746 resultados para Degrees, Academic
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Prepared by the Division of Criminal and Juvenile Justice Planning, Iowa Department of Human Rights
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Prepared by the Division of Criminal and Juvenile Justice Planning, Iowa Department of Human Rights
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OBJECTIVES: The aim of this study was to describe the demographic, social and medical characteristics, and healthcare use of highly frequent users of a university hospital emergency department (ED) in Switzerland. METHODS: A retrospective consecutive case series was performed. We included all highly frequent users, defined as patients attending the ED 12 times or more within a calendar year (1 January 2009 to 31 December 2009). We collected their characteristics and calculated a score of accumulation of risk factors of vulnerability. RESULTS: Highly frequent users comprised 0.1% of ED patients, and they accounted for 0.8% of all ED attendances (23 patients, 425 attendances). Of all highly frequent users, 87% had a primary care practitioner, 82.6% were unemployed, 73.9% were socially isolated, and 60.9% had a mental health or substance use primary diagnosis. One-third had attempted suicide during study period, all of them being women. They were often admitted (24.0% of attendances), and only 8.7% were uninsured. On average, they cumulated 3.3 different risk factors of vulnerability (SD 1.4). CONCLUSION: Highly frequent users of a Swiss academic ED are a highly vulnerable population. They are in poor health and accumulate several risk factors of being even in poorer health. The small number of patients and their high level of insurance coverage make it particularly feasible to design a specific intervention to approach their needs, in close collaboration with their primary care practitioner. Elaboration of the intervention should focus on social reinsertion and risk-reduction strategies with regard to substance use, hospital admissions and suicide.
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OBJECTIVE: To determine whether an increase in the rate of undesirable events occurs after care provided by trainees at the beginning of the academic year. DESIGN: Retrospective cohort study using administrative and patient record data. SETTING: University affiliated hospital in Melbourne, Australia. PARTICIPANTS: 19,560 patients having an anaesthetic procedure carried out by first to fifth year trainees starting work for the first time at the hospital over a period of five years (1995-2000). MAIN OUTCOME MEASURES: Absolute event rates, absolute rate reduction, and rate ratios of undesirable events. RESULTS: The rate of undesirable events was higher at the beginning of the academic year compared with the rest of the year (absolute event rate 137 v 107 per 1000 patient hours, relative rate reduction 28%, P<0.001). The overall adjusted rate ratio for undesirable events was 1.40, 95% confidence interval 1.24 to 1.58. This excess risk was seen for all residents, regardless of their level of seniority. The excess risk decreased progressively after the first month, and the trend disappeared fully after the fourth month of the year (rate ratio for fourth month 1.21, 0.93 to 1.57). The most important decreases were for central and peripheral nerve injuries (relative difference 82%), inadequate oxygenation of the patient (66%), vomiting/aspiration in theatre (53%), and technical failures of tracheal tube placement (49%). CONCLUSIONS: The rate of undesirable events was greater among trainees at the beginning of the academic year regardless of their level of clinical experience. This suggests that several additional factors, such as knowledge of the working environment, teamwork, and communication, may contribute to the increase.
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This document shows the tuition and fees charged by the 15 community colleges. It includes comparisons to the regents institutions and to national data.
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This document shows the tuition and fees charged by the 15 community colleges. It includes comparisons to the regents institutions and to national data.
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This document shows the tuition and fees charged by the 15 community colleges. It includes comparisons to the regents institutions and to national data.
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The pathways for academic career and employment program (PACE) is established to provide funding to community colleges for the development of projects that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gainful employment and customized support services.
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[spa] La adaptación al EEES ha implicado una reestructuración de los estudios universitarios promoviendo, entre otros, el uso de una evaluación continuada de los aprendizajes y de herramientas docentes virtuales en los nuevos grados. Estos cambios también pueden aplicarse en el posgrado, aunque hasta el momento, son pocas las experiencias al respecto. El presente trabajo muestra la opinión y los resultados obtenidos de los estudiantes de una asignatura de posgrado de un Máster Oficial Universitario URV-UB en el que se llevó a cabo evaluación continuada y se utilizó el Campus Virtual (CV) como herramienta de aprendizaje y participación activa. La aplicación del proyecto (2007PID/UB-14) se llevó a cabo en 4 fases: elaboración del aula, diseño de encuestas dirigidas a los estudiantes para obtener su opinión sobre la evaluación continuada y sus conocimientos en el uso de plataformas virtuales de forma previa al curso, gestión diaria del aula y seguimiento de las actividades propuestas y finalmente, evaluación del proyecto a través de indicadores cualitativos y cuantitativos derivados de las encuestas y de la propia aplicación virtual. Al inicio del curso la mayoría (93,75%) de los estudiantes prefería evaluación continuada y al final de éste el 100% estuvieron de acuerdo con el tipo de evaluación realizado. Respecto al CV, los estudiantes realizaron todas las actividades de autoevaluación voluntarias. La puntuación sobre la utilidad de todos los recursos del aula del CV fue muy elevada, siendo máxima la obtenida por los ejercicios de autoevaluación. En global, los estudiantes otorgaron al aula una puntuación de 8,1 sobre 10.
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[spa] La adaptación al EEES ha implicado una reestructuración de los estudios universitarios promoviendo, entre otros, el uso de una evaluación continuada de los aprendizajes y de herramientas docentes virtuales en los nuevos grados. Estos cambios también pueden aplicarse en el posgrado, aunque hasta el momento, son pocas las experiencias al respecto. El presente trabajo muestra la opinión y los resultados obtenidos de los estudiantes de una asignatura de posgrado de un Máster Oficial Universitario URV-UB en el que se llevó a cabo evaluación continuada y se utilizó el Campus Virtual (CV) como herramienta de aprendizaje y participación activa. La aplicación del proyecto (2007PID/UB-14) se llevó a cabo en 4 fases: elaboración del aula, diseño de encuestas dirigidas a los estudiantes para obtener su opinión sobre la evaluación continuada y sus conocimientos en el uso de plataformas virtuales de forma previa al curso, gestión diaria del aula y seguimiento de las actividades propuestas y finalmente, evaluación del proyecto a través de indicadores cualitativos y cuantitativos derivados de las encuestas y de la propia aplicación virtual. Al inicio del curso la mayoría (93,75%) de los estudiantes prefería evaluación continuada y al final de éste el 100% estuvieron de acuerdo con el tipo de evaluación realizado. Respecto al CV, los estudiantes realizaron todas las actividades de autoevaluación voluntarias. La puntuación sobre la utilidad de todos los recursos del aula del CV fue muy elevada, siendo máxima la obtenida por los ejercicios de autoevaluación. En global, los estudiantes otorgaron al aula una puntuación de 8,1 sobre 10.
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Purpose This paper aims to analyse various aspects of an academic social network: the profile of users, the reasons for its use, its perceived benefits and the use of other social media for scholarly purposes. Design/methodology/approach The authors examined the profiles of the users of an academic social network. The users were affiliated with 12 universities. The following were recorded for each user: sex, the number of documents uploaded, the number of followers, and the number of people being followed. In addition, a survey was sent to the individuals who had an email address in their profile. Findings Half of the users of the social network were academics and a third were PhD students. Social sciences scholars accounted for nearly half of all users. Academics used the service to get in touch with other scholars, disseminate research results and follow other scholars. Other widely employed social media included citation indexes, document creation, edition and sharing tools and communication tools. Users complained about the lack of support for the utilisation of these tools. Research limitations/implications The results are based on a single case study. Originality/value This study provides new insights on the impact of social media in academic contexts by analysing the user profiles and benefits of a social network service that is specifically targeted at the academic community.
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We present measurements of hydrogen and oxygen isotopes in MORB glasses from Macquarie Island (SW. Pacific Ocean) coupled with determination of bulk H2O content by two independent techniques: total dehydration and FTIR. The incompatible trace elements in these glasses vary by a factor of 12 to 17, with K2O varying from 0.1 to 1.7 wt.%; these ranges reflect a variable degree of closed-system mantle melting, estimated from 1 to 15%. Water concentrations determined by the two techniques match well, yielding a range from 0.25 to 1.49 wt.% which correlates positively with all of the measured incompatible trace elements, suggesting that water is un-degassed, and behaves conservatively during mantle melting. Also, the agreement between the FTIR-determined and extracted water contents gives us confidence that the measured isotopic values of hydrogen reflect that of the mantle. Comparison of the range of water content with that of other incompatible trace elements allows estimation of the water partition coefficient in lherzolite, 0.0208 (ranging from 0.017 to 0.023), and the water content in the source, 386 ppm (ranging from 370 to 440 ppm). We observe a fairly narrow range in delta D and delta O-18 values of -75.5 +/- 4.5 parts per thousand and 5.50 +/- 0 .05 parts per thousand respectively, that can be explained by partial melting of normal lherzolitic mantle. The measured delta D and delta O-18 values of Macquarie Island glasses that range from nepheline- to hypersthene-normative, and from MORB to EMORB in composition, are identical to those in average global MORB. The observed lack of variation of delta D and delta O-18 with 1 to 15% degree of mantle melting is consistent with a bulk melting model of delta D and delta O-18 fractionation, in which water is rapidly scavenged into the first partial melt. The narrow ranges of delta D and delta O-18 in normal mantle are mostly due to the buffering effect of clino- and orthopyroxenes in the residual assemblage; additionally, fast ``wet'' diffusion of oxygen and hydrogen isotopes through the melting regions may further smooth isotopic differences. (C) 2012 Elsevier B.V. All rights reserved.
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Peer-reviewed