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University Teaching (university + teaching)
Terms modified by University Teaching Selected AbstractsHuman herpesvirus-8 infection in pregnancy and labor: Lack of evidence of vertical transmissionJOURNAL OF MEDICAL VIROLOGY, Issue 3 2004Loredana Sarmati Abstract To investigate whether vertical transmission of the human herpesvirus 8 (HHV-8) may occur during pregnancy or at delivery, we enrolled 295 women recruited attending the Division of Obstetrics and Gynecology of a University Teaching of Rome Tor Vergata, S. Eugenio Hospital. The study population was divided in two groups: 245 pregnant women who underwent amniocentesis for genetic screening at 16,18 weeks gestation (group 1) and 50 women at the childbirth (group 2). Maternal blood was obtained from all women. Amniotic fluid (group 1) and cord blood (group 2) were obtained at midtrimester and at delivery, respectively. The presence of anti-HHV-8 antibodies in serum samples was investigated by an immunfluorescence assay. All amniotic fluids, maternal blood, and cord blood samples from HHV-8 seropositive women were tested for the presence of HHV-8 DNA sequences by the polymerase chain reaction. Thirty women, 27 of the group 1 and three of the group 2, were found to have anti-HHV-8 antibodies. Two neonates of the three seropositive mothers of the group 2 had anti-HHV-8 antibodies in cord blood. HHV-8 DNA sequences were detected in the blood of one woman of the group 2. None of the amniotic fluid and cord blood samples had detectable HHV-8 DNA sequences. This study suggests that vertical transmission of HHV-8 is unlikely or, at least, very rare. J. Med. Virol. 72:462,466, 2004. © 2004 Wiley-Liss, Inc. [source] The Xanadu project: training faculty in the use of information and communication technology for university teachingJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2006G. Trentin Abstract Technology-enhanced learning (TEL) methodologies are becoming an important part of University teaching but faculty members have tended to shy away from using them. So, how can they be enticed to use them effectively? What approaches can be used? The purpose of the Xanadu project was to analyse the problems involved and to propose a model for training, based on experimentation at the University of Turin. Besides providing a model, this article will deal with the follow-up, particularly regarding the faculty members' initial approach to using information and communication technology (ICT), as well as examine the motives and conditions influencing their choices. In this sense, the project has enabled us to come to a better understanding of the typical misconceptions leading teachers to favour methodological approaches based on the distributive use of ICT (which are considered less demanding to manage), rather than networked collaborative interaction, which actually involve students more. In this regard, Xanadu has shown how teachers' awareness may be developed towards adopting a wide range of TEL approaches through both gradual training (project-oriented with a basic and an advanced course) and with the help of a graduate assistant capable of following e-content development and online collaborative activities. The effectiveness of the method may be confirmed by the large number of faculty members continuing to use ICT to support their teaching despite having no specific university TEL projects. [source] University teaching of implant dentistry: guidelines for education of dental undergraduate students and general dental practitioners.AUSTRALIAN DENTAL JOURNAL, Issue 3 2010An Australian consensus document First page of article [source] The Empire Meets the New Deal: Interwar Encounters in Conservation and Regional PlanningGEOGRAPHICAL RESEARCH, Issue 4 2005J.M. POWELL Abstract British imperial and American experiences in conservation and planning are providing fresh interdisciplinary challenges for university teaching and research. The Roosevelt administration's ,New Deal' included government-sponsored interventions in soil erosion and water management and sophisticated regional development agendas. Reviewing samples of the latter areas of concern, this article explores the proposition that, although the British Empire was scarcely bereft of comparable interwar programmes and was becoming somewhat preoccupied with centrifugal tendencies, persistent porosity, exhausting struggles with postwar reconstruction, and comprehensive economic depression, New Deal evangelism was in fact variously anticipated, harnessed, challenged and ignored. A discussion of widely separated national and regional examples locates a layered interplay between uneven imperial and US pulsations, independent local manoeuvres, and critical inputs from key individual agents. The most important filters included the presence of comparatively robust bureaucratic infrastructures and the cultivation of international relationships by scientists and technologists. Encounters with convergent revisionism suggest cautionary leads for students, researchers and teachers alike. Reconstructions of selected contexts underline the presence of familiar posturing, opportunism, and astute patriotic deployment during the emergence of modern styles of globalization. [source] Enhancing Part-time Teaching in Higher Education: a Challenge for Institutional Policy and PracticeHIGHER EDUCATION QUARTERLY, Issue 4 2007Peter Knight Higher education in the UK has seen a steady increase in the numbers of part-time teachers, yet the way in which they are inducted into teaching and the utilisation of their expertise are under-researched. This qualitative study of 33 part-time teachers from several universities suggests that their involvement in higher education should be considered from a fresh perspective, which differs from approaches to the enhancement of university teaching that rely upon simply educating individual teachers to do better by requiring their attendance at formally provided courses and events. While these approaches have their place, modern research on professional learning is increasingly pointing to the view that professional formation is an ecological process that is insufficiently served by the formal provision of learning opportunities. The ecological perspective, which emphasises the part played by the everyday workplace in professional formation, provides a challenge to leaders and managers regarding the development and implementation of institutional policy and practice. [source] The Xanadu project: training faculty in the use of information and communication technology for university teachingJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2006G. Trentin Abstract Technology-enhanced learning (TEL) methodologies are becoming an important part of University teaching but faculty members have tended to shy away from using them. So, how can they be enticed to use them effectively? What approaches can be used? The purpose of the Xanadu project was to analyse the problems involved and to propose a model for training, based on experimentation at the University of Turin. Besides providing a model, this article will deal with the follow-up, particularly regarding the faculty members' initial approach to using information and communication technology (ICT), as well as examine the motives and conditions influencing their choices. In this sense, the project has enabled us to come to a better understanding of the typical misconceptions leading teachers to favour methodological approaches based on the distributive use of ICT (which are considered less demanding to manage), rather than networked collaborative interaction, which actually involve students more. In this regard, Xanadu has shown how teachers' awareness may be developed towards adopting a wide range of TEL approaches through both gradual training (project-oriented with a basic and an advanced course) and with the help of a graduate assistant capable of following e-content development and online collaborative activities. The effectiveness of the method may be confirmed by the large number of faculty members continuing to use ICT to support their teaching despite having no specific university TEL projects. [source] Business Ethics and Business History: Neglected Dimensions in Management EducationBRITISH JOURNAL OF MANAGEMENT, Issue 3 2002R. Warren This article highlights two large gaps in the business school curriculum: the neglect of historical and ethical dimensions. An overview is provided of progress made so far in the UK in the evolution of business history as an academic discipline; and also of the take,up of business ethics in university teaching. Both have had some success, but overall the response to these areas has been somewhat lacklustre , at least in the UK. A justification is provided for adding both components to a fully relevant business education. When the two are combined, the result can be a highly rewarding combination that provides insights that may not be possible for management writers, who work only in the present. Corporate ethics, the social responsibility of companies, disclosure, the environment, the actions of multinational companies overseas, the dilemmas of whistle,blowing, the impact of lobby groups and health and safety issues can all be understood more fully by students if they approach these subjects from an ethical and historical standpoint. [source] | ||||||||||