Reflections: Historical Perspectives on Pathology in Houston and Galveston

“This account of pathology in the Houston and Galveston area … examines important themes in the development of pathology in this area, using selected details from the careers of individuals and institutions to illustrate how pathologists, as practitioners, teachers, and researchers, dealt with the challenges they faced in finding and keeping a niche for pathology in the medical world.” - Preface This book was written to commemorate the 50th anniversary of Houston Society of Clinical Pathologists. Bibliographic references and other resources are included.

TIC en el aprendizaje de la historia : Utilización e historización de estas herramientas en el capitalismo cognitivo

En el presente trabajo se intentará desarrollar un análisis en torno a la potencialidad de incluir en la formación de futuros docentes e investigadores de historia lo que podemos denominar educación con medios y educación en medios. Esto, por un lado, consistiría en la introducción didáctica de tecnologías de información-comunicación -entendiendo por ello la importancia vital para nuestro oficio de apropiarse de herramientas que posibiliten el trabajo con fuentes de diversa índole y en diferentes soportes- y, por otro lado, la realización en el espacio del aula de una historización que problematice y contextualice los espacios de producción y circulación de dichas tecnologías en el sistema capitalista posterior a la crisis económica mundial de la década del 70. En una primera instancia, se hará una revisión de la génesis de esta fase para luego reflexionar respecto de casos concretos dentro del ámbito universitario local que proponen construcciones colaborativas de contenidos, con empleo de edición de imagen y sonido digital, vinculación dentro de redes sociales, socialización de conocimiento. Se postula la posibilidad de que estas prácticas supongan elementos que obturen los fundamentos restrictivos del capitalismo cognitivo

TIC en el aprendizaje de la historia : Utilización e historización de estas herramientas en el capitalismo cognitivo

En el presente trabajo se intentará desarrollar un análisis en torno a la potencialidad de incluir en la formación de futuros docentes e investigadores de historia lo que podemos denominar educación con medios y educación en medios. Esto, por un lado, consistiría en la introducción didáctica de tecnologías de información-comunicación -entendiendo por ello la importancia vital para nuestro oficio de apropiarse de herramientas que posibiliten el trabajo con fuentes de diversa índole y en diferentes soportes- y, por otro lado, la realización en el espacio del aula de una historización que problematice y contextualice los espacios de producción y circulación de dichas tecnologías en el sistema capitalista posterior a la crisis económica mundial de la década del 70. En una primera instancia, se hará una revisión de la génesis de esta fase para luego reflexionar respecto de casos concretos dentro del ámbito universitario local que proponen construcciones colaborativas de contenidos, con empleo de edición de imagen y sonido digital, vinculación dentro de redes sociales, socialización de conocimiento. Se postula la posibilidad de que estas prácticas supongan elementos que obturen los fundamentos restrictivos del capitalismo cognitivo

TIC en el aprendizaje de la historia : Utilización e historización de estas herramientas en el capitalismo cognitivo

En el presente trabajo se intentará desarrollar un análisis en torno a la potencialidad de incluir en la formación de futuros docentes e investigadores de historia lo que podemos denominar educación con medios y educación en medios. Esto, por un lado, consistiría en la introducción didáctica de tecnologías de información-comunicación -entendiendo por ello la importancia vital para nuestro oficio de apropiarse de herramientas que posibiliten el trabajo con fuentes de diversa índole y en diferentes soportes- y, por otro lado, la realización en el espacio del aula de una historización que problematice y contextualice los espacios de producción y circulación de dichas tecnologías en el sistema capitalista posterior a la crisis económica mundial de la década del 70. En una primera instancia, se hará una revisión de la génesis de esta fase para luego reflexionar respecto de casos concretos dentro del ámbito universitario local que proponen construcciones colaborativas de contenidos, con empleo de edición de imagen y sonido digital, vinculación dentro de redes sociales, socialización de conocimiento. Se postula la posibilidad de que estas prácticas supongan elementos que obturen los fundamentos restrictivos del capitalismo cognitivo

Training project management complexity in postgraduate and continuing education programs: a learning strategy in the eshe (European Space of Higher Education) framework

The objective of this paper is to address the methodological process of a teaching strategy for training project management complexity in postgraduate programs. The proposal is made up of different methods —intuitive, comparative, deductive, case study, problem-solving Project-Based Learning— and different activities inside and outside the classroom. This integration of methods motivated the current use of the concept of “learning strategy”. The strategy has two phases: firstly, the integration of the competences —technical, behavioral and contextual—in real projects; and secondly, the learning activity was oriented in upper level of knowledge, the evaluating the complexity for projects management in real situations. Both the competences in the learning strategy and the Project Complexity Evaluation are based on the ICB of IPMA. The learning strategy is applied in an international Postgraduate Program —Erasmus Mundus Master of Science— with the participation of five Universities of the European Union. This master program is fruit of a cooperative experience from one Educative Innovation Group of the UPM -GIE-Project-, two Research Groups of the UPM and the collaboration with other external agents to the university. Some reflections on the experience and the main success factors in the learning strategy were presented in the paper

Training project management complexity in postgraduate and continuing education programs: a learning strategy in the eshe (European Space of Higher Education) framework

The objective of this paper is to address the methodological process of a teaching strategy for training project management complexity in postgraduate programs. The proposal is made up of different methods —intuitive, comparative, deductive, case study, problem-solving Project-Based Learning— and different activities inside and outside the classroom. This integration of methods motivated the current use of the concept of ―learning strategy‖. The strategy has two phases: firstly, the integration of the competences —technical, behavioral and contextual—in real projects; and secondly, the learning activity was oriented in upper level of knowledge, the evaluating the complexity for projects management in real situations. Both the competences in the learning strategy and the Project Complexity Evaluation are based on the ICB of IPMA. The learning strategy is applied in an international Postgraduate Program —Erasmus Mundus Master of Science— with the participation of five Universities of the European Union. This master program is fruit of a cooperative experience from one Educative Innovation Group of the UPM -GIE-Project-, two Research Groups of the UPM and the collaboration with other external agents to the university. Some reflections on the experience and the main success factors in the learning strategy were presented in the paper.

HeartCycle: User interaction and patient education

Cardiovascular Diseases are the most prevalent and serious chronic conditions existing nowadays. They are the primary cause of death in the world and generate enormous expenditures to the health systems. Tele-monitoring and personal health systems have proven to be good options for tackling this situation; however they are still lacking many functionalities. It is necessary to find solutions that allow health professionals to follow up patients more closely and efficiently, while reducing the non-adherence of patients to the treatment regime. HeartCycle research project (partially funded by the European Commission) has developed a personal health system for cardiovascular diseases management with the aim to address this problem. This paper describes the Patient Loop of this solution, including the different components, the adopted user interaction, and the implemented patients education and coaching strategy.

Don’t Let Me Down: An Autoethnography of an Urban Teacher

Students in urban schools who are negatively impacted need stability and continuity the most. However, at least half of new teachers leave their profession within five years. In order for this situation to change, support is needed for new teachers and encouragement is needed for experienced teachers. The purpose of the study is to offer a first-hand description of factors that affect the profession of teaching and especially teachers who may be wondering how to stay in teaching for more than five years. Veteran teachers gain the opportunity to reflect, validate, and (probably) celebrate their own journey through this profession. This autoethnography uses my experience of a 29-year veteran teacher, who started with an alternative teaching license, to mirror what researchers have identified as key factors for sustainability and how they affected my continued commitment to teaching in urban schools. The following questions framed the study: 1. Why did I choose teaching as a career? 2. What supportive factors contributed to my decision to continue teaching in an urban school rather than leave the profession? 3. What internal and external struggles have I encountered in teaching and what strategies did I use to overcome them? 4. What beliefs and experiences led to my steadfast commitment to teaching in an urban setting? 5. How do I define success as an urban teacher? 6. What are the implications of my story for urban education? This autoethnography involves data collection and in-depth analysis of documents and artifacts that were generated during my teaching career as an urban educator. These documents and artifacts come from both internal and external sources. The study’s implications reach beyond teachers and include two sub-groups: teacher education programs and school administrators. The implication for teachers is the importance of a two-fold support system in order to thrive: first teachers need spiritual support and second they need to surround themselves with likeminded teachers. The implications for teacher education programs include making pre-service teachers aware of the realities of urban settings and provide them with resources, which could help overcome the attrition rate. Additionally, pre-service teachers need to know how to form credible relationships with their students. This study also reveals the important role that school principals play in the success of their teachers. First, principals are responsible for creating a positive school climate that promotes a professional learning community. Second, they need to establish relational trust in their building. Third, they need to nourish their staff both physically and emotionally. Finally, the implications of autoethnography for teachers and researchers are also discussed.

Evaluation of hybrid and distance education learning environments in Spain

This article describes the adaptation and validation of the Distance Education Learning Environments Survey (DELES) for use in investigating the qualities found in distance and hybrid education psycho-social learning environments in Spain. As Europe moves toward post-secondary student mobility, equanimity in access to higher education, and more standardised degree programs across the European Higher Education Area (EHEA) the need for a high quality method for continually assessing the excellence of distance and hybrid learning environments has arisen. This study outlines how the English language DELES was adapted into the new Spanish-Distance Education Learning Environments Survey (S-DELES) for use with a Bachelor of Psychology and Criminology degree program offering both distance and hybrid education classes. We present the relationships between psycho-social learning environment perceptions and those of student affect. We also present the asynchronous aspects of the environment, scale means, and a comparison between the perceptions of distance education students and their hybrid education counterparts that inform the university about the baseline health of the information and communication technologies (ICT) environment within which the study was conducted.

Comparative regional perspectives: the Bologna process and higher education attainment. Jean Monnet/Robert Schumann Paper Series Vol 13 No. 11, August 2013

Since 1999, countries have voluntarily chosen to reform their higher education systems to join the European Higher Education Area. This paper compares Bologna Process implementation across four regions within the European Union. While there are 47 countries participating in the Bologna Process, this paper uses statistical analysis to consider 25 of the 28 EU Member States. The time period of analysis is 2000-2011, prior to Croatia’s accession to the EU on 1 July 2013. Across Europe there are inter-regional differences in how the Bologna Process has been implemented and in the political economy contexts that influence higher education reform for policy convergence. There are three explanatory variables in the political economy context: 1. competitive economic pressures and globalization 2. domestic politics at the national level 3. leadership from the supranational European Union that socially constructs regional norms Tertiary education attainment is the dependent variable of interest in this research. The objective of 40%, for 30-34 year olds, is Europe 2020 benchmark target. There are additional higher education reform criteria encompassed in the Bologna Process. These criteria concern Credit and Degree Structure, Quality Assurance, and Recognition of academic degrees among countries in the EHEA. This tertiary education attainment variable, which is of interest in this paper, does not capture the entire implementation process. Nevertheless, it is a measure of one important indicator of success in providing higher education access to populations within the context of democratic governance. This research finds that statistically GDP Per Capita is the most significant variable in relationship to tertiary education attainment across four regional areas in the European Union.