the most common adverse events. Here we report on IARs during 4-year follow-up. Patients who were treatment-naive (CARE-MS I; NCT00530348) or with inadequate efficacy response to prior therapy (CARE-MS II; NCT00548405) received 2 annual courses of alemtuzumab 12 mg, and as-needed retreatment in an extension study (NCT00930553). Patients received methylprednisolone on the first 3 days of each course. IARs were any adverse event occurring between start of infusion and within 24 hours after end of infusion. 742/811 alemtuzumab-treated patients entered extension. Over 4 years, 70.4% received only 2 initial treatment courses; 22.6% and 6.1% received 3 and 4 courses, respectively. IARs were most frequent in Course 1 (84.7%) versus Courses 2 (68.5%), 3 (65.7%), and 4 (71.1%); frequency decreased on infusion Days 2 and 3 versus Day 1. IARs were predominantly mild to moderate; none led to study withdrawal or death. Serious IAR incidence was 3.1%. Most common IARs were skin disorders (predominantly rash), headache, pyrexia, and nausea. One confirmed anaphylaxis and one non-anaphylactoid hypotension event resolved with treatment. Effective IAR management included premedication, infusion monitoring, symptomatic treatment, and infusion interruption/adjustment.

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Skleres, Michealia, and Sara Police. "Learning by Design: Development of Nutrition Education Infographics with an Experiential Twist." Current Developments in Nutrition 4, Supplement_2 (2020): 1372. http://dx.doi.org/10.1093/cdn/nzaa060_010.

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Abstract Objectives The purpose of this course project was the development and ultimate dissemination of original, evidence-based nutrition information in collaboration with nutrition educators within the University of Kentucky Cooperative Extension Service using an experiential learning model. Methods An experiential learning course was designed to tailor student-learning outcomes with a goal of creating novel nutrition infographics to address topics of student interest and consumer inquiry. Faculty within Family and Consumer Sciences Extension were consulted to obtain guidelines, information and needs to facilitate the design of infographics that would best identify with Kentuckians across the commonwealth. Infographic topics were chosen based on their need for clarity among the Extension audience as well as popularity on social media channels. Each infographic went through rounds of revisions by the faculty supervisor and Extension faculty, with the final copy to be disseminated through University of Kentucky Cooperative Extension Offices. Results Eight original infographics were developed through the completion of this experiential learning course. Five infographics focused on clarifying popular, yet controversial nutrition topics such as “Keto 101: Basics of the Keto Diet” and “Intermittent Fasting: What's the Fast About?”. The remaining three infographics described health impacts of micronutrients, antioxidants and culinary guidelines for popular cooking oils. Infographics are available to agents for distribution through scheduled workshops, the Internet, social media channels, etc. Conclusions An experiential learning course is an effective model for students to pursue their interests while creating evidence-based, usable nutrition information and resources for a larger audience. The infographics generated will reach rural families through the University of Kentucky Cooperative Extension Service to educate and clarify popular, controversial topics in nutrition. As consumers’ sources of news and information is varied, it will be important that nutrition education evolve in order for credible nutrition information to be “shared”. Funding Sources This course was created through a collaboration between the Department of Pharmacology and Nutritional Sciences and the James W. Stuckert Career Center at the University of Kentucky.

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Rogers, Alan. "Adult education and agricultural extension: some comparisons‡." International Journal of Lifelong Education 12, no. 3 (1993): 165–76. http://dx.doi.org/10.1080/0260137930120302.

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Schroeder, M. S., N. G. Creamer, H. M. Linker, J. P. Mueller, and P. Rzewnicki. "Interdisciplinary and Multilevel Approach to Organic and Sustainable Agriculture Education at North Carolina State University." HortTechnology 16, no. 3 (2006): 418–26. http://dx.doi.org/10.21273/horttech.16.3.0418.

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There is an increasing demand for education in organic and sustainable agriculture from undergraduates, graduate students and extension agents. In this paper, we discuss highlights and evaluations of a multilevel approach to education currently being developed at North Carolina State University (NCSU) that integrates interdisciplinary training in organic and sustainable agriculture and the related discipline of agroecology through a variety of programs for undergraduate students, graduate students, and extension agents. These educational programs are possible because of a committed interdisciplinary faculty team and the Center for Environmental Farming Systems, a facility dedicated to sustainable and organic agriculture research, education, and outreach. Undergraduate programs include an inquiry-based sustainable agriculture summer internship program, a sustainable agriculture apprenticeship program, and an interdisciplinary agroecology minor that includes two newly developed courses in agroecology and a web-based agroecology course. Research projects and a diversity of courses focusing on aspects of sustainable and organic agriculture are available at NCSU for graduate students and a PhD sustainable agriculture minor is under development. A series of workshops on organic systems training offered as a graduate-level course at NCSU for extension agents is also described. Connecting experiential training to a strong interdisciplinary academic curriculum in organic and sustainable agriculture was a primary objective and a common element across all programs. We believe the NCSU educational approach and programs described here may offer insights for other land grant universities considering developing multilevel sustainable agriculture educational programs.

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Rybička, Jiří, and Petra Čačková. "The Influence of the Established Links between University Courses on the Quality of Teaching." Lifelong Learning 8, no. 2 (2018): 35–48. http://dx.doi.org/10.11118/lifele2018080235.

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One of the tools to determine the recommended order of the courses to be taught is to set the prerequisites, that is, the conditions that have to be fulfilled before commencing the study of the course. The recommended sequence of courses is to follow logical links between their logical units, as the basic aim is to provide students with a coherent system according to the Comenius' principle of continuity. Declared continuity may, on the other hand, create organizational complications when passing through the study, as failure to complete one course may result in a whole sequence of forced deviations from the recommended curriculum and ultimately in the extension of the study period. This empirical study deals with the quantitative evaluation of the influence of the level of initial knowledge given by the previous study on the overall results in a certain follow-up course. In this evaluation, data were obtained that may slightly change the approach to determining prerequisites for higher education courses.

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Mudge, Kenneth W., and Kelly Hennigan. "523 A Survey of Distance Learning Needs and Preferences in the Landscape/Nursery Industry." HortScience 35, no. 3 (2000): 485C—485. http://dx.doi.org/10.21273/hortsci.35.3.485c.

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The role of cooperative extension in providing information to amateur and professional horticulturists is being profoundly altered by the availability of vast amounts of horticultural resources on the World Wide Web and other electronic media. Advances in computer-related instructional technologies including the Internet, have coincided with, and to some extent triggered, a burgeoning demand for non-traditional continuing education in practically all fields of knowledge, including landscape horticulture. Although there are numerous Web sites offering a wide range of gardening and related information, there are relatively few opportunities for structured learning in the form of on-line distance learning courses or instructional modules. In Fall 1999, we conducted a survey of the membership of the New York State Nursery/Landscape Association to determine priority-training needs that might be met by computer-mediated distance learning. One-hundred-seven companies, representing horticulture-based businesses throughout New York State, completed the surveys. Results from the survey indicated that 83% of those responding were interested in taking one or more computer-based distance learning course(s), that 67% were willing to provide financial support for continuing education of their employees, and that 95% have access to a personal computer. We have also collected data indicating subject matter preferences, interest in full-course and short-course offerings, levels of computer and Internet experience, and more. It is apparent from the findings in this study that the cooperative extension has a great opportunity to use the World Wide Web as a component of its role as an information provider. This research will contribute to designing effective approaches for teaching hands-on horticultural skills at a distance, thereby expanding the cooperative extension's ability to reach its intended audiences.

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Uribe, Gilberto, and Luisa Santamaria. "Exploring Hybrid Teaching Methods for Hispanic Agricultural Workers." HortTechnology 27, no. 5 (2017): 695–99. http://dx.doi.org/10.21273/horttech03700-17.

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Growing demand for appropriate training opportunities for Oregon’s increasingly scarce agricultural workers continues to outpace extension’s available time and resources. New, more efficient, and innovative ways of reaching this audience must be explored to better fill the need and demand. Hybrid teaching, which refers to course delivery through a blend of traditional, face-to-face teaching, along with online instruction outside of the classroom, is being implemented in some English-language extension programs. A hybrid pesticide training course was designed and delivered in Spanish over the course of 4 weeks to nursery and landscape workers in Oregon to assess their reception of hybrid teaching. The delivery method was very well received and the students showed interest in taking more courses offered in a hybrid format. Initial and final practice exams included in the course were used to assess student performance and showed significant improvement from the students who completed the course. One student became certified and licensed to apply pesticides in the Oregon.

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Royse, Emily A., Elliot Sutton, Melanie E. Peffer, and Emily A. Holt. "The Anatomy of Persistence: Remediation and Science Identity Perceptions in Undergraduate Anatomy and Physiology." International Journal of Higher Education 9, no. 5 (2020): 283. http://dx.doi.org/10.5430/ijhe.v9n5p283.

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Undergraduate Anatomy and Physiology (A&P) courses are gateway courses nursing and allied health students must pass before progressing through their academic programs. Many students need to retake the course to receive grades acceptable to progress in their programs, but identifying students at risk of failure may help instructors extend support. In this study, we examined self-efficacy and science identity as potential predictors of student success in these courses, and, by extension, a potential way to identify students at risk of failing. We found that science identity, and not self-efficacy nor completion of science prerequisite courses, explained the most variance when predicting A&P final grade in hierarchical regression. Additionally, we interviewed a purposive sample of students retaking the course to explore their experiences and perceptions of these constructs in A&P over multiple enrollments. Students retaking the course described their experiences of being “biology people” in their interviews, further suggesting that having a science identity is relevant to A&P students and may be leveraged to support students in A&P contexts.

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Viacava, Keitiline R., Alvaro Vigo, and Lisiane Bizarro. "Process Evaluation of an Applied Neuroeconomics Extension Course in Consulting and Management Based on Kirkpatrick's Model." Journal of Management Research 8, no. 4 (2016): 22. http://dx.doi.org/10.5296/jmr.v9i1.10374.

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The aim of this research was to evaluate the implementation of a 5-week (15-hour) extension course in Applied Neuroeconomics, taken by 27 undergraduates (89% from economics majors and 11% members of a junior consulting firm) at the Federal University of Rio Grande do Sul (UFRGS) in Porto Alegre, Brazil, and to identify their perception of the adequacy and applicability of the course content for consulting purposes. At the end of each class, students evaluated the current module by responding to a 10-item questionnaire using a 5-point scale, based on Kirkpatrick’s (1996) 4-level evaluation model: reaction, learning, behavior, and results. For data analysis, Pearson’s chi-squared test was used, and the Clopper-Pearson (Exact) method was adopted to estimate the confidence interval for the good/excellent response proportion. The results showed correlation between the extension course and the student’s perception of the adequacy and applicability of the course for all 4 levels analyzed and for all 5 modules (p < .01). Students believed that they could easily transfer the acquired knowledge to the consulting practice (p < .01). In sum, this process evaluation indicated that the Applied Neuroeconomics extension course was well-structured and provided neuroscientific content of both practical and theoretical value for students planning a career in economics and management consulting.

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Dyson, B. F., and F. A. Leckie. "Life Extension of High Temperature Components." Applied Mechanics Reviews 46, no. 5 (1993): 229–31. http://dx.doi.org/10.1115/1.3120343.

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Power producing plant operating at high temperature are designed for finite life. This is necessary because the operating conditions are sufficiently high to cause continuous growth of material damage. Failure occurs when damage reaches a critical value. Design is based on stress levels with an appropriate factor of safety. Since life is dependent on a strongly non-linear function of stress the actual life can be many times greater than the design life. In these circumstances it is then natural to explore the possibility of extending the working life. To increase the working life it is necessary to decrease the factor of safety, but it may be possible to follow this course of action provided the growth of physical damage is carefully monitored. In this paper creep damage mechanisms are reported and growth laws are proposed.

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Journal articles on the topic 'Extension course'

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