Catalogues, courses of study, reports and similar publications.

Catalogue of the officers, faculty and students for the academic year 1859-60 / Ypsilanti Union School -- Biennial catalogue and circular of the officers, teachers and pupils of the Ypsilanti Union Seminary : together with the courses of study, rules and regulations for the school year 1868-69 -- Union Lyceum, public, Ypsilanti Seminary, Saturday eve., Feb. 26, '70 [program] : order of exercises -- Ninth annual commencement of the Ypsilanti Union Seminary, Friday evening, June 24, 1870 -- Circular containing organization, courses of study and rules and regulations of the public schools of Ypsilanti, Michigan, 1885 -- Circular of the Ypsilanti high school for the academic year 1885-86 -- Annual report and circular containing courses of study of the public schools of Ypsilanti, Michigan, 1892 -- Announcement, Ypsilanti public schools, 1892-93 -- Circular of information, August, 1895 / Ypsilanti High School -- Catalog of the officers, instructors, and students of the Ypsilanti High School for the school year 1898-99 -- Catalog of the officers, instructors, and students of the Ypsilanti High School, for the school year 1899-1900 -- Catalog of the officers, teachers, and students of the Ypsilanti High School for the school year 1900-1901 -- Commemoration exercises celebrating the close of the nineteenth century high school hall, Thursday evening, Dec. 20, 1900 / Ypsilanti High School -- Annual report of the Superintendent of the public schools of Ypsilanti, Michigan for the school year 1908-1909 -- The public schools, Ypsilanti, Michigan : course of study, rules and regulations, reports for 1910-11 and general information -- Annual catalogue, 1911-12 / high school, Ypsilanti, Michigan.

Annual announcement of the Tecumseh Public Schools ... : organization, examination and expenses, courses of study, rules and regulations.

Mode of access: Internet.

Syllabus of the courses in botany and zoology. Sept., 1883-June, 1884.

At head of title: Washington High School

Massive Open Online Courses as a Tool for Workforce Development in Colombia, the Philippines, and South Africa

The potential of online learning has long afforded the hope of providing quality education to anyone, anywhere in the world. The recent development of Massive Open Online Courses (MOOCs) heralded an exciting new breakthrough by providing free academic instruction and professional skills development from the world’s leading universities to anyone with the sufficient resources to access the internet. The research in Advancing MOOCs for Development Initiative study was designed to analyze the MOOC landscape in developing countries and to better understand the motivations of MOOC users and afford insights on the advantages and limitations of MOOCs for workforce development outcomes. The key findings of this study challenge commonly held beliefs about MOOC usage in developing countries, defying typical characterizations of how people in resource constrained settings use technology for learning and employment. In fact, some of the findings are so contrary to what has been reported in the U.S. and other developed environments that they raise new questions for further investigation.

Effectiveness and safety of repeat courses of hylan G-F 20 in patients with knee osteoarthritis

Objective: To compare the effectiveness and safety of repeat treatment with hylan G-F 20 based on data from a randomized, controlled trial [Raynauld JP, Torrance GW, Band PA, Goldsmith CH, Tugwell P, Walker V, et al. A prospective, randomized, pragmatic, health outcomes trial evaluating the incorporation of hylan G-F 20 into the treatment paradigm for patients with knee osteoarthritis (Part 1 of 2): clinical results. Osteoarthritis Cartilage 2002;10:506-17]. The hypotheses tested were whether the single-course and repeat-course subgroups would be superior to appropriate care and not different from each other. Method: A total of 255 patients with knee osteoarthritis were randomized to appropriate care with hylan G-F 20 or appropriate care without hylan G-F 20. The hylan G-F 20 group was partitioned into two subgroups: (1) patients who received a single course of hylan G-F 20; and (2) patients who received two or more courses of hylan G-F 20. Results: For the primary effectiveness measure, change in Western Ontario and McMaster Universities Osteoarthritis Index (WOMAC) pain score as a percent of baseline, the single-course subgroup improved by 41%, the repeat-course subgroup by 35%, and the appropriate care group by 14%. Both subgroups improved significantly more than the appropriate care group (P < 0.05), and were not statistically significantly different from each other (70% power to detect a 20% difference). Secondary effectiveness measures showed similar results. In the repeat-course subgroup, no statistically significant differences were found in the number of local adverse events, the number of patients with local adverse events, or arthrocentesis rates between the first and repeat courses of treatment. Conclusions: Although the study was neither designed nor powered to examine repeat treatment, this a posteriori analysis provides support for a favorable effectiveness and safety profile of hylan G-F 20 in repeat course patients. (C) 2004 OsteoArthritis Research Society International. Published by Elsevier Ltd. All rights reserved.

Improving learning in undergraduate control engineering courses using context-based learning models

Control Engineering is an essential part of university electrical engineering education. Normally, a control course requires considerable mathematical as well as engineering knowledge and is consequently regarded as a difficult course by many undergraduate students. From the academic point of view, how to help the students to improve their learning of the control engineering knowledge is therefore an important task which requires careful planning and innovative teaching methods. Traditionally, the didactic teaching approach has been used to teach the students the concepts needed to solve control problems. This approach is commonly adopted in many mathematics intensive courses; however it generally lacks reflection from the students to improve their learning. This paper addresses the practice of action learning and context-based learning models in teaching university control courses. This context-based approach has been practised in teaching several control engineering courses in a university with promising results, particularly in view of student learning performances.