Home About us Contact
|
Home About us Contact | ||
|
|
||
Educational Opportunities (educational + opportunity)
Selected AbstractsAdvanced Opportunities for Student Education in Emergency MedicineACADEMIC EMERGENCY MEDICINE, Issue 10 2004Charissa B. Pacella MD Abstract Many medical students are excited about emergency medicine (EM) following a standard clerkship and seek out additional learning opportunities. An advanced EM elective may accomplish several educational goals, including development of clinical skills in evaluating the undifferentiated patient, broader exploration of the field of EM, and more focused study of one particular aspect of EM. Previously cited examples include pediatric EM, medical toxicology, occupational medicine, sports medicine, and EM research. Numerous other EM specialty courses for senior medical students are emerging, as reflected in the "Undergraduate Rotations" listings on the Society for Academic Emergency Medicine. A few examples drawn from the list include emergency ultrasound, international EM, wilderness medicine, disaster medicine, geriatric EM, and hyperbaric medicine. Educators aspiring to develop, or in the process of developing, an advanced EM elective may benefit from a brief overview of necessary course considerations, including didactic format, the clinical role of the medical student in the emergency department, and involvement with patient procedures. Suggestions are made regarding additional educational opportunities, including follow-up of patients seen in the emergency department and development of an emergency department radiology case file. This article also addresses several related concerns, including suggested prerequisites, administration and cost considerations, appropriate didactic topics, and methods for evaluating students. Several EM subspecialty areas, namely pediatric EM, medical toxicology, and out-of-hospital care, are specifically discussed. Formal advanced cardiac life support training is also often included in an advanced EM elective and is briefly discussed. The overall intent of this article is to provide medical student educators with resources and ideas to assist them in developing a unique advanced EM elective. [source] Modelling opportunity in health under partial observability of circumstancesHEALTH ECONOMICS, Issue 3 2010Pedro Rosa Dias Abstract This paper proposes a behavioural model of inequality of opportunity in health that integrates John Roemer's framework of inequality of opportunity with the Grossman model of health capital and demand for health. The model generates a recursive system of equations for health and lifestyles, which is then jointly estimated by full information maximum likelihood with freely correlated error terms. The analysis innovates by accounting for the presence of unobserved heterogeneity, therefore addressing the partial-circumstance problem, and by extending the examination of inequality of opportunity to health outcomes other than self-assessed health, such as long-standing illness, disability and mental health. The results provide evidence for the existence of third factors that simultaneously influence health outcomes and lifestyle choices, supporting the empirical relevance of the partial-circumstance problem. Accounting for these factors, the paper corroborates that the effect of parental and early circumstances on adult health disparities is paramount. However, the particular set of circumstances that affect each of the analysed health outcomes differs substantially. The results also show that differences in educational opportunities, and in social development in childhood, are crucial determinants of lifestyles in adulthood, which, in turn, shape the observed health inequalities. Copyright © 2010 John Wiley & Sons, Ltd. [source] Stratification in Higher Education, Choice and Social Inequalities in GreeceHIGHER EDUCATION QUARTERLY, Issue 1 2010Eleni Sianou-Kyrgiou Higher education has expanded to a remarkable extent in many countries in recent decades. Although this has led to high levels of participation, inequalities not only persist but are also strengthened. The persistence of inequalities is partly the result of policies for the widening of participation having been accompanied by institutional stratification with educational choices being unequal and socially defined. There is evidence that with the development of new university departments and the increase in the number of university entrants in Greece, a stratified system of higher education has emerged. This study draws on quantitative data that provides evidence that choice has been driven largely by the students' social class: the close relationship between social class and educational opportunities has remained intact. Furthermore, social inequalities in access and distribution in higher education persist, despite the substantial increase in participation in higher education. Social class is a key factor in the interpretation of choice of study, which, along with the performance in the national level examinations that determines entrance into universities, has also led to the increase in the stratification of higher education institutions. [source] Motivation and Meaning in Contemporary Art: From Tate Modern to the Primary School ClassroomINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2001Jacqueline Dear ,Art Now in the Classroom', was a joint venture between Goldsmiths College Education Department, Tate Modern and six Primary Schools in and around the London area (Sandhurst, Pilgrim's Way, Hawesdown, Hawkesmoore, Lauriston and Myatt Garden.) It ran from September to November 2000, beginning initially with the placement of two Goldsmiths students at each school then continuing with school visits to Tate Modern, and four Fridays spent working in the classroom, culminating in an exhibition at Tate Modern where the children from all six primary schools got to see their own work publicly displayed. This paper is an account of the work produced by the children from Sandhurst Primary School and an assessment of both the educational opportunities it provided for the primary classes involved and for the Goldsmiths students involved. The aims of the project were to demonstrate effective ways to work collaboratively with contemporary art, to support the development of teaching strategies at KS2 and KS3 and to offer possible approaches for working with contemporary material in the classroom. [source] Race, ethnicity, and higher education policy: The use of critical quantitative researchNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 133 2007Robert T. TeranishiArticle first published online: 12 APR 200 Cross-sectional frameworks, or between-group approaches, in quantitative research in higher education have limitations that hinder what we know about the intersection of race and educational opportunities and outcomes. [source] Maintaining Popular Support for the Chinese Communist Party: The Influence of Education and the State-Controlled MediaPOLITICAL STUDIES, Issue 3 2009John James Kennedy Literature on public opinion in China suggests that public support for the Chinese Communist party (CCP) is quite high. No matter how survey questions regarding regime support are phrased, the results are the same. The obvious question arises: how does an authoritarian regime, such as the PRC, garner the support of the vast majority of its citizens? I argue that the exposure-acceptance model best explains the high level of public support in China. This model suggests that educated citizens, who are politically aware, display high levels of political support within an authoritarian regime, but citizens at the highest levels of education are more resistant to political messages and tend to have lower levels of support. However, in a developing country such as China there are unequal educational opportunities for rural and urban citizens. This has a significant influence on how education affects regime support. Despite lower levels of support among the most educated citizens, the CCP still manages to maintain a high level of popular support through strict control over the media and education system. [source] Barriers to innovation in continuing medical educationTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 3 2008Elizabeth A. Bower MD Abstract Introduction: Criteria for maintenance of certification (MOC) emphasize the importance of competencies such as communication, professionalism, systems-based care, and practice performance in addition to medical knowledge. Success of this new competency paradigm is dependent on physicians' willingness to engage in activities that focus on less traditional competencies. We undertook this analysis to determine whether physicians' preferences for CME are barriers to participation in innovative programs. Methods: A geographically stratified, random sample of 755 licensed, practicing physicians in the state of Oregon were surveyed regarding their preferences for type of CME offering and instructional method and plans to recertify. Results: Three hundred seventy-six of 755 surveys were returned for ±5% margin of error at 95% confidence level; 91% of respondents were board certified. Traditional types of CME offerings and instructional methods were preferred by the majority of physicians. Academic physicians were less likely than clinical physicians to prefer nontraditional types of CME offerings and instructional methods. Multiple regression analyses did not reveal any significant differences based on demography, practice location, or physician practice type. Discussion: Physicians who participate in CME select educational opportunities that appeal to them. There is little attraction to competency-based educational activities despite their requirement for MOC. The apparent disparity between the instructional methods a learner prefers and those that are the most effective in changing physician behavior may represent a barrier to participating in more innovative CME offerings and instructional methods. These findings are important for medical educators and CME program planners developing programs that integrate studied and effective educational methods into CME programs that are attractive to physicians. [source] Summer learning and its implications: Insights from the Beginning School StudyNEW DIRECTIONS FOR YOUTH DEVELOPMENT, Issue 114 2007Karl L. Alexander There is perhaps no more pressing issue in school policy today than the achievement gap across social lines. Achievement differences between well-to-do children and poor children and between disadvantaged racial and ethnic minorities and majority whites are large when children first begin school, and they increase over time. Despite years of study and an abundance of good intentions, these patterned achievement differences persist, but who is responsible, and how are schools implicated? The increasing gap seems to suggest that schools are unable to equalize educational opportunity or, worse still, that they actively handicap disadvantaged children. But a seasonal perspective on learning yields a rather different impression. Comparing achievement gains separately over the school year and the summer months reveals that much of the achievement gap originates over the summer period, when children are not in school. The authors review Beginning School Study research on differential summer learning across social lines (that is, by family socioeconomic level) and its implications for later schooling outcomes, including high school curriculum placements, high school dropout, and college attendance. These studies document the extent to which these large summer learning differences impede the later educational progress of children of low socioeconomic status. Practical implications are discussed, including the need for early and sustained interventions to prevent the achievement gap from opening wide in the first place and for high-quality summer programming focused on preventing differential summer learning loss. [source] The Google Online Marketing Challenge: A multi-disciplinary global teaching and learning initiative using sponsored searchPROCEEDINGS OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE & TECHNOLOGY (ELECTRONIC), Issue 1 2008Bernard J. (Jim) Jansen Facilitator, Panelist Sponsored search is an innovative information searching paradigm. This panel will discuss a vehicle to explore this unique medium as an educational opportunity for students and professors. From February to May 2008, Google ran its first ever student competition in sponsored search, The Google Online Marketing Challenge (http://www.google.com/onlinechallenge/). Similar to other Google initiatives, the extent seems huge. Based on registrations from 61 countries, 629 courses from 468 universities participated, fielding 4,317 student teams of approximately 21,585 total students. The Challenge may be the largest, worldwide educational course ever done. It is certainly on an extremely large scale. [source] Best practices in the identification of gifted students with learning disabilitiesPSYCHOLOGY IN THE SCHOOLS, Issue 5 2001D. Betsy McCoach In recent years, researchers and practitioners have become increasingly interested in students who have both learning disabilities and intellectual gifts. Intellectually gifted students are defined as those who demonstrate outstanding ability to grapple with complexity, or superior academic potential. The definition of learning disability states that the level of performance in a particular academic area is substantially below what would be expected based on one's general intellectual ability and that this incongruity cannot be explained by lack of educational opportunity in that academic area. This article explores several controversial issues surrounding the identification of students as both gifted and learning disabled. How does a discrepancy manifest itself in a student who is intellectually gifted? Do gifted students with learning disabilities experience masking effects? How can we effectively identify intellectually gifted students with learning disabilities? In addition, we argue against the use of profile analysis to identify gifted students with learning disabilities. Finally, we propose guidelines for school psychologists to identify students with intellectual gifts and learning disabilities, and we provide suggestions for how to best serve this unique population of students within the school environment. © 2001 John Wiley & Sons, Inc. [source] Barriers to Integration in the Mississippi Delta: Could Charter Schools Be the New Vehicle for Desegregation?ANALYSES OF SOCIAL ISSUES & PUBLIC POLICY, Issue 1 2006Suzanne E. Eckes This study explored the barriers to educational integration in the rural Mississippi Delta region. In Delta County,1students have generally been divided between a black public school and an all white private academy. An earlier study (Eckes, 2005) revealed that white parents in Delta County chose not to send their students to the traditional public school because they perceived greater discipline problems, less challenging academics, and fewer extracurricular opportunities ("the barriers"). The black parents, however, were choosing not to send their children to the private academy because it did not, in fact, offer greater educational opportunity. Black parents contended that the three articulated barriers were actually euphemisms for racism. In this current case study, the researcher sought to learn whether a new high-performing charter school, where the three barriers were not present, would encourage racial integration in Delta County. Specifically, the new public charter school offered parents a third option in addition to the private academy and public school. Through interviews and observations, the current case study explored whether the barriers articulated by white parents in the earlier study were simply rhetoric. The current study found that white parents were still not choosing the charter school, even though no barriers were present. [source] | |||||||||||||||||||