Thematische Bibliographien / Subcommittee on Environmental Education / Zeitschriftenartikel
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Zeitschriftenartikel zum Thema „Subcommittee on Environmental Education“

Autor: Grafiati
Veröffentlicht am 27. Juli 2024
Zuletzt aktualisiert am 29. Juli 2024

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Abdullah, Mai Shihah, Ghassan Hadi Kttafah, and Muhammad Haidar Nasuruddin. "ALLERGENIC POTENTIAL AND CROSS-REACTIVITY OF FUNGAL SPECIES ISOLATED FROM THE INDOOR ENVIRONMENT." Jurnal Teknologi 84, no. 3 (2022): 47–57. http://dx.doi.org/10.11113/jurnalteknologi.v84.17742.

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Indoor fungi are potential sensitizing agents. Their detection and quantification in indoor environments are important in the diagnosis and environmental management of fungal allergies. This study aims to analyse the allergenic potential of ten fungal species and the cross-reactivity of the two most common fungi isolated from the indoor environment samples from Sultan Idris Education University buildings. Employing in vivo (skin prick test) and in vitro (immunoblotting), the major and minor allergenic proteins of ten fungi sensitized subjects were identified. Aspergillus fumigatus and Penicillium canescens were the most common fungi with the highest potential to trigger allergies. The cross-reactivity between them was detected by immunoblotting inhibition experiments using three selected sera from subjects sensitized to each of the aforementioned species. The immunoblotting test revealed multiple major and minor allergens. Among them were 11, 25, 33, 36 > 100 kDa and were also listed as causative agent triggering allergy by IUIS Allergen Nomenclature Subcommittee. Cross-reactivity of Aspergillus fumigatus against Penicillium canescens revealed that 9(64.29%) allergenic bands and 13(76.47%) allergenic bands were inhibited, respectively. Aspergillus spp. and Penicillium spp. with high cross-reactivity are most prevalent in the indoor environment of identified contaminated buildings at UPSI. Aspergillus fumigatus and Penicillium canescens can elicit sensitization among the atopic population and implicates worsening the condition of the symptomatic subjects with prolonged these fungal exposures.
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Karakhanov, Edward. "Preface." Pure and Applied Chemistry 81, no. 11 (2009): iv. http://dx.doi.org/10.1351/pac20098111iv.

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The 2nd International IUPAC Conference on Green Chemistry (ICGC-2) was held 14-20 September 2008 aboard the ship "Alexander Radishev" traveling from Moscow to St. Petersburg, Russia. The conference was organized by the Russian Academy of Sciences, the Russian Foundation of Basic Research, the Russian Ministry of Education and Science, and M. V. Lomonosov Moscow State University. The opening ceremony was held in the aula of the new Intellectual Center, Fundamental Library of Moscow State University.The scientific program was centered around a number of fundamental and applied topics such as- environmentally safe reagents and synthesis routes,- heterogeneous catalysis,- homogeneous and enzyme catalysis,- prospective environmentally safe energy sources,- use of renewables in the chemical processes,- environmentally safe technologies of chemical products, and- education in the field of green chemistryThe conference program included 7 plenary lectures, 10 keynote lectures, 37 oral contributions, and 120 poster presentations. Two round-table discussions were also organized. The first was organized by Prof. Hemda Garelick (Middlesex University, London) and examined the environmental context for "green chemistry" and addressed its relationship with the subject area of "environmental chemistry". The second was organized by Prof. Valery Lunin (Chemistry Department of M. V. Lomonosov Moscow State University, Moscow) and was devoted to the discussion of the theoretical and practical aspects of the use of supercritical fluids in chemistry and technology.The conference attracted over 360 participants from 39 countries and 4 continents. IUPAC's green chemistry activities were presented by Prof. P. Tundo, President of IUPAC's Organic and Biomolecular Chemistry Division (INCA and Ca' Foscari University of Venice) and Prof. B. Han, Chair of the IUPAC Subcommittee on Green Chemistry. The plenary and keynote lectures with the choice of oral contributions published in this issue of Pure and Applied Chemistry cover each topic of the conference.We look forward to the 3rd International Conference on Green Chemistry to be held in August 2010 in Canada.Edward KarakhanovConference Editor
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Smith, B. J., and H. Kinsey. "Calculating the future: Mathematical curriculum in Pharmacy Technician Education." International Journal of Pharmacy Practice 31, Supplement_2 (2023): ii50. http://dx.doi.org/10.1093/ijpp/riad074.062.

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Abstract Introduction The General Pharmaceutical Council’s standards for pharmacy technician education state that the learner should be able to “accurately perform pharmaceutical calculations to ensure the safety of people”1. It is important that any calculations taught reflect current practice and ensure patient safety. Previous research identified four calculation types (moles, molarity, displacement value, dilutions) currently taught in the University of East Anglia (UEA) Certificate of Higher education in pharmacy technician practice that are rarely or never used in the workplace by pharmacy technicians2 resulting in a need to consider the inclusion of these in the future curriculum. Aim To explore whether certain calculations should continue to be taught and/or examined as part of the Certificate in Higher Education in pharmacy technician practice. Methods Ethical approval was obtained through the UEA’s school of education and lifelong research ethics subcommittee (ETH2223-0713). The project team (BS, HK) identified inclusion criteria for prospective participants as registered pharmacy technicians who are current, or previous, educational supervisors of pre-registration pharmacy technicians undertaking the UEA certificate. Prospective participants were invited via email by the project lead (BS) to take part in focus groups to discuss the calculations taught to pre-registration pharmacy technicians. Due to the small number of responses (9 total), two focus groups were undertaken (with a total of 7 participants within the groups). During focus groups, four calculation types and their teaching/assessment within the curriculum were discussed: moles, molarity, displacement value, dilutions. The group then voted to either: 1) continue teaching and examination 2) continue teaching and do not examine 3) remove from teaching/examination and teach as a post-qualification advanced course 4) remove from teaching/examination and do not teach in post-qualification. Transcripts from each focus group including the votes submitted were downloaded from the platform being used and analysed using descriptive statistics and inductive thematic analysis by the project lead (BS)3. Results Participants discussed that there was no expectation for newly qualified pharmacy technicians to be able to complete the discussed calculations in modern practice. Most agreed that that teaching the calculations would support understanding of the underlying scientific concepts but examination on the specific calculations is unnecessary. Votes highlighted the majority (4 out of 7) of participants wanted teaching to continue but not be examined for moles, molarity and dilution calculations, while there was a less consensus on displacement values, though most agreed teaching of this should not be examined. Discussion/Conclusion The changing landscape of pharmacy practice has meant that certain calculations are no longer used in everyday practice and consensus is that examining these is of no benefit to students. Teaching the theory around these calculations may still have a role in allowing students to understand the underlying concepts but examination on the student’s ability to perform these calculations is not considered necessary by workplace supervisors. One highlighted limitation of this study is the limited number of participants resulting in a small sample size to work with. Further review and a change in curriculum should be undertaken to reflect findings. References 1. General Pharmaceutical Council. Standards for the initial education and training of pharmacy technicians. 2017 2. Smith, B., Kinsey, H. It doesn’t add up! Calculations in the modern pharmacy technician curriculum, International Journal of Pharmacy Practice. 2022;30(supplement2): ii50–ii51. doi:10.1093/ijpp/riac089.060 3. Braun V, Clarke V. Using thematic analysis in psychology. Qualitative Research in Psychology. 2006;3(2):77–101. doi:10.1191/1478088706qp063oa
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Ziminski, Devon. "Education Reform Trenton Prevention Policy Board Education Subcommittee." Undergraduate Journal of Service Learning & Community-Based Research 3 (November 22, 2014): 1–52. http://dx.doi.org/10.56421/ujslcbr.v3i0.187.

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EMBER, LOIS R. "House Subcommittee Blasts EPA's Environmental Equity Report." Chemical & Engineering News 70, no. 13 (1992): 13–15. http://dx.doi.org/10.1021/cen-v070n013.p013.

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Bolton, C. F., T. J. Benstead, F. Grand'Maison, G. S. Tardif, and L. E. Weston. "Minimum Standards for Electromyography in Canada: A Statement of the Canadian Society of Clinical Neurophysiologists." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 27, no. 4 (2000): 288–91. http://dx.doi.org/10.1017/s0317167100001013.

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Background:Electromyography (EMG) is a widely used diagnostic technique for disorders of the nervous system. The Canadian Society of Clinical Neurophysiologists (CSCN) promotes the education, evaluation and standards of EMG in Canada. A statement of practice standards was needed to clarify the position of the CSCN on several issues relevant to the practice of EMG.Methods and Results:A subcommittee of the CSCN reviewed current patterns of practice and established guidelines for review by the CSCN. The guidelines developed by the subcommittee were reviewed by the CSCN and adopted as recommendations for EMG practice. The subcommittee was charged with formulation of a document for publication.Conclusion:This document deals with minimum standards for electromyographer education, laboratory operation, equipment and a variety of special circumstances relevant to the practice of EMG. The standards can be adopted by EMG laboratories to guide quality assurance.
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McDonnell, Janice. "REPORT FROM THE INFORMAL EDUCATION AND PUBLIC OUTREACH SUBCOMMITTEE." Limnology and Oceanography Bulletin 17, no. 4 (2008): 107. http://dx.doi.org/10.1002/lob.2008174107.

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Walters, Fred H. "A call for a general chemistry subcommittee." Journal of Chemical Education 63, no. 2 (1986): 141. http://dx.doi.org/10.1021/ed063p141.

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Jang, Yena, Seo Yoon Kim, Ji Yoon Kang, et al. "Student Engagement in Student Support System Reform: A Case Study." Korean Medical Education Review 25, no. 2 (2023): 174–83. http://dx.doi.org/10.17496/kmer.23.007.

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Educational evaluation involves data collection and the analysis of various education-related factors to make decisions that improve educational quality. Systematic educational evaluation is essential for enhancing the quality of education. This study reports a case of student-conducted process evaluation of a medical school’s student support system and the procedure for devising improvement plans. Sixteen Inje University College of Medicine students participated in the Education Evaluation Committee (IUCM-EEC) to understand the educational improvement process as learners and actively achieve improvement. The Quality Improvement Committee of the Inje University College of Medicine (IUCM-QIC) decided to reform its student support system based on a previous educational evaluation in 2019. The evaluation of the student support system was conducted for 10 months in 2021 by the student subcommittee, under the guidance of the IUCM-EEC. The CIPP (context-input-process-product) evaluation model was used for a systematic evaluation. Accordingly, the subcommittee developed evaluation criteria and indicators, and analyzed relevant data collected from surveys and the previous literature. For further recommendations and revision ideas, the student subcommittee members interviewed faculty members from six other medical schools and also conducted a focus group interview with the dean and vice deans of IUCM. Finally, the student subcommittee submitted a report to the IUCM-QIC. Communication with various stakeholders is essential for a successful evaluation process. In this case, students, as key stakeholders in education, evaluated the student support system. Their active participation helped improve their understanding of the evaluation process.
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EATON, ANTOINETTE PARISI, and SAMUEL S. FLINT. "What Happened to the Predicted Glut of Pediatricians?" Pediatrics 88, no. 4 (1991): 870–72. http://dx.doi.org/10.1542/peds.88.4.870.

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In 1986 the Council on Graduate Medical Education (COGME) was asked to advise the Congress of the supply and distribution of physicians in the United States, current and future shortages or excesses of physicians by specialty, issues relating to foreign medical graduates, and other matters relating to the financing and structure of undergraduate and graduate medical education. In 1988, the COGME Subcommittee on Physician Manpower stated to the Congress that "there appears to be an impending oversupply of pediatricians at present,"1 and the Subcommittee undertook—before making its final report to the Congress—its own independent study on manpower needs for pediatrics and six other specialties.
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Sidorchuk, Ilya. "Development and discussion of the Russian alphabet latinization reform in 1929–1930." OOO "Zhurnal "Voprosy Istorii" 2023, no. 2-2 (2023): 32–45. http://dx.doi.org/10.31166/voprosyistorii202302statyi51.

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The purpose of the study is to analyze the history of the project of the Russian alphabet latinization, actively developed in late 1929 and early 1930s by a specially formed Subcommittee attached to Glavnauka of the People's Commissariat of Education. First and foremost, the study considers the latinisation project significance that its initiators believed in in accordance with the tasks set by the Soviet government. The review of soviet citizens proposals submitted to the Subcommittee is also provided. The main attention is paid to the analysis of letters from various persons to the Subcommittee with proposals on this issue. The study was conducted on the basis of the externalist approach, which recognizes the dependence of science on the external environment development the social needs of society, the authorities' order, etc.
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Geisenberger, Richard J., and Nicholas A. Moriello. "Delaware Healthcare Commission Workforce Subcommittee." Delaware Journal of Public Health 8, no. 5 (2022): 7. http://dx.doi.org/10.32481/djph.2022.12.005.

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Barry, Michele, and Dickson Despommier. "Planning for the Future: the ASTMH Council Retreat Education Subcommittee Report." American Journal of Tropical Medicine and Hygiene 47, no. 3 (1992): vi. http://dx.doi.org/10.4269/ajtmh.1992.47.3.tm04700300vi.

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Levy, Rachel, Edmond Chow, Byong Kwon, Katherine Socha, Maeve McCarthy, and Peter R. Turner. "SIAM Education Subcommittee Report on Undergraduate Degree Programs in Applied Mathematics." SIAM Review 59, no. 1 (2017): 199–204. http://dx.doi.org/10.1137/15m1008002.

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Knable, Alfred, Antoinette F. Hood, and Thomas G. Pearson. "Undergraduate medical education in dermatology: Report from the AAD interdisciplinary education committee, subcommittee on undergraduate medical education." Journal of the American Academy of Dermatology 36, no. 3 (1997): 467–70. http://dx.doi.org/10.1016/s0190-9622(97)80227-7.

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Raynault, Eloisa Tigre, and Ed Christopher. "TRB Health and Transportation Subcommittee." Journal of Transport & Health 1, no. 2 (2014): 84–85. http://dx.doi.org/10.1016/j.jth.2014.01.003.

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Tsuchida, Shoji. "Meaning of existence of social and environmental subcommittee in AESJ." Journal of the Atomic Energy Society of Japan 61, no. 4 (2019): 288–89. http://dx.doi.org/10.3327/jaesjb.61.4_288.

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Boynton, G. R. "When Senators and Publics Meet at the Environmental Protection Subcommittee." Discourse & Society 2, no. 2 (1991): 131–55. http://dx.doi.org/10.1177/0957926591002002001.

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Hasman, A. "Recommendations for Medical Informatics Training in The Netherlands." Methods of Information in Medicine 33, no. 03 (1994): 308–11. http://dx.doi.org/10.1055/s-0038-1635031.

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Abstract:In this contribution recommendations for education and training in Medical Informatics as they have been formulated end 1987 by the Subcommittee Medical Informatics of the Royal Netherlands Academy of Arts and Sciences are described. The current situation of education and training is presented and compared with the recommendations. It is concluded that not all recommendations have yet been followed up.
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Abed, Riadh, Majid Alyassiri, Mohammed Al-Uzri, and Rizkar Amin. "A Visit to Iraqi Kurdistan." International Psychiatry 5, no. 4 (2008): 102–3. http://dx.doi.org/10.1192/s1749367600002332.

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Sir: The Iraq Subcommittee (ISC) of the Board of International Affairs organised a visit to Iraqi Kurdistan to help support mental health services within the province. Four members of the Subcommittee took part in the visit, on 8–15 June 2007. Our official meetings started on the day of our arrival. We met with the dean of Hawler Medical School, the president of Hawler Medical University and the dean of Hawler Nursing School, as well as the Minister of Health and the Minister of Higher Education (Hawler is the Kurdish name for Erbil, capital of the province). We also visited the mental health unit in Hawler Hospital and met with the consultants, psychiatric trainees and other staff. We also visited a newly commissioned long-stay psychiatric facility.
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KUBO, Shiro, Masahiro JONO, Kenkichi OHBA, and Yoji SHIBUTANI. "Recent Activities of Mechanical Engineering Subcommittee in Kansai Society for Engineering Education." Journal of JSEE 54, no. 3 (2006): 158–64. http://dx.doi.org/10.4307/jsee.54.3_158.

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Davis, Matthew C., Brandon G. Rocque, Ash Singhal, Thomas Ridder, Jogi V. Pattisapu, and James M. Johnston. "State of global pediatric neurosurgery outreach: survey by the International Education Subcommittee." Journal of Neurosurgery: Pediatrics 20, no. 2 (2017): 204–10. http://dx.doi.org/10.3171/2017.3.peds16433.

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OBJECTIVENeurosurgical services are increasingly recognized as essential components of surgical care worldwide. The degree of interest among neurosurgeons regarding international work, and the barriers to involvement in global neurosurgical outreach, are largely unexplored. The authors distributed a survey to members of the American Association of Neurological Surgeons/Congress of Neurological Surgeons (AANS/CNS) Joint Section on Pediatric Neurosurgery to assess the state of global outreach among its members and to identify barriers to involvement.METHODSAn internet-based questionnaire was developed by the International Education Subcommittee of the AANS/CNS Joint Section on Pediatric Neurosurgery and distributed to pediatric neurosurgeons via the AANS/CNS Joint Section email contact list. Participants were surveyed on their involvement in global neurosurgical outreach, geographic location, nature of the participation, and barriers to further involvement.RESULTSA 35.3% response rate was obtained, with 116 respondents completing the survey. Sixty-one percent have performed or taught neurosurgery in a developing country, and 49% travel at least annually. Africa was the most common region (54%), followed by South America (30%), through 29 separate organizing entities. Hydrocephalus was the most commonly treated condition (88%), followed by spinal dysraphism (74%), and tumor (68%). Most respondents obtained follow-up through communications from local surgeons (77%). Seventy-one percent believed the international experience improved their practice, and 74% were very or extremely interested in working elsewhere. Interference with current practice (61%), cost (44%), and difficulty identifying international partners (43%) were the most commonly cited barriers to participation.CONCLUSIONSAny coordinated effort to expand global neurosurgical capacity begins with appreciation for the current state of outreach efforts. Increasing participation in global outreach will require addressing both real and perceived barriers to involvement. Creation and curation of a centralized online database of ongoing projects to facilitate coordination and involvement may be beneficial.
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Bornstein, Robert A. "Reports of the division 40 task force on education, accreditation, and credentialing: Subcommittee on continuing education." Clinical Neuropsychologist 2, no. 1 (1988): 25–29. http://dx.doi.org/10.1080/13854048808520082.

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Pasachoff, J. M. "Solar Eclipses and Public Education." International Astronomical Union Colloquium 162 (1998): 202–4. http://dx.doi.org/10.1017/s025292110011509x.

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Solar eclipses draw the attention of the general public to celestial events in the countries from which they are visible, and broad public education programs are necessary to promote safe observations. Most recently, a subcommittee of IAU Commission 46 composed of Julieta Fierro (from the National University of Mexico), the Canadian professor of optometry Ralph Chou (from the University of Waterloo) and me provided information about safe observations of the 24 October 1995 eclipse to people in Pakistan, India, Cambodia, Vietnam, and Guam. An important point is that there are advantages to seeing eclipses, including inspiration to students, and that people must always be given correct information. If scare techniques are used to warn people off eclipses, when it is later found out that the eclipse was not dangerous and, indeed, was spectacular, these students and other individuals will not trust warnings for truly hazardous activities like smoking, drugs, and behavior that puts one at risk for AIDS.
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Thacker, Emma, Angela Clark, and Andrea Ridgley. "Applying a Holistic Approach to Contract Cheating: A Canadian Response." Canadian Perspectives on Academic Integrity 3, no. 1 (2020): 70–82. http://dx.doi.org/10.55016/ojs/cpai.v3i1.69811.

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This paper traces the development of a contract cheating action plan, introduced by the Academic Integrity Council of Ontario (AICO), Canada. The action plan offers a holistic response to contract cheating, involving multiple and diverse stakeholders from postsecondary education. Created by an AICO subcommittee, three of its founding members detail the action plan and provide a perspective on its strengths, challenges, and ongoing implementation.
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Hines, Shawnda. "Washington Hotline." College & Research Libraries News 79, no. 9 (2018): 520. http://dx.doi.org/10.5860/crln.79.9.520.

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Premidterm election priorities in WashingtonWith just weeks to go before midterm elections, Congress is both making and delaying decisions on issues that are important to libraries.On September 13, the U.S. House and Senate Appropriations Committees released a conference committee report on fiscal year 2019 funding for programs under the Labor, Health and Human Services, Education, and Related Agencies Subcommittee, which controls spending levels for many federal library programs.The news is good.
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Carnine, Doug. "Bridging the Research-to-Practice Gap." Exceptional Children 63, no. 4 (1997): 513–21. http://dx.doi.org/10.1177/001440299706300406.

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The contribution of research findings to the education of Americas students, including those with disabilities, depends on the quality of and market demand for research findings. This paper presents a rationale and suggestions for increasing the quality of and market demand for research findings as a vital component of any serious effort to improve American education. Responses to the paper are from representatives of the American Federation of Teachers; Learning Disabilities Association; National Alliance of Business; National Association of State Directors of Special Education; and Staff Director, Disability Policy Subcommittee, U.S. Senate. An additional response, which also synthesizes all responses, is provided by The Council for Exceptional Children.
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Briskman, Boris, and Eugene Borson. "Ground Simulation of Space Radiation Effects on Nonmetallic Materials: Status of the Proposed ISO Standard." Journal of the IEST 42, no. 2 (1999): 23–31. http://dx.doi.org/10.17764/jiet.42.2.u48263616671q3x6.

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Russia has proposed a new international standard for the testing of nonmetallic materials to simulate space radiation effects. The proposal was submitted to ISO (International Organization for Standardization) Technical Committee 20 (Aircraft and Space Vehicles), Subcommittee 14 (Space Systems and Operations) and was approved as Working Draft 15856 at the Los Angeles meeting (1997). The second version of the draft was approved at the Beijing meeting (1998).
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Vespia, Kristin M., Karen Z. Naufel, Jerry Rudmann, Jaye F. Van Kirk, Deborah Briihl, and Jason Young. "Yes, You Can Get a Job With That Major! Goal 5 Strategies for Facilitating, Assessing, and Demonstrating Psychology Students’ Professional Development." Teaching of Psychology 47, no. 4 (2020): 305–15. http://dx.doi.org/10.1177/0098628320945122.

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The Summit on the National Assessment of Psychology was held on June 2016 to chart a path for assessing student achievement of the goals of the undergraduate psychology major. Our subcommittee was charged with identifying evaluation strategies and tools for students’ professional development, which included applying psychology to various careers; engaging in effective self-regulation, project management, and teamwork; and developing lifelong professional skills. In this article, therefore, we not only review a wide range of assessment tools for facilitating and evaluating professional development in psychology, but we also discuss the larger importance of the learning goal both to students and to public perceptions of psychology.
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KAWATA, Hiroshi, Shunji KAWAMOTO, and Noboru MATSUURA. "Activity Report of Electrical Engineering Subcommittee in Kansai-Branch of Japanese Society for Engineering Education." Journal of JSEE 54, no. 3 (2006): 165–67. http://dx.doi.org/10.4307/jsee.54.3_165.

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Baker, Danial E., Danny L. Lattin, Lila M. Siddons, and Joseph Thomas. "Report of the Faculty Services Subcommittee: Study of Male/Female Faculty Salary Differences." American Journal of Pharmaceutical Education 52, no. 4 (1988): 421–24. http://dx.doi.org/10.1016/s0002-9459(24)02960-7.

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Charles, P. D., B. Scherokman, and R. F. Jozefowicz. "How much neurology should a medical student learn? a position statement of the AAN Undergraduate Education Subcommittee." Academic Medicine 74, no. 1 (1999): 23–6. http://dx.doi.org/10.1097/00001888-199901001-00012.

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Amsel, Eric, Loretta Neal McGregor, Donna Alexander, et al. "Context Matters: Outcome Assessments for Associate’s Degree Psychology Programs." Teaching of Psychology 47, no. 4 (2020): 316–26. http://dx.doi.org/10.1177/0098628320945128.

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The article highlights the importance and challenges of identifying program-level outcome assessment strategies for associate’s degree psychology programs. We discuss the value of such program outcomes for quality assurance, improved teaching and learning, and efficient transfer. However, as we document, there is little uniformity in the psychology courses offered in associate’s degree programs, which are tailored to the unique context of the institution. As a result, the foundational outcomes offered in the American Psychological Association Guidelines for the Undergraduate Psychology Major 2.0 may not apply to all institutional contexts. The Associate’s Integration subcommittee of the Summit on National Assessment in Psychology developed new outcomes aligned to the foundational ones in Guidelines 2.0 to address the need for assessments across all institutional contexts. We conclude with suggestions for future discussion, research, and policy regarding program assessment for associate’s degree students.
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MONTGOMERY, WILLIAM C. "Evaluation of Interpersonal Skills and Ethics After Pediatric Training." Pediatrics 79, no. 5 (1987): 834. http://dx.doi.org/10.1542/peds.79.5.834.

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In this issue of Pediatrics (pp 829-833) there is a statement by the Medical Ethics Subcommittee of the American Board of Pediatrics entitled "Teaching and Evaluation of Interpersonal Skills and Ethical Decision Making in Pediatrics." The American Academy of Pediatrics agrees with and supports the thoughts and plans expressed in this statement and agrees that candidates should be examined on these issues as part of the Board's certifying process. In 1978, the Academy published a report entitled The Future of Pediatric Education, the authorship of which was a joint effort of representatives from ten medical organizations concerned with educating pediatricians. That report clearly stated the need for formal education in medical ethics and interpersonal skills in the pediatric residency curricula in order that the biosocial needs of infants, children, and adolescents be satisfactorily addressed.
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Charles, David P., Barbara Scherokman, and Ralph F. Jozefowicz. "How Much Neurology Should a Medical Student Learn? A Position Statement of the AAN Undergraduate Education Subcommittee." Journal of the Association of American Medical Colleges 74, no. 1 (1999): 23–26. http://dx.doi.org/10.1097/00001888-199901000-00012.

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36

Kelley, Shana. "Expansion of sustainability in the ACI 318 building code." Acta Polytechnica CTU Proceedings 33 (March 3, 2022): 290–94. http://dx.doi.org/10.14311/app.2022.33.0290.

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The American Concrete Institute (ACI) has long recognized the growing importance of accounting for environmental sustainability in the design of concrete structures. As the next version of the ACI 318 Building Code is being developed (ACI 318-25), a new sustainability subcommittee, Subcommittee N, has been formed and tasked with expanding the provisions related to sustainability in the code. This paper reviews the current provisions in the ACI 318 Code that are related to sustainability and explores the possible future expansion of code and commentary language to provide better guidance on sustainable design. Areas of focus for expansion of code language, including definitions of sustainability metrics, as well as the defined baseline for comparison, are discussed. While sustainable design is increasingly being specified in concrete projects, the sustainable properties of concrete are often interrelated with other aspects of design, including resiliency and intended lifespan. Approaches to acknowledging the impacts of life cycle considerations on the sustainability of concrete construction are also explored. Finally, the anticipated timeline for the development of ACI 318 sustainability provisions is described, as well as potential interactions with other code writing organizing that are currently developing sustainability provisions.
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Cohen, Dermot P. "National audit of higher training posts in child and adolescent psychiatry in Ireland." Psychiatrist 34, no. 8 (2010): 351–53. http://dx.doi.org/10.1192/pb.bp.109.028191.

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Aims and methodThe audit aimed to assess current senior registrar posts in child and adolescent psychiatry in Ireland in terms of working environment, conditions and training issues. The posts were compared with standards set down by the Child and Adolescent Psychiatry Specialist Advisory Committee of the Royal College of Psychiatrists and the National Higher Training Subcommittee of the Irish Psychiatric Training Committee.ResultsThe audit cycle was completed twice and a 100% response rate was achieved on both occasions.Clinical implicationsHigher training posts in child and adolescent psychiatry in Ireland compare favourably to standards for training and education, but poorly for working environment, case-load and educational supervision.
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Solway, Erica. "Involvement in State and Federal Aging Policy." Innovation in Aging 4, Supplement_1 (2020): 684. http://dx.doi.org/10.1093/geroni/igaa057.2385.

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Abstract The fourth speaker is Dr. Erica Solway. Dr. Solway will discuss her experience working in policy at the federal level as a Health and Aging Policy Fellow and a policy advisor with the U.S. Senate Committee on Health, Education, Labor, and Pensions Subcommittee on Primary Health and Aging and in her current involvement in policy-relevant research at the state and national level at the University of Michigan Institute for Healthcare Policy & Innovation. Dr. Solway is a senior project manager forthe evaluation of the Healthy Michigan Plan, Michigan’s Medicaid expansion program, and is also an associate director of the University of Michigan National Poll on Healthy Aging.
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Brookes, Andrew. "Outdoor Education: Environmental Education Reinvented, or Environmental Education Reconceived?" Australian Journal of Environmental Education 5 (August 1989): 15–23. http://dx.doi.org/10.1017/s0814062600002111.

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AbstractIn most Victorian schools outdoor education has meant the weekend bushwalk or the end of year camp. It has been extra-curricula. But that is changing.Outdoor education appears poised to achieve subject status is Victoria. It is included in official curriculum developments and is served by recognised specialist tertiary courses.Outdoor education has been distinguished from physical education by its focus on environmental education, and a converse argument probably applies. But is the environmental education which occurs in outdoor education distinguished by anything other than an association with adventure activities? After all, field trips are not a new idea.This paper argues that the distinctiveness of outdoor education as a form of environmental education is derived from its physical and conceptual isolation from schooling. Conceptual isolation provides the opportunity to construct powerfully affective forms of de-schooled environmental education.The ways in which an outdoor education context can provide different situational constraints from those existing in schools or other institutions are outlined. An action research project is used to exemplify ways in which teachers might reconceive education within those new constraints.The paper concludes that outdoor education can allow powerful forms of environmental education to develop, but that a technocratic rationalisation of the field associated with its increasing institutionalisation threatens to negate that potential.
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40

Sanders, Mark S., Barbra Bied Sperling, and Patrick S. Curran. "HFS Job Survey: Implications for Accreditation, Certification and Education." Proceedings of the Human Factors Society Annual Meeting 30, no. 11 (1986): 1089–90. http://dx.doi.org/10.1177/154193128603001110.

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Almost from the beginning of the human factors profession, people have wrestled with defining what human factors people do. In general, we have more or less accepted that what human factors is, is what human factors does. The problem has been that there has really not been a systematic study of what HF professional actually do, or what knowledges are important in their work. In addition, in recent years the Society has initiated efforts to develop certification and educational accreditation programs. Both these programs have had to depend on general impression of a small number of individuals as to what HF people do and need to know. Recently, the Human Factors Society undertook a survey of its membership (Sanders, Bied, & Curran, 1986) with one of the goals being to collect systematic data on what HF people do and need to know in their work. The objective of this symposium is to present information obtained from that survey and to discuss the implications of those data for certification, accreditation, and graduate education. The symposium is organized around two paper presentations. The first focuses on the activities performed by human factors professionals (Curran, Bied Sperling, & Sanders, 1986). The second deals with subject-matter areas considered important in the work of HF professionals (Bied Sperling, Curran, & Sanders, 1986). Comparisons are made between masters and doctorates, those with degrees from engineering departments and those with degrees from psychology departments, and those working in various types of organizations. Following the paper presentations, three panel members discuss the implications of the results for certification, accreditation, and graduate education. The three panel members are Ken Laughery Sr. (Chair of the Professional Standards Committee), Colin Drury (Member of Accreditation Subcommittee), and Robert Blanchard (Chair of the Certification Subcommittee). In addition to their involvement in accreditation and certification, they also represent psychology and engineering graduate programs, and industry perspectives. The discussants will address the implications of the results presented in the papers. The questions to be addressed will include: What differences in accreditation criteria are suggested by the differences between masters and doctorates and between psychologists and engineers? Should there be separate certifications for those with psychology and engineering degrees? Should there be separate accreditation criteria and requirements for psychology and engineering programs? Are our education programs adequately preparing students? Can two or three specialized human factors courses make an experimental psychologist or industrial engineer a human factors specialist? Are we making the best use of the talents of masters and doctorate level people on the job? Are we requiring knowledges and skills in our graduate programs that do not seem to be important on the job? The discussion and information presented in this symposium will be valuable for: (1) assessing whether graduate programs are providing the knowledges and skills actually used and considered important on the job; (2) assuring that a HFS certification program has content validity and addresses competencies actually needed by HF specialists; and (3) counseling students considering human factors as a career field.
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Holtzman, Julian. "State of the Practice–Automation and Tools: Report from NCOSE Tools Working Group." INCOSE International Symposium 3, no. 1 (1993): 33–34. http://dx.doi.org/10.1002/j.2334-5837.1993.tb01556.x.

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AbstractThis paper will present the goals, objectives, and near‐term working plan for the Tools Working Group, a subcommittee of the NCOSE Practices Group. Since the Working Group has only been reactivated in the last nine months, this paper will not be able to include the major results; the most productive period has been that since the January meeting in Melbourne, Florida. A separate paper will be available to NCOSE 1993 meeting attendees at the end of the plenary session.
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Gallegos, Moises, Adaira Landry, Al'ai Alvarez, et al. "Holistic Review, Mitigating Bias, and Other Strategies in Residency Recruitment for Diversity, Equity, and Inclusion: An Evidence-based Guide to Best Practices from the Council of Residency Directors in Emergency Medicine." Western Journal of Emergency Medicine 23, no. 3 (2022): 345–52. http://dx.doi.org/10.5811/westjem.2022.3.54419.

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Advancement of diversity, equity, and inclusion (DEI) in emergency medicine can only occur with intentional recruitment of residency applicants underrepresented in medicine (UIM). Shared experiences from undergraduate and graduate medical education highlight considerations and practices that can contribute to improved diversity in the resident pool, such as holistic review and mitigating bias in the recruitment process. This review, written by members of the Council of Residency Directors in Emergency Medicine (CORD) Best Practices Subcommittee, offers best practice recommendations for the recruitment of UIM applicants. Recommendations address pre-interview readiness, interview approach, and post-interview strategies that residency leadership may use to implement holistic review and mitigate bias for recruitment of a diverse class.
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43

Borman, E., and P. O'Grady. "Postgraduate Training Policy paper prepared by the Subcommittee on Postgraduate Training: Permanent Working Group of European Junior Hospital Doctors." Medical Education 31, no. 1 (1997): 3–8. http://dx.doi.org/10.1111/j.1365-2923.1997.tb00035.x.

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44

Braus, Judy. "Environmental Education." BioScience 45 (January 1995): S45—S51. http://dx.doi.org/10.2307/1312443.

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45

Silva, Mey Ling Oliveira da, Simone da Silva, and Jandecy Cabral Leite. "ENVIRONMENTAL EDUCATION." International Journal for Innovation Education and Research 10, no. 6 (2022): 18–57. http://dx.doi.org/10.31686/ijier.vol10.iss6.3768.

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We can observe that, at present, the social body suffers from the dilemma of the excess of the inadequate corollary creation of solid waste. This excessive amount of waste has been worrisome because, if not properly collected and disposed of, it causes serious consequences to health and the environment. Thus, the reluctance of the non-management of solid waste is numerous and includes environmental, economic, social, and health aspects. In this scenario, it is clear that waste cannot be completely eliminated; however, it is possible to decrease it by reducing the amount of waste and recycling as much as possible. It is true that the contemporary world is characterized by an almost constant state of crisis, however, to recycle or reuse has the sense to restrain what is used, to limit waste and residues, to protect the environment, to conserve and defend the ecosystem. For this, there is a need to moderate this expressed consumption, not only to use what is necessary, but also to reuse what is possible. The optics of the "3R's" concept aims to contain the ecosystemic shock with applicability to the development of new products. In this sense, it is essential to emphasize education, as an agent of change, for the development of people into informed and active citizens. In view of the above, the objective of this work was to observe, the perception of children in the first year of elementary school about the environment to, subsequently, make them aware in a critical and reflective way of how we relate to each other and how we can improve our environment through the reduction and reuse of waste. The concept of the three Rs in this case study was used, therefore, to clarify and promote reflection regarding excessive shopping, the reuse of what would go to waste such as cans, cardboard, bottles among others, and finally, to offer the possibility of converting items no longer used into other creations. This study contributed to the awareness and preservation of the environment and its didactic-pedagogical sequence promoted progression in the visuomotor, motor, motor, playful, affective, and critical-reflexive aspects, for the promotion of the acquisition and strengthening of competencies and skills.
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Khadka, Narendra Bahadur. "Environmental Education." Banko Janakari 10, no. 2 (2017): 60. http://dx.doi.org/10.3126/banko.v10i2.17608.

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47

Lock, Roger. "Environmental education." Journal of Biological Education 27, no. 4 (1993): 235. http://dx.doi.org/10.1080/00219266.1993.9655340.

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48

Glaze, William H. "Environmental education." Environmental Science & Technology 34, no. 23 (2000): 497A. http://dx.doi.org/10.1021/es003497l.

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49

Shaw, Jane S. "Environmental education." Society 41, no. 1 (2003): 60–66. http://dx.doi.org/10.1007/bf02688205.

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50

Gille, Walter. "Environmental Education." European Education 28, no. 3 (1996): 71–81. http://dx.doi.org/10.2753/eue1056-4934280371.

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