Texas Medical Center --- Its Origins

This document details the people and institutions who were instrumental in the establishment and development of the Texas Medical Center (TMC). Biographical information about the founders, role the M. D. Anderson Foundation, and opening of the main institutions in the early 1950s is detailed. A copy of a speech given in 1958 by W. B. Bates, one of the trustees of the M. D. Anderson Foundation, on the history and development of the TMC is significant because he was one of the founders of the TMC. This document was commissioned by the Houston Chamber of Commerce in 1971 as the Texas Medical Center began a new phase of expansion with the pending addition of The University of Texas Medical School at Houston. It includes information about each of the 21 institutions which comprised the TMC at that time.

Interview with Dorothy Otto

Interview with Dorothy Otto, Associate Professor at the School of Nursing, University of Texas Houston Health Science Center.

We are special, just the way we are!Listening to children's voices in an Inclusive Multicultural Environment

The aim of this research is to provide insight into how middle school learners experience an inclusive multicultural learning environment. Increasing diversity is challenging European educational systems, which have the arduous task to foster inclusion of learners with diverse educational needs. In order to explore the participants’ descriptions, a qualitative approach based on semi-structured interviews with six learners was employed. Learners’ positions in the educational scenery are central and unique; they are the main experts on their own situations and therefore precious contributors to educational research. Results have been discussed according to a sociocultural perspective. The analysis of my data suggests that the learners perceive their inclusive environment as beneficial. Moreover, they perceive their cultural diversity as strength, reckon social interaction and teamwork with peers as favorable conditions for learning, feel competent in multicultural communication and believe that respect and acceptance towards others are necessary common values. Some implications of multiculturalism in special education are discussed according to the results of a recent European study, which shows that in all the participating European countries, Sweden included, there is a consistent discrepancy in the proportions of learners with immigrant background within special education. Assessment methods developed for mono-cultural learners appear to be a valid reason why multicultural learners are over-or under-represented in special education. Research also shows that inclusion of diversity in educational environment enables the development of social skills in all learners.

Елементи на обучение чрез синтаксис за студенти от професионално направление „Технически науки”

Доклад, поместен в сборника на Националната конференция "Образованието в информационното общество", Пловдив, май, 2011 г.

The Effectiveness of an Intervention Package on Math Computation

Abstract: Four second-grade students participated in a B-A-B withdrawal single-subject design experiment. The intervention package implemented consisted of three components: self-monitoring, performance feedback, and reinforcers. Participants completed math probes across phases. Accuracy and productivity was recorded and calculated. Results demonstrated the intervention package improved accuracy and productivity for all participants.

Challenging ESL Students to Avoid Plagiarism and Properly Summarize and Cite Articles

Research shows that plagiarism is a problem not only for English language learners but also for students whose first language is English. With the Internet and ease of copying and pasting information into a word document, plagiarism in on the rise (Maslen, 2003). Oftentimes, students are not aware they are doing something wrong. American students come into college with the cultural conditioning of knowing (perhaps not fully grasping) American academic standards (Gu & Brooks, 2007). International students have the additional disadvantage of not knowing the conventions, traditions, and values held in academic discourse (Gu & Brooks, 2007). Within American academic circles, plagiarism is considered “one of the worst crimes” a student can commit (Wheeler, 2008). However, outside the United States, plagiarism is culturally acceptable; in fact a moral transgression would be to not copy and paste the words of an expert (Wheeler, 2008). Most of the students in English for Academic Purposes (EAP) at Miami-Dade College are planning on continuing their education once they finish the EAP program so it is essential that they are exposed to the issue of plagiarism. A number of faculty who teach in subject areas have complained that incoming students do not have the skills needed to succeed; these skills include how to cite sources and reference material. As a result of this, the focus of this action research project was on incorporating and explaining plagiarism and providing a number of writing opportunities throughout the semester.

Instructional Gaming

This action research will investigate instructional games as a strategy to increase third grade students’ engagement and motivation. A researcher-created behavior checklist and survey will document students’ behavior and attitudes during baseline, intervention, and post intervention. Analysis will investigate changes in engagement, motivation, and grades due to the gaming intervention.

Sexuality & Aging: Debunking the Myths, May 19, 2015

comparing the myth to the fact

Person-Centered Care Training, May 16, 2014

A FREE training event that will offer valuable and timely information about:  *LifeLong Links Network Statewide Expansion  *Preadmission Screening and Resident Review (PASRR) in Iowa  *Magellan Health Services—SeniorConnect and Integrated Health Homes (IHH)  *The role of the Long Term Care Ombudsman

Telefone celular como recurso didático no ensino de física

Currently, there are several factors that suggest the need for the school to review their teaching practices: 1) the speed with which information and communication technologies - ICT are spread throughout society and in particular the increasing use of mobile phone by groups in school age;2) the scope and power of integrating ICT convergence of these technological resources, that can be used as teaching resources; 3) the fact that nowadays students grow up in a technological world and make their thought patterns operating in accordance with this reality, etc... In contrast, there are educators unrelated to the appropriation of ICT, presenting, in many cases, resistance to them. There is a incongruity between how individuals use mobile phones, for example, inside and outside the school. There are also educators, schools, public educational departments claiming to be against mobile phones usage; bills and laws regulating their use in educational space, etc... For these controversial aspects we have investigated whether cell phone use as a teaching resource practices mediator in Physics teaching. For this purpose, we developed an applied research with qualitative and exploratory approach about the objectives, adopting participant and the technical procedures. A documental and bibliographical research was taken. First of all, data were collected by e-mail, through a multiple choice questionnaire applied to private school teachers in southern Brazil, to identify the researched reality and develop teaching practices likely to be applied in the studied corpus. Then, such practices were applied in workshops located in Curitiba and Ponta Grossa cities, in Paraná state. During the application, data was collected by the researcher's field notes. Then, we recorded chats about the workshops from an instant message software (msn messenger), and we took photographic records. Data analysis was performed by triangulation. The results showed the need to enhance continuing education courses for teachers and the production of national academic literature, such as articles, dissertations, theses and books that explore the theme of the cell phone and its functionality in educational spaces as an educational resource mediator in the practices of teaching Physics. They are available in the dissertation defended in 2012, and now are also systematized in this book, organized as a final product of research conducted by the Graduate Program in Science Education and Technology UTFPR, Campus Ponta Grossa-PR.

FATORES DE RISCO PARA DOENÇAS CRÔNICAS NÃO TRANSMISSÍVEIS E VARIÁVEIS SOCIODEMOGRÁFICAS DE SERVIDORES PÚBLICOS

Objetivo: Associar fatores de risco para doenças crônicas não transmissíveis (DCNT) com variáveis sociodemográficas de servidores de uma instituição pública de ensino superior. Métodos: Estudo transversal, realizado no período de 2012 a 2013. Utilizou-se um questionário com variáveis sociodemográficas, fatores de risco para DCNT e aferição de peso e estatura. Classificou-se o estado nutricional de acordo com o índice de massa corporal. Analisaram-se os dados pelos programas Epi-Info 3.2.1 e Bioestat 5.0. As associações foram verificadas pelos testes qui-quadrado de Yates, de tendência e exato de Fisher (p≤0,05). Resultados: Participaram 225 servidores, maioria de mulheres (64,4%), na faixa etária entre 45-54 anos (37,3%) e escolaridade superior a 12 anos de estudo (85,8%). O sexo associou-se ao excesso de peso (p=0,034), consumo diário de leite integral (p=0,023), consumo insuficiente de frutas, legumes e verduras - FLV (p=0,020) e consumo insuficiente de feijão (p=0,000), sendo mais frequentes entre mulheres. Entre os homens, foi mais frequente o consumo excessivo de bebida alcoólica (p=0,000). O excesso de peso associou-se à faixa etária (p=0,008). O hábito de fumar (p=0,004) e o consumo diário de leite integral (p=0,016) apresentaram associação com a escolaridade. Conclusão: Encontrou-se elevada prevalência de fatores de risco para doenças crônicas não transmissíveis na amostra estudada, com associação para sexo, faixa etária e escolaridade. O excesso de peso apresentou maior ocorrência nas mulheres e nas idades acima de 45 anos, hábitos alimentares inadequados no sexo feminino, maior ingestão de bebida alcoólica no masculino e hábito de fumar nos indivíduos com maior escolaridade.

Evolución de la Ley de Directrices y Bases de la Ley de Educación Nacional Law - nº 5.692/1971 la enfermería profesional en Brasil

A garantia da memória histórica do ensino em nível profissionalizante em enfermagem, na década de 1970, foi o objeto dessa investigação. Teve como objetivos descrever e analisar o contexto sócio-político e as circunstâncias históricas em que a Lei nº 5.692, de 12 de agosto de 1971, das Diretrizes e Bases da Educação Nacional, foi promulgada, bem como discutir as mudanças e desdobramentos dessa no ensino profissionalizante em enfermagem. Trata-se de estudo descritivo, qualitativo, exploratório e de natureza histórico-social, com base em análise documental. Optou-se pela Micro-história para dar sustentação teórica à discussão dos resultados dessa investigação, pois a análise dos documentos históricos, sob o prisma de que, embora não seja possível enxergar a sociedade inteira a partir de um fragmento social, é possível enxergar algo da realidade social que envolve o fragmento humano examinado. A delimitação das fontes históricas do estudo compreende o Acervo do Arquivo Histórico da Associação Brasileira de Enfermagem - Seção São Paulo; o Acervo documental sobre a ABEn/SP, existente no Centro Histórico Cultural da Enfermagem Ibero-Americana da Escola de Enfermagem da USP e a Série Documenta do Ministério da Educação e Cultura. A partir dessa LDB nº 5.692/71, o ensino de Enfermagem foi totalmente integrado ao sistema nacional de Educação e sua promulgação ocorreu durante a Ditadura Militar e a ideologia do “milagre econômico”. De acordo com essa ideologia, o sistema educacional brasileiro deveria adequar-se ao modelo econômico desenvolvimentista, com treinamento de pessoal de nível técnico, visando aumentar e baratear os recursos humanos para o trabalho. A ABEn, como entidade representativa dos interesses políticos e ideológicos dos profissionais da área, liderava os debates sobre as questões da formação dos recursos humanos na enfermagem, sendo que na década de 70 mais da metade do contingente de enfermagem era majoritariamente sem formação específica. Também por conta dessa realidade, houve iniciativas governamentais para tentar reverter essa situação. Apesar das questões do ensino da enfermagem não se encontrarem explicitadas no texto da LDB nº 5.692/71, os resultados deste trabalho revelaram que a legislação estudada teve desdobramentos nas decisões políticas no âmbito do ensino profissionalizante e, consequentemente, impactou sobre a formação dos profissionais de enfermagem.

Gorputz hezkuntzaren metodologien garapena: irakaskuntza estiloetatik eredu pedagogikoetara

94 orr

Assessment of simulated clinical skills and distance students: can we do it better?

Australian universities have traditionally been able to supplement clinical education, for undergraduate nursing courses, delivered on placement with weekly clinical teaching in the simulated environment. The Objective Structured Clinical Assessment (OSCA) tool has been used in this simulated environment to assess clinical skills. Recently, however, online delivery of undergraduate nursing courses has become more common. The move from an internal mode of teaching to an online external mode is seen worldwide and poses challenges to staff and students as well as changing the teaching and learning culture of institutions (Philip and Wozniak, 2009). This cultural shift and the resulting diminishing timeframe for students to acquire and practice simulated clinical skills imply that it may become necessary to rethink assessment forms such as the OSCA assessment. This study examines whether or not the OSCA tool developed by Bujack et al. (1991a) is the best tool to be used in this new context, where online teaching is supplemented by very short, annual, intensive periods of study. Skills acquisition theories dictate that time is required to produce an ideal skills acquisition environment (Quinn, 2000) but the time constraints placed on students in such intensive periods of study could influence skills acquisition. This cross-sectional qualitative study used semi-structured interviews and focus groups to collect data. 65% of the nursing faculty participated in the study. The teaching of the Bachelor of Nursing (BN) occurred on two campuses and staff from both areas participated. This group of nurse academics was employed across the range of academic levels (from lecturer to professor) at the University. Data analysis followed a generic thematic analysis framework. Findings in this study show that there are a variety of attitudes and underpinning beliefs amongst staff in relation to the OSCAs. Doubts were raised in regard to the suitability of the use of the OSCA tool in this setting. It also became apparent during this study that the OSCA tool possibly serves purposes other than an assessment tool.