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Boyd, Wendy, Linda Mahony, Jane Warren, and Sandie Wong. "The Design of Early Childhood Teacher Education Programs: Australian Employer Perspectives with International Program Comparisons." Australian Journal of Teacher Education 47, no. 6 (June 2022): 69–84. http://dx.doi.org/10.14221/ajte.2022v47n6.5.
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Provision of quality early childhood education and care (ECEC) supports children’s learning with strong agreement that early childhood teachers (ECTs) are central to quality provision. In many countries, it is mandatory that ECEC services employ ECTs. However, Australian ECT employers report that early childhood graduates are not always well-prepared to work in ECEC settings. This may be because what constitutes optimal early childhood initial teacher education programs (EC ITE) is unclear. To investigate the design of EC ITE programs this research reports on (i) design of EC ITE programs across international contexts; and (ii) 19 Australian ECT employers’ perspectives on EC ITE program design. Findings indicate little consensus on the design of EC ITE programs, with inconsistencies across and within countries. Australian employers identified shortcomings in graduates knowledge. This research highlights recommendations to understand how programs prepare ECTs, by conducting research tracking preservice teachers from EC ITE programs into ECEC teaching.
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Hofmeister, Sabrina, Thomas R. O'Neill, and Dennis J. Butler. "Comparative Analysis of the American Board of Family Medicine and American College of Osteopathic Family Physicians In-Training Examinations." Family Medicine 50, no. 10 (November 2, 2018): 746–50. http://dx.doi.org/10.22454/fammed.2018.205747.
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Background and Objectives: Family medicine residency programs accredited by the Accreditation Council for Graduate Medical Education and the American Osteopathic Association typically require their residents to take the American Board of Family Medicine’s In-Training Examination (ITE) and the American College of Osteopathic Family Physicians’ In-Service Examination (ISE). With implementation of the single accreditation system (SAS), is it necessary to administer both examinations? This pilot study assessed whether the degree of similarity for the construct of family medicine knowledge and clinical decision making as measured by both exams is high enough to be considered equivalent and analyzed resident ability distribution on both exams. Methods: A repeated measures design was used to determine how similar and how different the rankings of PGY-3s were with regard to their knowledge of family medicine as measured by the ISE and ITE. Eighteen third-year osteopathic residents participated in the analysis, and the response rate was 100%. Results: The correlation between ISE and ITE rankings was moderately high and significantly different from zero (rs=.76, P<0.05). A Wilcoxon signed rank test indicated that the median ISE score of 62 was not statistically significantly different than the median ITE score of 71 (Z=-0.74, P=0.46, 2-tailed). Conclusions: The lack of a difference on statistical analysis of ISE scores and the ITE scores of the PGY-3 residents suggests that the cohort of osteopathic residents in family residency programs and the cohort of residents in ACGME-accredited programs seem to be of comparable ability, therefore there is no clear justification for administering both examinations.
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Arnott, Stephanie, and Marie-Josée Vignola. "The Common European Framework of Reference (CEFR) in French immersion teacher education." Journal of Immersion and Content-Based Language Education 6, no. 2 (October 23, 2018): 321–45. http://dx.doi.org/10.1075/jicb.17008.arn.
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Abstract Over 11% of Canadian students are currently enrolled in French immersion (FI) – a program where French is a subject of study and is the language of instruction in at least two content areas. Research shows that stakeholders in FI initial teacher education (ITE) programs identify French language proficiency development as an area of high priority; however, Canadian ITE programs do not typically provide linguistic support. This article reports on an adaptation and implementation of the Common European Framework of Reference (CEFR) (specifically, the European Language Portfolio [ELP]) as part of a remedial 24-week French writing course in an FSL ITE program focused on developing French proficiency. Student-teachers (n = 25) and the course instructor identified strengths and challenges associated with this initiative via surveys and interviews. Findings show participant convergence and divergence on the portfolio experience, raising implications for decision-making related to its use in ITE programs targeting FI teachers.
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Thomas, Jeff, Bianca Coleman, and Ebba Herrlander Birgerson. "Preparing Initial Teacher Education Students for Flexible Learning Programs." Australian Journal of Teacher Education 47, no. 1 (January 2022): 66–79. http://dx.doi.org/10.14221/ajte.2022v47n1.5.
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In Australia, there is currently no official training pathway or qualification required for working in Flexible Learning Programs (FLPs). This causes a problem for both new teachers wishing to work in this area and for employers who have no way of knowing whether a new teacher has the appropriate skills or knowledge to teach in this alternative context. To address this problem, we designed and implemented a program during which Initial Teacher Education (ITE) students were given the opportunity to experience teaching in a FLP. Here we report on the experiences and perceptions of the preparation program from the perspectives of the key stakeholders, including the ITE students, FLP staff, and the young people attending the FLP. All stakeholders perceived the project to be a success in enabling the ITE students to gain valuable theoretical knowledge and practical experience of the FLP context.
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Sisson, Stephen D., Amanda Bertram, and Hsin-Chieh Yeh. "Concurrent Validity Between a Shared Curriculum, the Internal Medicine In-Training Examination, and the American Board of Internal Medicine Certifying Examination." Journal of Graduate Medical Education 7, no. 1 (March 1, 2015): 42–47. http://dx.doi.org/10.4300/jgme-d-14-00054.1.
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Abstract Background A core objective of residency education is to facilitate learning, and programs need more curricula and assessment tools with demonstrated validity evidence. Objective We sought to demonstrate concurrent validity between performance on a widely shared, ambulatory curriculum (the Johns Hopkins Internal Medicine Curriculum), the Internal Medicine In-Training Examination (IM-ITE), and the American Board of Internal Medicine Certifying Examination (ABIM-CE). Methods A cohort study of 443 postgraduate year (PGY)-3 residents at 22 academic and community hospital internal medicine residency programs using the curriculum through the Johns Hopkins Internet Learning Center (ILC). Total and percentile rank scores on ILC didactic modules were compared with total and percentile rank scores on the IM-ITE and total scores on the ABIM-CE. Results The average score on didactic modules was 80.1%; the percentile rank was 53.8. The average IM-ITE score was 64.1% with a percentile rank of 54.8. The average score on the ABIM-CE was 464. Scores on the didactic modules, IM-ITE, and ABIM-CE correlated with each other (P < .05). Residents completing greater numbers of didactic modules, regardless of scores, had higher IM-ITE total and percentile rank scores (P < .05). Resident performance on modules covering back pain, hypertension, preoperative evaluation, and upper respiratory tract infection was associated with IM-ITE percentile rank. Conclusions Performance on a widely shared ambulatory curriculum is associated with performance on the IM-ITE and the ABIM-CE.
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Joseph, Dawn, Rohan Nethsinghe, and Alberto Cabedo-Mas. "“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands." International Journal of Music Education 38, no. 2 (October 3, 2019): 177–93. http://dx.doi.org/10.1177/0255761419880027.
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Establishing strong connections between universities within initial teacher education (ITE) programs not only takes time, but it also presents opportunities and challenges. Tertiary music educators are called to prepare ITE students/pre-service teachers to be culturally responsive. This article forms part of our wider study “See, Listen and Share: Exploring Intercultural Music Education in a Transnational Experience Across Three Universities (Royal Melbourne Institute of Technology University, Australia; Deakin University, Australia; and Universitat Jaume I of Castelló, Spain). For this article, we draw on student web survey data, anecdotal feedback, and our reflections. We employ Interpretative Phenomenological Analysis as a tool to thematically group our surveys into three broad overarching themes to inform our findings and discussions. We argue that music education is an effective vehicle for exploring culture and diversity through song. Our findings show that our ITE students built positive attitudes about using songs in their generalist primary and early childhood classrooms. They also recognized the importance of collaborative sharing using face-to-face and Skype. This project proved a worthy experience for all concerned, it formed a rich part of our professional learning. We encourage others to consider the approach as one way to promote multicultural music and cultural diversity within ITE programs and across other educational settings.
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Wade, C. E., K. I. Stanford, T. P. Stein, and J. E. Greenleaf. "Intensive exercise training suppresses testosterone during bed rest." Journal of Applied Physiology 99, no. 1 (July 2005): 59–63. http://dx.doi.org/10.1152/japplphysiol.00332.2004.
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Spaceflight and prolonged bed rest (BR) alter plasma hormone levels inconsistently. This may be due, in part, to prescription of heavy exercise as a countermeasure for ameliorating the adverse effects of disuse. The initial project was to assess exercise programs to maintain aerobic performance and leg strength during BR. The present study evaluates the effect of BR and the performance of the prescribed exercise countermeasures on plasma steroid levels. In a 30-day BR study of male subjects, the efficacy of isotonic (ITE, n = 7) or isokinetic exercise (IKE, n = 7) training was evaluated in contrast to no exercise ( n = 5). These exercise countermeasures protected aerobic performance and leg strength successfully. BR alone (no-exercise group) did not change steroidogenesis, as assessed by the plasma concentrations of cortisol, progesterone, aldosterone, and free (FT) and total testosterone (TT). In the exercise groups, both FT and TT were decreased ( P < 0.05): FT during IKE from 24 ± 1.7 to 18 ± 2.0 pg/ml and during ITE from 21 ± 1.5 to 18 ± 1 pg/ml, and TT during IKE from 748 ± 68 to 534 ± 46 ng/dl and during ITE from 565 ± 36 to 496 ± 38 ng/dl. The effect of intensive exercise countermeasures on plasma testosterone was not associated with indexes of overtraining. The reduction in plasma testosterone associated with both the IKE and ITE countermeasures during BR supports our hypothesis that intensive exercise countermeasures may, in part, contribute to changes in plasma steroid concentrations during spaceflight.
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Pelliccione, Lina, Valerie Morey, Rebecca Walker, and Chad Morrison. "An evidence-based case for quality online initial teacher education." Australasian Journal of Educational Technology 35, no. 6 (December 28, 2019): 64–79. http://dx.doi.org/10.14742/ajet.5513.
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The rapid expansion of fully online delivery of initial teacher education (ITE) seen in the past decade has generated some concerns about impact on teacher quality. This is set within broader, sustained concerns about ITE generally. Much of the criticism of online ITE has been made without sufficient evidence to support the claims, largely due to the still-nascent evidence base. The data presented here contributes to that evidence base by providing demographic and academic achievement insights for cohorts of graduate teachers (N = 2008) across the years 2012 to 2018 who have engaged in fully online ITE at an Australian university. The literature has recognised the traditional barriers to accessing higher education for many of these students, including women, the mature-aged, and those with family and work responsibilities. Performance data for online ITE students within their programs demonstrates that they are breaking through these barriers associated with the digital divide. Analysis of who these people are, where they come from, and how they are performing provides valuable insights into online ITE, at a time when the value of broadening access to education and digital equity are being widely acknowledged.
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Jacobs, Rachael Frances. "Arts-based critical service-learning experiences as transformative pedagogy." Journal of Pedagogy 13, no. 2 (December 1, 2022): 29–53. http://dx.doi.org/10.2478/jped-2022-0007.
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Abstract Initial teacher education programs regularly engage students in service-learning programs, providing an additional pathway to personal, professional and pedagogical transformation in their learning journey. One of those pathways is through service-learning placements in community arts projects. This paper reports on a study of arts-based service-learning programs at two universities. Eight initial teacher education (ITE) students were interviewed after their placements and a number of key themes emerged. These include the importance of productive discomfort as part of the service-learning experience and transformative pedagogy resulting from the art-based experience. This paper also explores some critiques of traditional service-learning models that have opened spaces for critical service-learning approaches. The analysis of ITE students’ narratives led to findings about the path of transformation from traditional to critical service-learning approaches through arts-based projects, an area which has been largely unexplored in previous research. The paper concludes with discussion of future avenues for related research that orientate service-learning in the arts towards social and creative justice.
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Cadeliña, Flordeline A. "The Utilization of Web-Based Instruction in the Information Technology Education (ITE) Programs." International Journal of Humanities and Social Sciences 11, no. 3 (April 30, 2019): 12–17. http://dx.doi.org/10.26803/ijhss.11.3.2.
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Collichio, Frances A., Karen M. Kayoumi, Kenneth R. Hande, Richard E. Hawkins, Janine L. Hawley, David J. Adelstein, Jean M. D'Angelo, and James A. Stewart. "Developing an In-Training Examination for Fellows: The Experience of the American Society of Clinical Oncology." Journal of Clinical Oncology 27, no. 10 (April 1, 2009): 1706–11. http://dx.doi.org/10.1200/jco.2008.20.3091.
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The American Society of Clinical Oncology (ASCO) developed its own test—the Medical Oncology In-Training Examination (MedOnc ITE)—as a tool to assess trainees' knowledge of the clinical oncology subspecialty, establish consistency in educational standards across training programs, identify areas of strength and weakness in individual programs, and stimulate intraprogrammatic reading and discussion. The Accreditation Council for Graduate Medical Education Outcome Project provided additional incentive for ASCO to develop an ITE. The examination was developed in 4 years. The concept of the examination and the budget were approved by the ASCO governing board. The National Board of Medical Examiners was selected to work with ASCO. Fellowship programs were contacted to determine if they had the information technology support to hold the examination. A blueprint for the examination was developed. The test format, including the number of questions and the selection of case-based single best answers, was determined. Physician volunteers to write the questions were solicited from among program directors, various ASCO committees, and disease experts. A workshop was held to teach volunteers how to write proper case-based questions. From this pool, a smaller group of physicians was selected to develop the test and review all test questions. The final examination was developed and administered in February 2008, with scores provided to fellows and program directors in April 2008. Feedback received after the examination will be helpful for developing future MedOnc ITEs. The process ASCO went through to develop the MedOnc ITE serves as a model for other subspecialties interested in developing their own ITEs.
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Pendergast, Donna, Mia O’Brien, Sarah Prestridge, and Beryl Exley. "Self-Efficacy in a 3-Dimensional Virtual Reality Classroom—Initial Teacher Education Students’ Experiences." Education Sciences 12, no. 6 (May 25, 2022): 368. http://dx.doi.org/10.3390/educsci12060368.
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This study explores initial teacher education (ITE) university students’ experiences of work-integrated-learning (WiL) placements in a virtual reality environment. The COVID-19 pandemic was the catalyst for this study when schools around the world were inaccessible to ITE students. Undertaking WiL, which is typically a mandated component of ITE programs, became challenging, if not impossible. In this uncertain environment and the broader context of a nation-wide teacher shortage in Australia, the need to pivot and consider alternatives became a high priority. This study reports on a simulated experimental space as an alternative WiL for ITE students in a virtual classroom environment, exploring the impact on the self-efficacy of the participants. The ITE students explored the platform as a teaching space, designing, delivering and participating in lessons. Data about their experiences were collected utilising a multi-methods design comprised of self-efficacy surveys and self-reflections. The findings reveal: (i) an increase in self-efficacy upon completion of the experience, with a small decline post program; and (ii) reported development of technological and pedagogical confidence. These findings contribute to the field as low teacher self-efficacy is identified as one of the inhibitors for the integration of technology in teacher education. This study provides an insight into the transformative potential of enhancing ITE students’ self-efficacy in simulated, virtual environments.
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Ledger, Susan, Christine Ure, Madeline Burgess, and Chad Morrison. "Professional Experience in Australian Initial Teacher Education: An Appraisal of Policy and Practice." Higher Education Studies 10, no. 4 (November 18, 2020): 116. http://dx.doi.org/10.5539/hes.v10n4p116.
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Legislative guidelines regulate professional experience within initial teacher education (ITE) but little is known about teacher educators’ perspectives on how these guidelines are operationalised. ITE providers, in collaboration with school partners, implement a range of programs designed to develop pre-service teachers’ ‘classroom readiness’. We examine how current legislation influences the delivery of professional experience, the provision of funding, and support for university-school partnerships and in-school supervision. This analysis highlights ambiguities in the interpretation of the legislative guidelines, creating a disconnection between policy and practice, an over-reliance on the ‘good will’ of key stakeholders, and competing demands between the ‘actual’ and ‘hidden’ costs of professional experience. Without reform of both policy and practice ITE providers will continue to be constrained when attempting to meet regulatory expectations. These findings demonstrate a need for government departments and ITE regulators to work more closely to improve integration of policy and practice for professional experience.
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Garber, Adam M., Brian Kwan, Christopher M. Williams, Steven V. Angus, T. Robert Vu, Matthew Hollon, Marty Muntz, Arlene Weissman, and Anne Pereira. "Use of Filters for Residency Application Review: Results From the Internal Medicine In-Training Examination Program Director Survey." Journal of Graduate Medical Education 11, no. 6 (December 1, 2019): 704–7. http://dx.doi.org/10.4300/jgme-d-19-00345.1.
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ABSTRACT Background The increase in applications to residency programs, known as “application inflation,” creates challenges for program directors (PDs). Prior studies have shown that internal medicine (IM) PDs utilize criteria, such as United States Medical Licensing Examination (USMLE) Step examination performance, when reviewing applications. However, little is known about how early these filters are utilized in the application review cycle. Objective This study sought to assess the frequency and types of filters utilized by IM PDs during initial residency application screening and prior to more in-depth application review. Methods A web-based request for the 2016 Internal Medicine In-Training Examination (IM-ITE) PD Survey was sent to IM PDs. Responses from this survey were analyzed, excluding non-US programs. Results With a 50% response rate (214 of 424), IM PDs responded that the most commonly used data points to filter applicants prior to in-depth application review were the USMLE Step 2 Clinical Knowledge score (32%, 67 of 208), USMLE Step 1 score (24%, 50 of 208), and medical school attended (12%, 25 of 208). Over half of US IM PD respondents (55%, 114 of 208) indicated that they list qualifying interview criteria on their program website, and 31% of respondents (50 of 160) indicated that more than half of their applicant pool does not meet the program's specified interview criteria. Conclusions Results from the 2016 IM-ITE PD Survey indicate many IM PDs use filters for initial application screening, and that these filters, when available to applicants, do not affect many applicants' decisions to apply.
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McClintock, Joseph C., and Glenn P. Gravlee. "Predicting Success on the Certification Examinations of the American Board of Anesthesiology." Anesthesiology 112, no. 1 (January 1, 2010): 212–19. http://dx.doi.org/10.1097/aln.0b013e3181c62e2f.
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Background Currently, residency programs lack objective predictors for passing the sequenced American Board of Anesthesiology (ABA) certification examinations on the first attempt. Our hypothesis was that performance on the ABA/American Society of Anesthesiologists In-Training Examination (ITE) and other variables can predict combined success on the ABA Part 1 and Part 2 examinations. Method The authors studied 2,458 subjects who took the ITE immediately after completing the first year of clinical anesthesia training and took the ABA Part 1 examination for primary certification immediately after completing residency training 2 yr later. ITE scores and other variables were used to predict which residents would complete the certification process (passing the ABA Part 1 and Part 2 examinations) in the shortest possible time after graduation. Results ITE scores alone accounted for most of the explained variation in the desired outcome of certification in the shortest possible time. In addition, almost half of the observed variation and most of the explained variance in ABA Part 1 scores was accounted for by ITE scores. A combined model using ITE scores, residency program accreditation cycle length, country of medical school, and gender best predicted which residents would complete the certification examinations in the shortest possible time. Conclusions The principal implication of this study is that higher ABA/ American Society of Anesthesiologists ITE scores taken at the end of the first clinical anesthesia year serve as a significant and moderately strong predictor of high performance on the ABA Part 1 (written) examination, and a significant predictor of success in completing both the Part 1 and Part 2 examinations within the calendar year after the year of graduation from residency. Future studies may identify other predictors, and it would be helpful to identify factors that predict clinical performance as well.
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Usun, Salih. "Information and communications technologies (ICT) in teacher education (ITE) programs in the world and Turkey." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 331–34. http://dx.doi.org/10.1016/j.sbspro.2009.01.062.
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Mainous, Arch G., Bo Fang, and Lars E. Peterson. "Competency Assessment in Family Medicine Residency: Observations, Knowledge-Based Examinations, and Advancement." Journal of Graduate Medical Education 9, no. 6 (December 1, 2017): 730–34. http://dx.doi.org/10.4300/jgme-d-17-00212.1.
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ABSTRACT Background The Family Medicine (FM) Milestones are competency-based assessments of residents in key dimensions relevant to practice in the specialty. Residency programs use the milestones in semiannual reviews of resident performance from the time of entry into the program to graduation. Objective Using a national sample, we investigated the relationship of FM competency-based assessments to resident progress and the complementarity of milestones with knowledge-based assessments in FM residencies. Methods We used midyear and end-of-year milestone ratings for all FM residents in Accreditation Council for Graduate Medical Education–accredited programs during academic years 2014–2015 and 2015–2016. The milestones contain 22 items across 6 competencies. We created a summative index across the milestones. The American Board of Family Medicine database provided resident demographics and in-training examination (ITE) scores. We linked information to the milestone data. Results The sample encompassed 6630 FM residents. The summative milestone index increased, on average, for each cohort (postgraduate year 1 [PGY-1] to PGY-2 and PGY-2 to PGY-3) at each assessment. The correlation between the milestone index that excluded the medical knowledge milestone and ITE scores was r = .195 (P < .001) for PGY-1 to PGY-2 cohort and r = .254 (P < .001) for PGY-2 to PGY-3 cohort. For both cohorts, ITE scores and composite milestone assessments were higher for residents who advanced than for those who did not. Conclusions Competency-based assessment using the milestones for FM residents seems to be a viable multidimensional tool to assess the successful progression of residents.
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Rhodes, David, and Matt Byrne. "Embedding Aboriginal and Torres Strait Islander LGBTIQ+ Issues in Primary Initial Teacher Education Programs." Social Inclusion 9, no. 2 (April 15, 2021): 30–41. http://dx.doi.org/10.17645/si.v9i2.3822.
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Existing research has explored inclusion in education, however, issues related to Aboriginal and Torres Strait Islander LGBTIQ+ young people, with some notable exceptions, have, until recently, seldom been included in any meaningful academic discussion. Issues of youth race, gender and sexuality have been interrogated as discrete issues. This small but growing body of research demonstrates the potential impacts of intersectional disadvantages experienced by Aboriginal and Torres Strait Islander LGBTIQ+ young people in Australia (Uink, Liddelow-Hunt, Daglas, & Ducasse, 2020). This article seeks to explore the existing research and advocate for the embedding of a critical pedagogy of care in primary Initial Teacher Education (ITE) curricula, inclusive of diversity of race, ethnicity, socio-economic-status, gender and sexuality. Employing intersectionality theory, this research will examine the specific disadvantages that arise as the result of occupying multiple minority demographic categories, which are relational, complex and shifting, rather than fixed and independent. Primary educators are well positioned to name disadvantage, racism and heterosexism, make them visible and, through culturally responsive pedagogical approaches and inclusive curricula, challenge the status quo. To ensure that learning and teaching moves beyond stereotypes, primary curricula should be representative of all students and present alternate ways of being human in culturally appropriate, positive ways, to the benefit of all students. ITE programs provide the ideal arena to equip teachers with the knowledge and competency to respond to the needs of Aboriginal and Torres Strait Islander LGBTIQ+ young people.
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Blackmore, Karen. "Asking the right questions." International Journal of Mentoring and Coaching in Education 8, no. 3 (September 2, 2019): 163–81. http://dx.doi.org/10.1108/ijmce-09-2018-0052.
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Purpose The purpose of this paper is to explore whether aspects of co-coaching could support primary science teacher education in a university–school initial teacher education (ITE) partnership program in England. Design/methodology/approach A mixed methodological approach was taken, comprising of student teachers responding to a coaching questionnaire blended with a qualitative exploration of audio-recorded student teacher co-coaching conversations. Informal student teacher discussion groups were used as a means to discern their attitudes and beliefs pertaining to co-coaching within taught university sessions. Findings Analysis and subsequent integration of data showed that many aspects of co-coaching supported student teacher pedagogical knowledge acquisition and professional development. Additionally, questionnaire responses and small-group discussions revealed that student teachers developed positive attitudes to this mode of learning. Originality/value This study evaluates the innovative use of co-coaching techniques during primary teacher science education, and the outcomes have clear implications for the design of ITE programs in England and potentially further afield.
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Vizcardo, Raul, Nicholas Donald Klemen, Rafiqul Islam, Devikala Gurusamy, Naritaka Tamaoki, Li Jia, Zhiya Yu, et al. "Developing the Next Generation of iPSC Cell-Based Immunotherapies." Blood 132, Supplement 1 (November 29, 2018): 3707. http://dx.doi.org/10.1182/blood-2018-99-118593.
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Abstract T cells are potentially curative for patients with metastatic cancer, but many patients with cancer have T cells that are 'terminally differentiated', a condition associated with treatment failure. We have observed that less differentiated T cells have a greater capacity to proliferate, persist and destroy large cancer deposits. Advances in regenerative medicine might allow the generation of rejuvenated T cells from induced pluripotent stem cells (iPSC). We have previously reported that T cells can be generated from iPSC in vitro by co-culturing them OP9 stromal cells expressing Notch-1 ligand, Delta-like-1 (OP9/DLL1). These cells have limited tumor-specificity but also exhibit unconventional and NK cell-like properties demonstrating lineage diversion into alternative lymphoid development pathways, with unknown consequences for their safety and efficacy. To generate iPSC-derived T cells with more naturalistic tumor-specific T cell programs, we sought to restore physiologic signals for selection, maturation and survival. We employed a novel 3D thymic culture system using fetal thymic tissue and generated a novel type of T cell, 'iPSC-derived thymic emigrants' (iTE). Antigen-specific CD8αβ+ iTE exhibited functional properties in vitro that were almost indistinguishable from natural naïve CD8αβ+ T cells, including vigorous expansion and robust anti-tumor activity. iPSC-derived immature T cells generated using OP9/DLL1 and 'educated' in fetal thymic organoids in a 3D culture system resembled naturally-occurring 'young' T cells, as analyzed using whole genome RNA-seq techniques. iTE recapitulated many of the transcriptional programs of naïve T cells in vivo and revealed a striking capacity for engraftment, memory formation and efficient tumor destruction. Although many milestones remain, our data show that 'Next-Gen' autologous tumor-specific T cells can realistically be generated from iPSC using 3D thymic organ tissue. Our next goal is now to employ these cells to treat patients with metastatic cancer because iPSC-derived T cells have a potentially unlimited capacity for proliferation, engraftment and anti-tumor activity. Disclosures Vizcardo: NCI: Patents & Royalties: International Patent Application PCT/US2017/65986. Klemen:NIH/NCI: Patents & Royalties: International Patent Application PCT/US2017/65986. Restifo:NIH/NCI: Patents & Royalties: International Patent Application PCT/US2017/65986.
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Turochy, Rod E., Jon Fricker, H. Gene Hawkins, David S. Hurwitz, Stephanie S. Ivey, Michael A. Knodler, and Rhonda Kae Young. "Assessment of Introductory Transportation Engineering Course and General Transportation Engineering Curriculum." Transportation Research Record: Journal of the Transportation Research Board 2328, no. 1 (January 2013): 9–15. http://dx.doi.org/10.3141/2328-02.
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Transportation engineering is a critical subdiscipline of the civil engineering profession as indicated by its inclusion on the Fundamentals of Engineering Examination and overlap with other specialty areas of civil engineering and as recognized by TRB, ITE, and ASCE. With increasing transportation workforce needs, low numbers of students entering the pipeline, and limited hours within undergraduate civil engineering programs, it is important to ensure that civil engineering students receive adequate preparation and exposure to career opportunities in the transportation engineering field. Thus, investigations into the status of transportation engineering within civil engineering programs and specifically the introductory transportation engineering course are essential for understanding implications to the profession. Relevant literature and findings from a new survey of civil engineering programs accredited by the Accreditation Board for Engineering and Technology is reviewed; that survey yielded 84 responses. The survey indicates that 88% of responding programs teach an introductory course in transportation engineering, and 79% require it in their undergraduate programs. Significant variation exists in the structure of the introductory course (number of credit hours, laboratory requirements, etc.). Common responses about improvements that could be made include adding laboratories, requiring a second course, and broadening course content. In addition, nearly 15% of instructors teaching the introductory course did not have a primary focus in transportation engineering. This finding should be investigated further, given that the course may be an undergraduate civil engineering student's only exposure to the profession.
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Adolphus, Telima. "Pupil Attainment in Secondary School Physics: The Case of Nigeria, Including Implications for Teachers and Teacher Educators." JOURNAL OF SOCIAL SCIENCE RESEARCH 12, no. 2 (October 6, 2018): 2783–803. http://dx.doi.org/10.24297/jssr.v12i2.7661.
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Despite the relevance of physics to many science and technological based careers, students’ attainment in the subject has been of concern in many countries including Nigeria. The study examined physics attainment among secondary school pupils and found that physics attainment is low in Nigeria and that teacher quality and resource availability and utilization are some factors that affect student attainment. To enhance students’ physics attainment, the study recommended that the content and curriculum of ITE programs be enhanced for the training and development of agency amongst teachers and the need for teachers to update their subject knowledge through regular participation in continuing professional development activities.
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Knapp, Keith, Donald Walker, and Eugene Wilson. "Challenges and Strategies for Local Road Safety Training and Technology Transfer." Transportation Research Record: Journal of the Transportation Research Board 1819, no. 1 (January 2003): 187–90. http://dx.doi.org/10.3141/1819a-27.
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A significant increase in the safety of transportation networks in the United States and throughout the world will require the direct involvement of local jurisdictions (e.g., counties, townships, villages, and cities). In 1998, approximately 4 out of 10 fatalities in the United States occurred on collector and local roadways. Local road agencies need to have the skills to identify, evaluate, and mitigate safety concerns. Effective local road safety training, technology transfer, and resources are essential. A number of challenges need to be met to complete these tasks, but current local road safety training and technology transfer programs and strategies also offer opportunities. Some of these challenges are identified and discussed, and several current and potential programs and strategies for local road safety training and technology transfer are described. Relevant results from a recent FHWA and AASHTO international scan tour on the management and organization of comprehensive highway safety programs are also presented and used to support the suggestions provided. A synopsis of the relevant discussions from a recent workshop on highway safety workforce development, sponsored by FHWA, AASHTO, TRB, and ITE, is also offered. The objective is to initiate discussion about the need for and development of a comprehensive and cost-effective local safety training and technology transfer program.
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Townsend, Philip. "Mobile Devices for Tertiary Study – Philosophy Meets Pragmatics for Remote Aboriginal and Torres Strait Islander Women." Australian Journal of Indigenous Education 44, no. 2 (September 30, 2015): 139–49. http://dx.doi.org/10.1017/jie.2015.26.
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This paper outlines PhD research which suggests mobile learning fits the cultural philosophies and roles of Aboriginal and Torres Strait Islander women who are preservice teachers in the very remote Australian communities where the research was conducted. The problem which the research addresses is the low completion rates for two community-based Initial Teacher Education (ITE) programs in South Australia (SA) and Queensland (Qld). Over the past decade, the national completion rate of Aboriginal and Torres Strait Islander students in teacher training was 36 per cent, and in these two community-based programs it was less than 15 per cent. This paper identifies the perceptions of the benefits of using mobile devices by Aboriginal and Torres Strait Islander women who are preservice teachers in very remote communities. They report ways in which mobile learning supports their complex roles and provides pragmatic positive outcomes for their tertiary study in remote locations. The paper describes the apparent alignment between mobile learning and cosmology, ontology, epistemology and axiology, which may underpin both the popularity of mobile devices and the affordances of mobile learning.
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Deehan, James, Rachael Hutchesson, and Paul Parker. "Learning to Teach Without Teaching: A Mixed Methods Case Study of Preservice Teachers’ Efficacy Beliefs and Perceptions of an Evidence-based Creative Arts Subject." Australian Journal of Teacher Education 47, no. 7 (July 2022): 90–115. http://dx.doi.org/10.14221/ajte.2022v47n7.6.
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Recognition of the inherent value of the Creative Arts in society seldom extends beyond rhetoric to meaningful action. The powerful ways the Creative Arts are positioned within curriculum documents, for example, stand in contrast to entrenched problems such as poor teacher attitudes, disengaging teaching practices and low status. Initial Teacher Education (ITE) programs and preservice teachers are essential to the long-term improvement of Creative Arts education. Creative Arts in ITE is also an interesting context in which to examine the divide between Subject Matter Knowledge (SMK) and Pedagogical Knowledge (PK) that has influenced both educational research and policy. This paper reports on a mixed methods case study of 24 preservice teachers’ Creative Arts teaching efficacy beliefs and perceptions as they completed an evidence-based, discipline-focussed creative arts subject. The Likert scale efficacy data, collected via the CATEBI-B, modified from the established STEBI-B (Enochs & Riggs, 1990), were analysed via MANOVA with repeated measures and T-tests. These analyses were complemented by thematic analysis of qualitative survey data. Results showed statistically significant increases in participants' personal Creative Arts teaching efficacy upon completion of the subject. The significance of Creative Arts teaching outcome expectancy increases was questionable and the qualitative results were somewhat mixed despite being mostly positive. Implications of these findings and directions for further research in this space are discussed.
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Siegler, Eugenia L., Cathy Jalali, Emily Finkelstein, Sharda Ramsaroop, Karin Ouchida, Tessa Del Carmen, and Lia Logio. "Assessing Effectiveness of a Geriatrics Rotation for Second-Year Internal Medicine Residents." Journal of Graduate Medical Education 6, no. 3 (September 1, 2014): 521–25. http://dx.doi.org/10.4300/jgme-d-13-00344.1.
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Abstract Background Residents need to acquire an understanding of the biopsychosocial aspects of caring for older adults with chronic illness, along with effective use of interdisciplinary services inside and outside of the hospital. Objective We expanded the geriatric medicine experience for second-year internal medicine residents and present the results of the first year's experience. Methods We paired a mandatory rotation for postgraduate year–2 internal medicine residents (2 weeks of day and 1 week of night inpatient experience in the Acute Care for Elders Unit), and a 1-week outpatient systems-based practice experience with online modules and readings. Evaluation included a case presentation, an oral examination, a written questionnaire for all residents, and a global assessment of the residents' performance on the geriatrics portion of the 2012 In-Training Examination (ITE). Results All residents passed their oral examination; there was little difference between classes in systems-based practice knowledge. More than 90% (21 of 23) of the residents who took the rotation reported that it left a lasting impression on how they would care for their patients. Mean ITE scores in geriatrics for all residents increased from 53% (versus 61% overall) in 2010 to 87% (versus 81%) in 2012, although they dropped to 69% (versus 82%) in 2013. Conclusions A rotation in geriatrics that is highly rated and covers both acute care and systems-based practice concepts is feasible for internal medicine residents. Residents did not learn detailed knowledge about specific programs for older adults, but clinical geriatrics knowledge improved.
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Leavy, Aisling, Mairéad Hourigan, and T. J. Ó Ceallaigh. "Unpacking dimensions of immersion teacher educator identity." Journal of Immersion and Content-Based Language Education 6, no. 2 (October 23, 2018): 218–43. http://dx.doi.org/10.1075/jicb.17026.lea.
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Abstract Inadequate teacher preparation for immersion programs remains a challenge. While there is a significant dearth of research on teacher development in immersion education, research focusing on immersion teacher educators (ITEs) is even more scant. Using self-study methodology, this study explores the professional learning and experiences of three teacher educators (TEs) as they construct new professional identities as ITEs as part of engagement in Lesson Study. The paper particularly focuses on two Mathematics teacher educators (MTEs) who were newcomers to the immersion education setting. A community of practice (CoP) framework was utilised to provide insights into what Vygotsky (1987) terms the twisting path of all three TEs as they engaged in the CoP. Critical moments of defending content as priority, negotiating an integrated space, and becoming immersion-responsive were revealed. CoP played a vital role in facilitating new professional identities and illuminates in multiple ways the exclusive and complex process of becoming an ITE.
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Shafiihuna Haufiku, Martin, and Maizatul Hayati Mohamad Yatim. "Measuring Sustainable Development Education for Information Technology Education Program Review using Staunch© Criteria Instrument." International journal of Multimedia & Its Applications 14, no. 1 (February 28, 2022): 1–22. http://dx.doi.org/10.5121/ijma.2022.14101.
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This article explains the results of a study that focuses on measuring Sustainable Development (SD) education for Information Technology Education (ITE) program review in UPSI. A Sustainable Development Education Model (SDEM) was constructed in this study using two integration approaches, namely a horizontal integration and a vertical integration. Both integration approaches were used to measure courses offered in the existing program with selected courses on the implementation of the SD education. The SD education in the selected programming and networking courses was measured using a self-assessment of sustainability criteria based on the Sustainability Tool for Assessing Universities Curricula Holistically (or STAUNCH©). STAUNCH© is an analytical software used to analyze courses and academic programs across all disciplines specifically on assessing the contribution of their curricula to SD. The software analyzed two parts of SD education evaluation which are curriculum evaluation and concept evaluation, using descriptive statistics with percentage cross-tabulation method. The results from the first part show that there is a normal distribution in ESD contribution by each course and a low indication on the grade strength for SD contribution in curriculum evaluation. The results from the second part show that there is a high importance to agree on the components used in the design of SD integration concept and an average rate of SD integration into the curriculum. For the teaching and learning method used, it was found that a cross-disciplinary approach, a mix-method approach, and a project-based learning (PBL) is extremely important for the successful SD integration into the curriculum. The study concludes that upon measuring the selected programming and networking courses in the ITE program, the SD integration within these courses are above average and necessary steps are needed to be taken accordingly. The study implies that SD education not only benefits the curriculum provider, but also the students because they are the future inheritors of technology as it benefits a sustainable future.
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Winters, Philip L., Rafael A. Perez, Ajay D. Joshi, and Jennifer Perone. "Work Site Trip Reduction Model and Manual." Transportation Research Record: Journal of the Transportation Research Board 1924, no. 1 (January 2005): 197–206. http://dx.doi.org/10.1177/0361198105192400125.
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Today's transportation professionals often use the ITE Trip Generation Manual and the Parking Generation Manual for estimating future traffic volumes to base off-site transportation improvements and identify parking requirements. But these manuals are inadequate for assessing the claims made by specific transportation demand management (TDM) programs in reducing vehicle trips by a certain amount at particular work sites. This paper presents a work site trip reduction model (WTRM) that can help transportation professionals in assessing those claims. WTRM was built on data from three urban areas in the United States: Los Angeles, California; Tucson, Arizona; and nine counties in Washington State. The data consist of work sites’ employee modal characteristics aggregated at the employer level and a listing of incentives and amenities offered by employers. The dependent variable chosen was the change in vehicle trip rate that correlated with the goals of TDM programs. Two different approaches were used in the model-building process: linear statistical regression and nonlinear neural networks. For performance evaluation the data sets were divided into two disjoint sets: a training set, which was used to build the models, and a validation set, which was used as unseen data to evaluate the models. Because the number of data samples varied from the three areas, two training data sets were formed: one consisted of all training data samples from three areas and the other contained equally sampled training data from the three areas. The best model was the neural net model built on equally sampled training data.
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Wilson, Anat, and Minh Huynh. "Mentor–mentee relationships as anchors for pre service teachers’ coping on professional placement." International Journal of Mentoring and Coaching in Education 9, no. 1 (December 5, 2019): 71–86. http://dx.doi.org/10.1108/ijmce-04-2019-0052.
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Purpose Mentor–mentee relationships are important for individual wellbeing, mental health, professional agency and confidence. In the context of an initial teacher education (ITE) programme, these relationships become a key factor. Pre-service teachers’ capacity to cope on a professional placement is closely linked to the quality of the mentoring relationship. The purpose of this paper is to identify the negative coping strategies used by pre-service teachers who struggle to cope in a school placement in Melbourne, Australia, highlighting the importance of providing quality mentorship. Design/methodology/approach A mixed-methods approach was used for the analysis of pre-service teachers’ coping on a teaching practicum and to identify common related beliefs. A total of 177 pre-service teachers, who have completed at least one supervised practicum participated in this study. The Coping Scale for Adults second edition (CSA-2) was administered alongside an open-ended questionnaire to identify frequently used coping styles and associated thoughts and beliefs. Findings The results show that pre-service teachers who favour non-productive coping strategies were more likely to express feelings of loneliness, pointed at poor communication with their mentor and described thoughts about leaving the teaching profession. Originality/value Using the Coping Scale for Adults in the context of practicum provides an insight into individual experiences. The implications of mentor–mentee relationships for individuals’ coping are highlighted. initial teacher education programs and schools have significant roles in supporting mentor–mentee relationships and practical supportive interventions are offered.
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Roessingh, Hetty. "TBL and Teacher Preparation: Toward a Curriculum for Pre-service Teachers." TESL Canada Journal 31 (January 21, 2015): 157. http://dx.doi.org/10.18806/tesl.v31i0.1192.
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English language learners (ELLs) represent a growing demographic in the elementary mainstream classroom of today. Initial teacher education (ITE) programs must prepare teacher candidates for the dual challenge of teaching curriculum content while supporting the development of English language proficiency. Task-based learning (TBL) holds potential for addressing these learner needs. This article describes the curriculum and provides a list of suitable readings and tasks (assignments) for a 3-hour (one full course-equivalent) university course at the pre-service level that bridges theory to practice, and prepares elementary-route teachers to design and implement TBL in the context of the mainstream class setting. By basing the proposed curriculum on TBL, a model is provided for students to learn firsthand how TBL may be implemented in the mainstream.Les apprenants de l’anglais constituent un groupe démographique croissant dans les salles de classe au primaire. Les programmes de formation initiaux des enseignants doivent préparer les stagiaires pour le double défi que représentent l’enseignement du contenu et le développement de la compétence en anglais chez les élèves. L’enseignement basé sur les tâches (EBT) est susceptible de répondre à ces besoins. Cet article décrit un programme d’étude et offre une liste de lectures et de tâches appropriées pour un cours universitaire complet du premier cycle qui lie la théorie à la pratique et prépare les étudiants à concevoir et mettre en pratique l’EBT dans les classes au primaire. Le programme d’étude proposé fournit donc aux étudiants en pédagogie un modèle de la mise en œuvre de l’EBT en salle de classe.
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Jannuzzi, Paulo De Martino. "Indicadores para avaliação sistêmica de programas sociais: o caso Pronatec." Estudos em Avaliação Educacional 27, no. 66 (December 22, 2016): 624. http://dx.doi.org/10.18222/eae.v27i66.4168.
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<p>O artigo apresenta a abordagem sistêmica de avaliação de políticas e programas sociais e a natureza diversa de indicadores necessários para responder às diferentes demandas de informação para aperfeiçoamento e julgamento de mérito da ação pública. Introduzem--se três perspectivas epistêmicas de avaliação – o normativismo--burocrático da auditoria operacional, o positivismo-tecnocrático da avaliação econômica de projetos sociais e o pluralismo-metodológico da avaliação sistêmica de programas –, associando-as a diferentes concepções acerca da natureza, complexidade e valores da política social. Em seguida, discute-se a necessidade de produção de indicadores específicos para as diversas etapas de implementação de programas e para avaliação de seus componentes sistêmicos – recursos orçamentários, recursos institucionais, recursos humanos, portfólio de serviços, equipamentos e participação social. Ilustra-se como caso de avaliação sistêmica o conjunto de pesquisas e indicadores do Pronatec Brasil Sem Miséria, produzidos entre 2011 e 2016.</p><p><strong>Palavras-chave:</strong> Indicadores Educacionais; Avaliação do Programa; Avaliação Sistêmica; Políticas Sociais.</p><p> </p><p><strong><em>Indicadores para la evaluación sistémica de programas sociales: el caso Pronatec</em></strong></p><p><em>El artículo presenta el abordaje sistémico de evaluación de políticas y programas sociales y la distinta naturaleza de indicadores necesarios para responder a las diversas demandas de información para el perfeccionamiento y juicio de mérito de la acción pública. Se introducen tres perspectivas epistémicas de evaluación – el normativismo-burocrático de la auditoría operativa, el positivismo-tecnocrático de la evaluación económica de proyectos sociales y el pluralismo-metodológico de la evaluación sistémica de programas –, asociándolas a diferentes concepciones acerca de la naturaleza, complejidad e valores de la política social. Luego se discute la necesidad de producir indicadores específicos para las diversas etapas de implementación de programas y para la evaluación de sus componentes sistémicos – recursos presupuestarios, recursos institucionales, recursos humanos, portafolio de servicios, equipos y participación social. Como ejemplo de evaluación sistémica, se presenta las investigaciones e indicadores de evaluación del programa Pronatec Brasil Sem Miséria, producidos entre el 2011 y el 2016.</em></p><p><strong><em>Palabras clave:</em></strong><em> Indicadores Educacionales; Evaluación del Programa; Evaluación Sistémica; Políticas Sociales.</em></p><p> </p><p><strong><em>Indicators for the systemic evaluation of social programs: the Pronatec case</em></strong></p><p><strong><em>Abstract:</em></strong></p><p><em>The article presents a systemic approach of evaluation of social policies and programs and the diverse nature of indicators necessary to respond to different demands for information for the improvement and assessment of public action. It introduces three epistemic perspectives of evaluation; i.e. the bureaucratic-normativism of operational auditing, the technocratic-positivism of economic evaluation of social projects and methodological-pluralism of systemic evaluation of programs which are associated with different conceptions of the nature, complexity and values of social policies. Following this, the article discusses the need to develop specific indicators for the various stages of implantation of the programs and for the evaluation of their systemic components – budgetary resources, institutional resources, human resources, portfolio of services, equipment and social participation. The studies and indicators of Pronatec program, Brasil Sem Miséria [Brazil without Misery], conducted from 2011 thought 2016, are used as an example of the systemic evaluation.</em></p><p><strong><em>Keywords:</em></strong><em> Educational Indicators; Program Evaluation; Systemic Evaluation; Social Policies.</em></p>
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Von Gunten, Charles F., Vj Periyakoil, Ally Brown, Ben Yzaguirre, Sam Spiegel, Andrew Paris, Stephen Bender, and Jamie H. Von Roenn. "Integration of palliative care into oncology: A curriculum development project." Journal of Clinical Oncology 35, no. 31_suppl (November 1, 2017): 202. http://dx.doi.org/10.1200/jco.2017.35.31_suppl.202.
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202 Background: Program Directors of Oncology Fellowships cite lack of adequate faculty to teach communication skills, prognostication and symptom management to oncology fellows as a barrier to ensuring oncologists integrate palliative care into their own practice. We partnered with ASCO and its Training Program directors to develop, evaluate and disseminate a PC curriculum using an innovative format. Methods: All of the fellows in a program were randomized as a single group to one of 3 cohorts: digital education, digital education plus a 4-week palliative care rotation or delayed digital education (control). In the intervention, each fellow received 2 MCQs (on their phones or other device) focused on a particular teaching point, every other day. If answered incorrectly, focused education material was forwarded to the learner and the testing point was retested at a later date. Fellows in cohort 2 also participated in a clinical rotation at an ACGME approved PC program. Cohort 3 received the same training as cohort one, but beginning fellowship year 2, as a delayed control. Fellows’ PC knowledge was assessed during the in-training exam pre- and post-intervention. Opioid prescribing behavior was tracked after graduation and compared with a control group( group 4). Results: 283 fellows from 71 programs were quasi-randomized. The average ITE score of PC MCQs ranged from 70-73% correct across all groups and all years, for pre- and post-test scores. All fellows randomized to the PC rotation, completed it. Prescribing data was based on NPI numbers and available for all providers. 72% of cohort 1 prescribed opioids appropriately, 57% cohort 2, 72% cohort 3, 46% in a group 4 (1 vs 4, p=.0008; 2 vs 4, p=.2231; 3 vs l, p=.0011). Conclusions: Spaced education via a hand held device is acceptable, efficient and cost-effective. All groups showed acceptable knowledge on the in-training examination. Yet, opioid prescribing behavior improved as a result of the education intervention. The favorable impact on opioid-prescribing behavior was extinguished by the PC rotation, raising the question about the role of a PC clinical rotation.
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Láng, Z. "Prediction of root damaging during mechanical shaking of fruit trees." Progress in Agricultural Engineering Sciences 10, no. 1 (December 1, 2014): 1–15. http://dx.doi.org/10.1556/progress.10.2014.1.
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The possible effect of shaker harvest on root damage of 10-year-old cherry trees was studied on a simple tree structure model. The model was composed of elastic trunk and rigid main roots, the ends of which were connected to the surrounding soil via springs and dumping elements. Equations were set up to be able to calculate the relation between shaking height on the trunk and strain in the roots. To get the data for root break and their elongation at different shaking heights on the trunk, laboratory and field experiments were carried out on cherry trees and on their roots. Having evaluated the measured and calculated data it could be concluded that root damage is to be expected even at 3.6% strain and the risk of it increases with increased trunk amplitudes, i.e.with the decrease of shaking heightat smaller stem diameters (i.e. in younger plantation), andif the unbalanced mass of the shaker machine is too large for the given tree size.
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Hodúr, Cecilia, Szabolcs Kertész, József Csanádi, Gábor Szabó, and Zsuzsanna László. "Investigation of vibratory shear-enhanced processing system." Progress in Agricultural Engineering Sciences 5, no. 1 (December 1, 2009): 97–110. http://dx.doi.org/10.1556/progress.5.2009.5.
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In this study the performance of a vibratory shear-enhanced processing system (VSEP) for the concentration of cheese whey was assessed and compared with a classical, cross-flow, plate and frame membrane configuration system (3DTA) with the same membrane (i.e. a C30F UF regenerated cellulose UF membrane with a 30 kDa molecular weight cutoff). The temperature and pressure dependences of the permeate flux, the permeate flux reduction ratio, the resistances and the rejection values were investigated. Comparison of the two systems revealed a definite advantage for the VSEP system equipped with the same membrane and operated at the same pressure and temperature. The VSEP system yielded a permeate protein retention of 99.7% vs. 74.5% for the 3DTA system, together with a higher average flux: 54 L m −2 h −1 vs. 44.2 L m −2 h −1 . The flux reduction ratio ( J/J0 ) was 0.60 vs. 0.42, and the total resistances 2.87*10 +13 m −1 vs. 4.54*10 +13 m −1 for the VSEP and 3DTA system, respectively.
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YILDIZ, Sevilah. "Öğretmen Adaylarının Program Geliştirmeye İlişkin Bilişsel Farkındalık Algıları İle Eğitim Programı Okuryazarlıkları Arasındaki İlişki." Social Sciences Studies Journal 5, no. 44 (January 1, 2019): 5177–91. http://dx.doi.org/10.26449/sssj.1767.
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Okunola, Temitope Omoladun, Kayode T. Ijaduola, and Ebunoluwa A. Adejuyigbe. "Unmet need for contraception among HIV-positive women in Ile-Ife, Nigeria." Tropical Doctor 49, no. 1 (November 12, 2018): 26–31. http://dx.doi.org/10.1177/0049475518809605.
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As mother-to-child transmission of HIV is difficult to predict and also hard to prevent in practice, pregnancy among women living with HIV/AIDS (WHA) needs to be taken with considerable aforethought. The prevention of unwanted pregnancy among WHA is therefore a public health issue. The aim of our study was to determine the unmet need for contraception among HIV-positive women and the associated factors. Ours was a cross-sectional study involving 425 non-pregnant WHA attending an adult HIV clinic in Nigeria. Interviewer-administered, structured questionnaires designed for the study were used to obtain data. The contraceptive uptake was 47% while the unmet need for contraception was 20%. There were significant associations between unmet need for contraception and age group ( P < 0.001), religion ( P < 0.001), ethnic group ( P < 0.001), knowledge about contraceptives ( P = 0.02), educational status ( P = 0.01) and partners’ retroviral status ( P = 0.008) The unmet need for contraception was high. Advocacy programs should perhaps be focused on older women, Christians and those with little or no education.
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Montoya-Araque, Exneyder Andrés, and Ludger O. Suarez-Borgoa. "PROGRAMA EN CÓDIGO ABIERTO PARA EL ANÁLISIS BIDIMENSIONAL DE ESTABILIDAD DE TALUDES POR EL MÉTODO DE EQUILIBRIO LÍMITE." Revista de la Facultad de Ciencias 5, no. 2 (July 1, 2016): 88–104. http://dx.doi.org/10.15446/rev.fac.cienc.v5n2.59914.
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Más de cincuenta años después de la primera publicación referente a un programa bidimensional (2D) de análisis de estabilidad de taludes (AET) por el método de equilibrio límite (MEL), los estudiantes de las carreras universitarias relacionadas a las ciencias de la tierra todavía son dependientes de programas comerciales acerca de este importante tema académico.Esta alta dependencia hace que ---por ejemplo en las universidades de los países latinoamericanos--- aquellos programas comerciales más populares de 2D-AET-MEL sean utilizados de forma ilegal entre los estudiantes (i.e. piratería de software), y que no exista interés ni presión entre los profesores e investigadores para desarrollar sus propios programas académicos o desarrollar un programa profesional serio.En este artículo, se presenta un programa que hace un análisis de estabilidad de taludes simple por el método de equilibrio límite de Bishop usando Python, que puede aprovecharse para posteriores desarrollos de software y para propósitos académicos debido a que se distribuye bajo una licencia de Código Libre. Algunos ejemplos especiales acerca de su uso, alcance y resultados se describen en forma corta.
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Altbach, Philip G., and David Engberg. "Global Student Mobility: The Changing Landscape." International Higher Education, no. 77 (September 1, 2014): 11–13. http://dx.doi.org/10.6017/ihe.2014.77.5676.
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Government sponsored scholarship programs for global student mobility are only a small part of total flows of international students, but these programs are quite important in several countries. Brazil, Saudi Arabia, and the European Union sponsor programs that provide mobility for many thousands of students. Other countries have smaller programs. This article discusses fiscal, sponsorship, and other key elements of some of these programs.
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Bradford, Annette. "Adopting English-Taught Degree Programs." International Higher Education, no. 69 (March 25, 2015): 8–10. http://dx.doi.org/10.6017/ihe.2012.69.8646.
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The number of English-taught degree programs in non-English speaking countries is rapidly increasing. However successful implementation of these programs is not easy. Linguistic, cultural and structural challenges must be overcome.
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Raffensperger, John F., and Pascal Richard. "Implementing Dynamic Programs in Spreadsheets." INFORMS Transactions on Education 5, no. 2 (January 2005): 25–46. http://dx.doi.org/10.1287/ited.5.2.25.
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BAMRARA, ATUL. "Applying Addie Model To Evaluate Faculty Development Program." Issues and Ideas in Education 6, no. 1 (March 5, 2018): 11–28. http://dx.doi.org/10.15415/iie.2018.61001.
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Gönenç, İlknur Münevver, and Nazan Çakırer Çalbayram. "Contributions of pregnancy school program, opinions of women on the education and their post-education experiencesGebelerin, gebe okulu programı hakkındaki görüşleri ve eğitim sonrası deneyimleri." Journal of Human Sciences 14, no. 2 (May 9, 2017): 1609. http://dx.doi.org/10.14687/jhs.v14i2.4424.
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The purpose of finding out the opinions of pregnancy on the education given in their antenatal periods, their post-education experiences and contributions. This research was conducted retrospectively. The study was completed with 40 pregnant women who took part in the pregnancy school program and met the study criteria. The research data were collected using a data collection form developed by the investigators. 95% of the women stated that the education that they received was helpful during their pregnancy and 72.5% stated in the process of delivery and all of them stated during their postpartum periods. 52.5% of the woman stated that they lived labour fear and all of them explained they defeated fear using education given by pregnancy school program. 70% woman found the education satisfactory, the others proposed that some topics should be detailed especially coping accidents during pregnancy and also wished husbands should participate this education. We found in the research that the pregnancy school program had contributions during pregnancy and delivery and in the postpartum period and we think that it has an important role in solving the obstetric problems. Pregnancy school program will increase the women’s adaptation to pregnancy and decrease the workload of healthcare professionals. ÖzetAraştırma, gebelerin antenatal dönemde verilen eğitim hakkındaki görüşlerini, eğitim sonrası deneyimlerini ve katkılarını belirlemek amacıyla yapılmıştır. Retrospektif olarak yürütülen araştırma gebe okulu programına katılan ve çalışma kriterlerine uyan 40 gebe ile tamamlanmıştır. Araştırmanın verileri araştırmacılar tarafından geliştirilen veri toplama formu ile toplanmıştır. Kadınların %95’i gebe okulunda aldıkları eğitimin gebelik döneminde, %72.5’i ise doğum sürecinde fayda sağladığını ifade etmiştir. Kadınların %52.5’i gebeliğinde doğum korkusu yaşadığını, korku yaşadığını ifade edenlerin tamamına yakını ise gebe okulundan aldığı bilgilerle bu korkuları ile baş edebildiğini belirtmiştir. Kadınların %70’i eğitimi yeterli bulurken, diğerleri ise bazı konuların daha detaylı verilmesini, gebelikte görülen kazalar ve baş etme konusunun programa eklemesini, eşlerinde bu eğitime katılmalarını önermişlerdir. Araştırmada gebe okulu programının; gebelik, doğum ve doğum sonrası dönemde önemli katkıları olduğu belirlenmiş olup obstetrik problemlerin çözümünde önemli bir yere sahip olduğu düşünülmektedir. Gebe okulu programı kadınların gebeliğe adaptasyonunu arttıracak ve sağlık bakım profesyonellerinin iş yükünü azaltacaktır.
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Bala, M. L., and Jyoti Agrawal. "‘IETE Lessons Through EDUSAT Program’ for IETE Students." IETE Journal of Education 51, no. 1 (January 2010): 53–54. http://dx.doi.org/10.1080/09747338.2010.10876067.
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Sandstrom, Ann-Malin. "English-Taught Bachelor’s Programs in Europe." International Higher Education, no. 96 (December 5, 2018): 12–13. http://dx.doi.org/10.6017/ihe.2019.96.10775.
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In less than a decade, Europe has witnessed a 50-fold increase in the number of English-taught bachelor’s programs (ETBs). ETBs refer to programs that are taught in English and result in a first-cycle postsecondary education diploma. This development has sparked debates about their value and purposefulness. Yet, research conducted by the European Association for International Education (EAIE) and Study Portals, English-taught bachelor’s programs—Internationalising European higher education (2017), has shown that the overall effect of ETBs on higher education institutions and the higher education sector in general has been positive.
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Gorman, Michael F., and Ronald K. Klimberg. "Benchmarking Academic Programs in Business Analytics." Interfaces 44, no. 3 (June 2014): 329–41. http://dx.doi.org/10.1287/inte.2014.0739.
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Romdhan, H. B. "Non-FETP programs in Maghreb Countries." International Journal of Epidemiology 44, suppl_1 (September 23, 2015): i42. http://dx.doi.org/10.1093/ije/dyv097.148.
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Maliha, George, Mary Ellen Nepps, Pranita D. Tamma, Elizabeth Dodds Ashley, Julia E. Szymczak, Emma Kolesar, and Keith W. Hamilton. "Legal implications of antibiotic stewardship programs." Infection Control & Hospital Epidemiology 41, no. 7 (May 13, 2020): 757–64. http://dx.doi.org/10.1017/ice.2020.89.
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AbstractInfectious diseases professional societies, public health agencies, and healthcare regulatory agencies call for antibiotic stewardship programs (ASP) in many healthcare settings. However, medical legal implications of these programs remain largely uncharted territory. Although there is no legal precedent addressing issues of liability and standards of care on this subject, anticipating how the courts may assess questions of medical liability with respect to the various components of ASPs is important to define best practices in ASP operations, not only to manage the potential risk but also to improve patient care. This article seeks to address some of the common processes and interventions involved in antibiotic stewardship and the potential professional liability implications of these activities.
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Holmberg, Robin, Johanna Gustavsson, and Carl Bonander. "Evaluation of the design and implementation of municipal ice cleat distribution programs for the prevention of ice-related fall injuries among older adults in Sweden." PLOS ONE 16, no. 6 (June 25, 2021): e0253054. http://dx.doi.org/10.1371/journal.pone.0253054.
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Introduction The risk for outdoor falls tends to increase during winter due to icy road conditions. Several Swedish municipalities have introduced programs that provide their senior citizens with a pair of ice cleats in an attempt to tackle this problem. In this paper, we perform a process evaluation to identify potential barriers to the success of these programs and analyze the logic of their design. Methods We sent a survey to all 290 Swedish municipalities to collect data on the characteristics of ice cleat distribution programs. We also performed focus-group interviews with older adults to gain insight into their thoughts about ice cleat programs. We synthesized our data with existing literature on ice cleats and behavior change theory to populate a logic model to identify and analyze hidden assumptions and potential flaws using program theory analysis. Results On average, about 40% of the eligible population living in the intervention municipalities collected a pair of ice cleats. While we identified some other, but mostly minor, barriers to implementation, the main barrier appears to be a lack of scale (i.e., insufficient procurement and distribution of ice cleats), as 90% of all purchased ice cleats were eventually distributed. While previous research suggests that ice cleats can decrease injury risks if worn, we find that there is limited evidence on the effects of distribution on ice cleat use. Our interviewees emphasized the potential utility of ice cleats for staying safe and active during winter but stressed that ice cleats need to be user-friendly and of high-quality to increase the likelihood that a distribution program encourages behavior change. Conclusion Existing ice cleat distribution programs appear to have reached a meaningful share of the targeted population. Additional research is required to assess their effects on ice cleat use and injury rates.
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Wong, Jacqueline, Kathryn Timberlake, Sabrina Boodhan, Michelle Barton, Sergio Fanella, Stanley Read, and Michelle Science. "Canadian Pediatric Antimicrobial Stewardship Programs: Current Resources and Implementation Characteristics." Infection Control & Hospital Epidemiology 39, no. 3 (January 30, 2018): 350–54. http://dx.doi.org/10.1017/ice.2017.292.
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Antimicrobial stewardship programs (ASPs) became an accreditation requirement for Canadian hospitals in 2013. Pediatric programs are in various stages of program development and implementation, with 93% of surveyed Canadian academic pediatric hospitals having established ASPs. The programs varied in their team composition, implementation of stewardship strategies, and measured metrics.Infect Control Hosp Epidemiol 2018;39:350–354