Journal articles on the topic 'Biotechnology Study and teaching Victoria'
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1
Caples, Amanda. "Victoria taking biotechnology from strength to strength." Microbiology Australia 31, no. 2 (2010): 95. http://dx.doi.org/10.1071/ma10095.
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Victoria is Australia?s leading biotechnology location, with strengths in cancer, neuroscience, stem cells, infectious disease and immunity, and agricultural biotechnology. With its clusters of world-class universities, teaching hospitals, research institutions and industry, the state continues to advance in its aim to become one of the top five biotechnology locations worldwide.
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Harding, Catherine. "University of Victoria." Florilegium 20, no. 1 (January 2003): 51–53. http://dx.doi.org/10.3138/flor.20.012.
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The Medieval Studies program at the University of Victoria is an interdisciplinary unit whose members come from the Faculty of Humanities and the Faculty of Fine Arts. The idea of creating an undergraduate program in Medieval Studies was developed in 1986-87; since that date faculty members teaching in the Departments of English, French, Hispanic and Italian Studies, Greek and Roman Studies, History, Philosophy, Music, and History in Art have offered courses leading to a Major in Medieval Studies (The program began as a Minor and changed to a Major in 1994). Undergraduates are introduced to key concepts in the study of medieval culture and society in Europe, as well as the medieval Islamic world.
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Toman, Ufuk. "Articles on biotechnology teaching: thematic content analysis study." World Journal on Educational Technology: Current Issues 11, no. 4 (October 25, 2019): 220–29. http://dx.doi.org/10.18844/wjet.v11i4.4271.
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This tematic content analysis is done about teaching biotechnology which is researched in Turkey. is conducted a thematic content analysis of 64 articles, from a total of 45 magazines published in Turkey from 2003 to 2018. An analysis of the research trends of Turkish researchers based on teaching biotechnology. In this research, it has been tried to guide the researchers by determining the trends in the field and research methods frequently used in this field and research methods used in this field (changes according to publication years and languages, what kind of research problems on qualitative research subjects are emphasized, what research methods are used, data collection tools, sample or working group, data analysis methods). In studies conducted to investigate the biotechnology education in Turkey, it shows that there is not adequately address the issue of biotechnology education.
Key Words: Teaching biotechnology, Thematic Content Analysis, Academic Achievement
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Chen, Sibo, and Hossein Nassaji. "Focus on form and corrective feedback research at the University of Victoria, Canada." Language Teaching 51, no. 2 (March 15, 2018): 278–83. http://dx.doi.org/10.1017/s026144481800006x.
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The Department of Linguistics at University of Victoria (UVic) in Canada has a long-standing tradition of empirical approaches to the study of theoretical and applied linguistics. As part of the Faculty of Humanities, the department caters to students with a wide range of backgrounds and interests, and provides crucial language teaching support in collaboration with other teaching units at UVic. Accordingly, some applied linguistics studies concern language teaching and learning, some of which are conducted in classroom settings. In this article, we provide a brief overview of recent corrective feedback research conducted by UVic Applied Linguistics Research Group.
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Still, Leonie V. "Women Managers in Advertising: An Exploratory Study." Media Information Australia 40, no. 1 (May 1986): 24–30. http://dx.doi.org/10.1177/1329878x8604000105.
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The growing interest in the status of women in the Australian workforce has prompted a related interest in the position of women in certain industries, occupations and professions. Several studies have begun to emerge which have explored women's employment position and status in law (Mathews, 1982; Bretos, 1984); chartered accountancy (Equal Opportunity Board, Victoria, 1983); retailing (Turner & Glare, 1982); and social work (Brown & Turner, 1985). The position of women managers in business has also been examined by the Victorian Office of Women's Affairs (1981) and Still (1985), while Sampson (1985) is currently investigating the status of women in the primary, secondary and technical areas of the teaching profession.
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Costello, Susan, and Caroline Tehan. "Study groups as professional development for advanced caseworkers." Children Australia 32, no. 1 (2007): 16–23. http://dx.doi.org/10.1017/s1035077200011421.
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During 2003-2005, Anglicare Victoria conducted study groups for their advanced caseworkers. This program was developed in consultation with senior staff within the context of Anglicare Victoria’s Services Practices Manual, including Theoretical Frameworks. It aimed to provide senior practitioners with peer support, education and discussion.The study group model was a collaborative approach using adult teaching principles and strategies. Central to each session was a case presentation from one of the participants which provided an opportunity to integrate learning with theory and practice. A training model of the study group is presented.Evaluation indicated that the study group reduced participants’ isolation, increased their confidence in engaging family members, including fathers, and broadened their conceptualisation of family problems. Learnings and proposed changes to future study groups are identified.
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Rajagopalan, Priyadarsini, and Hisham Elkadi. "Energy Performance of Medium-sized Healthcare Buildings in Victoria, Australia- A Case Study." Journal of Healthcare Engineering 5, no. 2 (June 2014): 247–60. http://dx.doi.org/10.1260/2040-2295.5.2.247.
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Spaull, Andrew. "Deprofessionalisation of State School Teaching: A Victorian Industrial Relations Saga." Australian Journal of Education 41, no. 3 (November 1997): 289–303. http://dx.doi.org/10.1177/000494419704100307.
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DEPROFESSIONALISATION of school teaching has occurred through a number of managerial interventions. This study focuses on the erosion of teachers' rights and conditions of employment through the attempted deregulation of the state education industry in Victoria. This process, closely identified with radical labour market reforms, has been fiercely contested by Victorian state school teachers and their unions, especially over procedural rule making in industrial relations. This type of rule making relates to the processes of regulation and the jurisdictions made available to employers and unions by governments, the courts and the industrial tribunals. The recent struggles over procedural rule making, it is argued, have governed the pace and trajectory of the deprofessionalisation of state school teaching. It remains a continuing contest.
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Alam, Shahid, and LillAnne Jackson. "A Case Study: Are Traditional Face-To-Face Lectures Still Relevant When Teaching Engineering Courses?" International Journal of Engineering Pedagogy (iJEP) 3, S4 (December 1, 2013): 9. http://dx.doi.org/10.3991/ijep.v3is4.3161.
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In this rapidly changing age, with virtually all information available on the Internet including courses, students may not find any reason to physically attend the lectures. In spite of the many benefits the online lectures and materials bring to teaching, this drift from the traditional (norm) face-to-face lectures is also creating further barriers, such as difficulty in communicating and building personal relationships, between students and instructor. In this paper we carry out a study that presents and analyzes factors that motivate students to attend a (1) face-to-face instruction in-class versus an (2) online class. This study is based on an anonymous and voluntary survey that was conducted in the School of Engineering at University of Victoria, BC, Canada. This paper presents and shares the detailed results and analysis of this survey that also includes some interesting and useful comments from the students. Based on the results, analysis and comments the paper suggests methodologies of how to improve face-to-face in-class instructions to make them more relevant to the current global information age.
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Martens, Fred L. "Selection of Physical Education Students and Success in Student Teaching." Journal of Teaching in Physical Education 6, no. 4 (July 1987): 411–24. http://dx.doi.org/10.1123/jtpe.6.4.411.
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This is an extension of a 1977 study on the effectiveness, in terms of success in student teaching, of a process for screening students for a physical education teacher preparation program. Preentry data including interview ratings, secondary school GPAs, and skill and fitness scores, as well as postentry data including university GPAs, were correlated with student teaching ratings (STRs) on a total of402 graduates between 1967 and 1983 at the University of Victoria. In the 1986 study, in addition to the correlations, ANOVAs were computed. The correlation matrix revealed significant but low positive correlations between secondary GPAs and university GPAs generally, and between STR and 3rd-, 4th-, and 5th-year GPA, respectively. ANOVAs revealed no significant differences in achieved STRs between interview categories, teaching attitude categories, or the four levels of entering GPAs. The only predictive power of preentry data was exhibited by entering GPA in presaging academic attainment in the 5-year program. In general, no preentry data were helpful in predicting teaching success.
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Gibson, Dianne, Louise Paatsch, and Dianne Toe. "An Analysis of the Role of Teachers’ Aides in a State Secondary School: Perceptions of Teaching Staff and Teachers’ Aides." Australasian Journal of Special Education 40, no. 1 (September 1, 2015): 1–20. http://dx.doi.org/10.1017/jse.2015.11.
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In Victoria, Australia, one of the major roles of the teachers’ aide (TA) is to assist students with disabilities to access their education. Researchers have identified the inconsistencies in defining the roles of the TA, in a variety of settings, by TAs, teachers, parents, and other research participants. Four main themes that have been frequently reported in educational research related to the role of TAs formed the basis for this study: (a) inclusion in the school community, (b) curriculum, (c) classroom management, and (d) student support.Drawing on the results of a questionnaire administered to teachers and TAs at a government nonselective secondary school in Victoria, Australia, data were collected to explore the differing perspectives on the role of the TAs by the teaching staff and the TAs. In all, 65 individuals participated in this study. The participants formed 3 groups: TAs (n = 10), teachers (n = 49), and T/TAs (n = 6; participants in this group had worked as both a teacher and TA). The results of the study showed a diversity of views across the 4 themes. In 3 of the 4 themes that included inclusion, classroom management, and student support, the 3 groups agreed on the role of the TA. In the remaining theme, curriculum, opinions varied significantly. The results of the study reveal that a concerted effort to clarify the role of TAs would be beneficial to all stakeholders.
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Shafique, Muhammad Asim, Muhammad Fahim, Masood Akhtar, Muhammad Adnan Anwar, and Anum Jamshed. "Hearing Loss Among Excessive Mobile Phone Users; A Cross Sectional Study At Bahawal Victoria And Civil Teaching Hospitals Bahawalpur." Journal of Bahria University Medical and Dental College 09, no. 01 (December 27, 2018): 21–24. http://dx.doi.org/10.51985/jbumdc2018074.
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Objective: To assess the hearing loss among the subjects using excessive mobile phone. Methodology: 50 subjects were entered for this study with age ranging from 20 to 40 years using mobile phone for more than 5 years. 25 subjects who used mobile phone for less than (<) 60 min /day formed one group, while 25 subjects who used cell phone for more than (>) 60 min /day formed the second group. The hearing levels of all the subjects were tested using Pure Tone Audiometry (PTA). Duration of mobile phone usage was assessed by questionnaires. Results: There was a significant increase (p-value .00006) in the hearing thresholds at all frequencies in air conduction and bone conduction in right ear in test group compared with the control group. Similar result was found in the left ear except for bone conduction at frequency 4 and 6 (kilo hertz) kHz. Excessive use of mobile phone caused Sensory neural hearing loss and the prevalence was 84% in group who used mobile phone for > 60 min / day and 20% in group who used for < 60 min / day. Conclusion: Excessive use of mobile phone may cause increase in pure tone threshold associated with the duration of usage. The use for more than 5 years with more than 60 minutes daily can produce harmful effects on human hearing.
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Charleson, A. W. "Seismic design within architectural education." Bulletin of the New Zealand Society for Earthquake Engineering 30, no. 1 (March 31, 1997): 46–50. http://dx.doi.org/10.5459/bnzsee.30.1.46-50.
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This paper discusses the teaching of earthquake resistant design within schools of architecture. It aims to stimulate discussion on more effective means of teaching the subject, and to suggest ideas and resources for schools whose seismic design curriculum might benefit from further development.
It is argued that seismic design issues should be included and integrated into architecture curricula. The case is based primarily on observations of building failures resulting from flawed architectural design decisions and subsequent critical reaction from within the architectural profession itself. However, another reason is that the large sizes and restrictive layouts of some seismic load resisting systems impact unavoidably upon architectural layouts.
The content, teaching methods and teaching staff qualities appropriate for a seismic design curriculum are discussed in a case study from the School of Architecture, Victoria University of Wellington. Two key aspects of perceived success are the course's relevance to architectural design and the variety of presentation. Teaching methods, teaching aids and useful references are provided.
The evaluation of the courses considered in the case study is discussed, and postgraduate and post-graduation seismic education in New Zealand is reviewed.
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Raborn, Casey, and Audra Schaefer. "Students Teaching Students: What Do Graduate Student Instructors Gain from Teaching Study Skills to Undergraduates?" FASEB Journal 34, S1 (April 2020): 1. http://dx.doi.org/10.1096/fasebj.2020.34.s1.03580.
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Yeoman, Ian, Una McMahon-Beattie, and Carol Wheatley. "Keeping it pure – a pedagogical case study of teaching soft systems methodology in scenario and policy analysis." Journal of Tourism Futures 2, no. 2 (September 12, 2016): 175–95. http://dx.doi.org/10.1108/jtf-12-2015-0052.
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Purpose Soft systems methodology (SSM) is well documented in the academic and management literature. Over the last 40 years, the methodology has come to be adapted depending on the tool users’ skills and experience in order to fit the problem. The purpose of this paper is to demonstrate good teaching and learning practice from a pedagogical perspective. Design/methodology/approach Dr Ian Yeoman of Victoria University of Wellington provides a personal reflection of how the methodology is used in the teaching and learning of TOUR301 Tourism Policy and Planning as a policy and scenario analysis method. Findings The paper articulates the seven stages of SSM from problem situation unstructured, through to Rich Pictures, vision and guiding principles, policy solutions, comparisons, feasibility and implementation stages. The paper uses a series of teaching tasks to breakdown the complexity of the methodology thus guiding students and teachers in how to deploy the methodology in the classroom. Originality/value The value of the paper demonstrates the reflective practice of SSM in action as an exemplar of good practice. The paper clearly articulates the stages of the methodology so students and teachers can adopt this approach in classroom environments following a scaffolding learning approach. The use of teaching tasks throughout the paper helps bring clarity and order thus enabling the teacher to effectively teach the subject and the students to learn. The most significant contribution of this paper is the articulation of good teaching practice in policy and scenario analysis which articulated through four learning lessons: facilitating a learning environment; the impact of visual thinking; political theory; the importance of incremental learning; and problem-based learning and international students.
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Johnson, Barbara, and Peter Fensham. "What Student's Perceptions Tell Us About Teaching Environmental Education." Australian Journal of Environmental Education 3 (July 1987): 22–25. http://dx.doi.org/10.1017/s0814062600001294.
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Throughout Australia there has been a substantial interest in enviromental education for more than a decade. Much human and financial effort has gone into curriculum development at the school level and into support for implementation via inservice education, conferences, workshops, etc. Relatively little systematic evaluation of these efforts has been undertaken at the level of what students are learning.Most definitions of enviromental education internationally and in Australia emphasise the importance of affective learning concerning the environment alongside more usual cognitive knowledge and skills. Accordingly any evaluation should recognise this somewhat unusual balance among the intended learnings compared with most other subject areas.Recent research in several areas of school learning has brought out the importance of starting with an explicit recognition of the perceptions and understandings students already hold about topics. Teaching and learning of the topic then ought to be processes that enable the learners to generate or construct from these starting points, new understandings and perceptions. There has, however, been almost no research, apart from a comparative study by Schaeffer and his co-workers of West German and Phillippino secondary school students' associations with the word, ENVIRONMENT. (Schaeffer, 1979; Hernandez, 1981; Villavicencio, 1981). This paper reports an attempt in Victoria to begin to fill these gaps.
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Vanderschuren, Hervé, Dominik Heinzmann, Carmen Faso, Martin Stupak, Kazim Yalçin Arga, Helen Hoerzer, Yech’an Laizet, Paulina Leduchowska, Nádia Silva, and Klára Šimková. "A cross-sectional study of biotechnology awareness and teaching in European high schools." New Biotechnology 27, no. 6 (December 2010): 822–28. http://dx.doi.org/10.1016/j.nbt.2010.01.338.
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Kippen, Sandra, Bernadette Ward, and Lyn Warren. "Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria." Australian Journal of Indigenous Education 35 (2006): 1–10. http://dx.doi.org/10.1017/s1326011100004117.
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AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.
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Sara Khan, Ayesha Siddiqa, Maryam Rafiq, Nudrat Fayyaz, Muhammad Ammad Asghar, and Rizwan Hafeez. "Gender effect on anti TPO antibodies and hypothyroidism in patients presenting to a teaching hospital, Bahawalpur, Pakistan." Professional Medical Journal 29, no. 09 (September 1, 2022): 1379–83. http://dx.doi.org/10.29309/tpmj/2022.29.09.6959.
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Objective: To know the gender difference in the autoimmune profile that is anti TPO antibodies and thyroid profile in patients with hypothyroidism and in euthyroid controls. Study Design: Case Control study. Settings: Medical Out Door Department of Bahawal Victoria Hospital, Bahawalpur. Period: 01/09/2018 to 31/08/2019. Material & Methods: Case control study that was conducted after taking ethical approval from hospital ethical committee. After taking informed consent data was entered on a predesigned questionnaire and 5 ml of venous blood was taken for thyroid profile and anti TPO antibodies. Study population was selected by nonprobability sampling. A total 128 patients in which 69 in the hypothyroid group A and 69 in euthyroid control group were added. Results: Most of the anti TPO positive hypothyroid participants were females but TSH value was more in males. All euthyroid anti TPO participants were females. Female hypothyroid patients were young compared to males. Conclusion: Autoimmune thyroid disorders are more common in females, autoimmunity appears before biochemical failure of thyroid.
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Orhan, Tugce, and Nurettin Sahin. "The Impact of Innovative Teaching Approaches on Biotechnology Knowledge and Laboratory Experiences of Science Teachers." Education Sciences 8, no. 4 (December 6, 2018): 213. http://dx.doi.org/10.3390/educsci8040213.
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The current study presents an evaluation of the laboratory instructional tasks prepared based on innovative teaching approaches (research-inquiry, problem solving, project, argumentation and web-based interdisciplinary learning approaches) designed to enhance science teachers’ biotechnology knowledge, awareness and laboratory experiences. The laboratory instructional tasks developed by the researchers aim to improve the laboratory experiences, as well as support the teaching of biotechnology through innovative teaching approaches. For this purpose, in-service training course titled Biotechnology Education Practices was conducted with the voluntary participation of science teachers (n = 17). The current study employed the embedded design. The quantitative part of the embedded design is designed as the single group pretest-posttest model and the qualitative part of it is designed as the case study. The data of the current study were collected through the Biotechnology Awareness Questionnaire, Biotechnology Evaluation Questions, The Laboratory Self-Evaluation form and worksheets. The results obtained from the analyses revealed that the instructional tasks conducted within the context of the Biotechnology Education Practices resulted in significant effects on the science teachers’ biotechnology knowledge and awareness and that the innovative teaching approaches were effective in developing the science teachers’ laboratory experiences. It would be useful to use laboratory instructional tasks enriched with innovative teaching approaches in teaching biotechnology subjects.
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Yaping nad Pauline Stanton, Dong. "Evaluation of the health services management training course of Jiangsu, China." Australian Health Review 25, no. 3 (2002): 161. http://dx.doi.org/10.1071/ah020161.
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Health service management education programs emerged in the early 1980s in China as a result of changing demands on health service managers created by new directions in health policy. This paper reports on an evaluation of the Jiangsu-Victoria Health Management Training Program and discusses five of the main findings. Participants in the study believed that the Program has impacted positively on the health management practice of Jiangsu Province, and has made a significant contribution to health services management education in China. However, certain areas in teaching practice need to be improved and participants in the study provided suggestions to achieve this. The study also found that there were limitations to the impact of managerial education due to administrative and environmental factors.
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Maddison, André R., Shiraz Malik, and Andrew Smaggus. "Inpatient Palliative Care Consultations From a Canadian Clinical Teaching Unit." Journal of Palliative Care 33, no. 4 (June 8, 2018): 204–8. http://dx.doi.org/10.1177/0825859718781363.
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Inpatient palliative care consultation has been demonstrated to improve quality of life as well as decrease hospital readmissions, intensive care unit transfers, and hospital costs for people with a life limiting illness. The clinical teaching units (CTUs) at London Health Sciences Centre (LHSC) routinely admit patients with noncurable cancer as well as end-stage heart, lung, liver, or kidney disease. However, the use of inpatient palliative care consultations for CTU patients remains unexamined. We conducted a descriptive study of all patients referred from LHSC CTU from both University and Victoria hospital to inpatient palliative care over a 1-year period from August 2013 to July 2014. The purpose of this study was to characterize the population and identify possible areas for quality improvement. In a 1-year period, 638 patients were referred from CTU to the inpatient palliative care consultation service. Of referrals, 55% died during their admission. Based on data collected, we conclude that many patients are referred early in their admission to CTU and patients are referred for a variety of noncancer diseases, suggesting knowledge and appreciation of the benefit of early palliative care consultation for malignant and nonmalignant disease. However, when further analyzed, there is indication that patients with noncancer diagnoses are referred statistically significantly later than those with a cancer diagnosis. The CTUs are sites of core medical training, and therefore, it is imperative that we model early integration of palliative care in order to continue to improve care of patients at end of life.
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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Ronan, Sarah, Nicola Shannon, Katie Cooke, Trish McKeon, Elaine K. Walsh, Alan Kearney, and Laura J. Sahm. "The Role of the Clinical Pharmacist in an Irish University Teaching Hospital: A Mixed-Methods Study." Pharmacy 8, no. 1 (January 30, 2020): 14. http://dx.doi.org/10.3390/pharmacy8010014.
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Medication review (MR) is a vital part of the pharmacist’s role in hospital. However, in the South Infirmary Victoria University Hospital (SIVUH), Cork, Ireland, this has not been fully implemented due to resource issues. In addition, the cost of providing this service has not been evaluated. Moreover, it is not clear how other members of the multidisciplinary team e.g., Nurses, value any interventions made as a result of the MR. This mixed methods study assessed the impact of MR in terms of (i) potential clinical harm, (ii) cost avoidance and (iii) the views of nursing staff on the role of the pharmacist. The setting is a 192-bed, voluntary, acute hospital, in the Munster region of Ireland. Study I: The pharmacist provided MR to patients conventionally once a week. Any interventions were then assessed for potential clinical harm and to calculate cost avoidance. Study II: Semi-structured interviews, guided by a topic guide were completed with 12 nurses (11 female). Thematic analysis was used to code the main themes. Main outcome measure: To estimate the cost, cost avoidance, and the net cost benefit ratio of MR provided by pharmacists. Study I: Of 128 patients who received the MR, 113 interventions were made. The estimated cost of providing the MR was €2559 (senior pharmacist). Using €1084 as the cost of an adverse drug event (ADE), the cost avoidance was calculated at €42,330. This led to a net cost benefit of €39,771 (senior pharmacist) which equated to a net cost benefit ratio of 16.5:1. Study II: The main themes were (i) perceptions of pharmacy services, (ii) the role of the pharmacist—past, present and future, and (iii) teamwork and communication. Nurses expressed a desire to have more pharmacists present on the wards.
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Crawford, Renée. "Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students." International Journal of Music Education 35, no. 3 (July 21, 2016): 343–56. http://dx.doi.org/10.1177/0255761416659511.
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This article reports the findings of a case study that investigated the impact of music education on students in an F-12 school in Victoria, Australia that is considered as having a high percentage of young people with a refugee background. Key findings from this research indicated that music education had a positive impact on this group of young refugee students, which related to three primary themes: fostering a sense of wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. While some of these impacts were not always clearly distinguished from the more general experience of school, the students did identify some best practice elements of music learning and teaching that link to these three themes in a number of interrelated contexts. This research raises important questions about the ways in which education might be approached in schools with a high percentage of refugee background students and reaffirms the necessity of music and the arts as an important component.
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Trudgen, Michelle, and Sharon Lawn. "What is the Threshold of Teachers' Recognition and Report of Concerns About Anxiety and Depression in Students? An Exploratory Study With Teachers of Adolescents in Regional Australia." Australian Journal of Guidance and Counselling 21, no. 2 (December 1, 2011): 126–41. http://dx.doi.org/10.1375/ajgc.21.2.126.
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AbstractIntroduction:Anxiety and depression in adolescence is prevalent but often unrecognised and untreated. This can lead to serious disorders in later life. This study explored how teachers recognise anxiety and depression in secondary school students and act on their concerns.Method:Twenty teachers from four secondary colleges in regional Victoria, Australia were interviewed regarding their experiences. In-depth interviews were analysed using descriptive thematic analysis in order to understand how teachers respond to this issue.Results:Teachers' recognition of mental health problems in students and the threshold for reporting their concerns was subjective and not based on any formal knowledge of how to identify anxiety or depression risk factors in students. Years of teaching experience was not associated with increased knowledge of mental health problems in students. Time pressures and lack of resources in student wellbeing teams were barriers to teachers reporting their concerns about students.Conclusion:Education bodies and teaching universities responsible for training teachers and providing ongoing professional learning need to ensure that mental health training is part of every teacher's core skill set, so that teachers can confidently promote mental wellbeing, identify emerging mental health problems, know how to facilitate access to more specialist intervention where required and contribute effectively to follow-up support.
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Liu, Zhe, Junying Xiang, Fangjing Luo, Xiaoli Hu, and Ping Luo. "The Study of Maslow’s Hierarchy of Needs Theory in the Doctor-Nurse Integration Teaching Method on Clinical Interns." Journal of Healthcare Engineering 2022 (April 18, 2022): 1–4. http://dx.doi.org/10.1155/2022/6388068.
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The student’s attitude towards the doctor-nurse integrated teaching model and Maslow’s hierarchy of needs theory is an important topic in clinical teaching. In this study, choosing 134 intern doctors and practice nurses who intern from January to December 2020. 67 students are selected as the control group, and the traditional interns teaching mode is adopted. 67 students are selected as the experimental group and Maslow’s hierarchy of needs theory to apply in the doctor-nurse integrated teaching mode. The results show that the doctor-nurse integrated teaching model are accepted by most students, and the application of Maslow’s hierarchy of needs theory in the clinical interns has advantages over the traditional model.
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Zhai, Jingbo, and Wei Gao. "A Preliminary Study on the Comprehensive Design and Experimental Teaching Reform of Pharmacology Curriculum in Biotechnology Specialty." Advances in Higher Education 3, no. 2 (October 11, 2019): 215. http://dx.doi.org/10.18686/ahe.v3i2.1452.
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<p>In the biological technology professional teaching process, the analysis and exploration of pharmacology experimental teaching situation should integrate the verification experiment and the method of comprehensive experiment implementation and designing experiment, to stimulate students' intrinsic motivation, so that students can fully master relevant content and pharmacology experiment method under the premise of enhancing their practical learning ability and innovative thinking ability. Cultivating a large number of comprehensive professional talents compliance with medical and biological technology development.</p>
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Safitri, Lis. "CONTEMPORARY EDUCATION IN AUSTRALIA: WELLBEING EDUCATION AT BALCOMBE GRAMMAR SCHOOL MOUNT MARTHA VICTORIA." Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 23, no. 1 (June 30, 2020): 33. http://dx.doi.org/10.24252/lp.2020v23n1i4.
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Abstract:Australian schools paid a great attention to the students’ wellbeing at school. This study aimed to explain wellbeing education in Australia with Balcombe Grammar School as a sample of the study. This research was qualitative research using descriptive method. The primary data had been collected through interview, documentation, and observation at Balcombe Grammar School (BGS) Mount Martha, Victoria in 2017. The data had been analyzed using Miles and Huberman framework. The result showed that wellbeing education in Australia was instructed by the Australian Government, organized by the school, and helped by independent institutions named KidsMatter, MindMatters, and CASEL. Balcombe Grammar School had some programs on wellbeing education, such as the golden time, circle time, faith and wellbeing classes, pastoral care classes, and health classes. These programs were not only conducted as part of BGS curriculum but also integrated into the teaching instruction in all of the subjects and daily life at school.Abstrak:Sekolah-sekolah di Australia telah memberikan perhatian yang cukup besar terhadap pendidikan wellbeing para siswa. Penelitian ini bertujuan untuk menjelaskan pendidikan wellbeing di Australia dengan mengambil Balcombe Grammar School sebagai sampel penelitian. Penelitian ini merupakan penelitian kualitatif dengan menggunakan metode deskriptif. Pengumpulan data dilaksanakan dengan metode wawancara, dokumentasi, dan observasi di Balcombe Grammar School (BGS) Mount Martha, Victoria pada tahun 2017. Data dianalisis dengan model analisis Miles dan Huberman. Hasil penelitian menunjukkan bahwa pendidikan wellbeing di Australia diatur oleh Pemerintah Federal Australia, dijalankan oleh masing-masing sekolah, dan dibantu oleh lembaga independen yang bernama KidsMatter, MindMatters, dan CASEL. Balcommbe Grammar School memiliki beberapa program dalam mengembangkan pendidikan wellbeing di sekolah, misalnya golden time, circle time, faith and wellbeing classes, pastoral care classes, dan health classes. Program-program tersebut tidak berjalan secara parsial melainkan terintegrasi di kelas dalam pelajaran lain serta dalam kehidupan keseharian selama jam sekolah berlangsung.
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He, Qian, Guanqun Ge, Qiong Wu, and Yanchao Cui. "Application Value of the Workshop Practice Teaching Method Based on Target-Oriented Study Modules on the Internet in Orthopedic Rehabilitation." Journal of Healthcare Engineering 2022 (January 27, 2022): 1–5. http://dx.doi.org/10.1155/2022/5166219.
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Objective. To explore the application value of the workshop practice teaching method based on target-oriented study modules on the internet in orthopedic rehabilitation. Methods. Thirty interns (2019-2020) in the rehabilitation department of our hospital were selected as the control group, another thirty interns (2021) in the rehabilitation department of our hospital were selected as the experimental group, and their materials were retrospectively reviewed. Both groups were given the three-month practice teaching. Besides, the conventional practice teaching method was applied to the control group, and the workshop practice teaching method based on target-oriented study modules on the internet was applied to the experimental group. After the practice teaching, the united examination paper and assessment table of the rehabilitation operation process were used to evaluate the interns’ scores of theoretical knowledge about orthopedic rehabilitation, scores of practical skills, and comprehensive scores of clinical practice in the two groups. The evaluation team consisting of 5 guiding experts in the scientific research office assessed the teaching quality of the two methods. Results. Compared with the control group, the experimental group had a notably higher score of theoretical knowledge about orthopedic rehabilitation, higher score of practical skills, and higher comprehensive score of clinical practice (92.47 ± 4.81 vs. 86.43 ± 5.12, 91.30 ± 5.68 vs. 81.53 ± 7.21, and 91.88 ± 2.45 vs. 83.98 ± 4.42, P < 0.001 ). According to the evaluation team, the teaching quality of the experimental group was observably higher than that in the control group P < 0.05 , and there was no remarkable difference in the scores of teachers’ performance between the two groups P > 0.05 . Conclusion. The workshop practice teaching method based on target-oriented study modules on the internet, as a high-quality “Internet+” practice teaching mode, can improve the orthopedic interns’ scores of theoretical knowledge and practical operation ability and enhance their comprehensive qualities of orthopedic rehabilitation in all respects.
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Webber, David J. "Teaching Biology, Policy Analysis, and Politics in a Biotechnology Policy Course." Politics and the Life Sciences 12, no. 1 (February 1993): 105–7. http://dx.doi.org/10.1017/s0730938400011357.
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This Political Science course, titled “Policy Issues Surrounding Biotechnology,” set out to describe, explain, and evaluate public policies that regulate and support applications of biotechnology in agriculture and medicine. Only a few students had a basic familiarity with biotechnology and none had a strong science background. Most of the 25 political science and journalism students took the junior-senior level course not because of an interest in biotechnology but because they wanted to study a specific policy issue in some depth. The students jointly prepared a 56-page report and presented it to a panel of Missouri state legislators in a mock legislative hearing in April, 1991.
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Barry, Damien, Donna Pendergast, and Katherine Main. "Teacher Perspectives on the use of the Australian Professional Standards for Teachers as part of their Evaluation Process." Australian Journal of Teacher Education 45, no. 8 (August 2020): 1–22. http://dx.doi.org/10.14221/ajte.2020v45n8.1.
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Teacher effectiveness has a powerful impact on student performance and a teacher evaluation process that supports professional growth can be a key lever for improving teaching quality. The purpose of this study was to examine teacher perspectives on the use of the Australian Professional Standards for Teachers, when used as part of their evaluation process, and, to determine what other factors may need to be considered in the design and implementation of such a process. A single case study of a school in Victoria, Australia was conducted, using a pre and post interview approach with six teachers. Responses were analysed using a thematic network methodology. Findings reveal that the inclusion of The Standards as part of any evaluation mechanism is secondary to a range of other factors, including the relationship the teacher has with their evaluator; the skills of the evaluator; and the addition of a developmental plan post evaluation.
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Lee, Ji Sue, Hee Ho Park, Kwang Suk Lim, Hee Jae Lee, and Suk-Jin Ha. "A Qualitative Case study on the Teaching Experiences of Biotechnology-related Curriculum Linked Extracurricular Program Management." Korean Society of Culture and Convergence 42, no. 5 (May 30, 2020): 729–58. http://dx.doi.org/10.33645/cnc.2020.05.42.5.729.
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孙, 子羽. "A Preliminary Study on the Blended Teaching of Postgraduate Courses in the Progress of Food Biotechnology." Creative Education Studies 10, no. 12 (2022): 3263–67. http://dx.doi.org/10.12677/ces.2022.1012506.
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McKenzie, Kirsten, and Sue Wood. "Asthma Terminology and Classification in Hospital Records." Health Information Management 34, no. 2 (June 2005): 27–33. http://dx.doi.org/10.1177/183335830503400203.
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Asthma is a national health priority area in Australia, and there is significant interest in capturing relevant detail about hospitalisations as a result of asthma. A public submission received by the National Centre for Classification in Health from a large teaching hospital in Victoria suggested that current classification terminology in ICD-10-AM did not adequately reflect the terms recorded in clinical inpatient records, and that patterns and severity of asthma better reflected current clinical terminology in Australian hospitals. The purpose of this study was to determine the validity of the public submission and inform future changes to ICD-10-AM. A representative sample of over 3000 asthma records across Australia and New Zealand were extracted, and the asthma terminology documented and codes assigned were recorded and analysed. The study concluded that there was little support for either pattern terminology or the current classification terminology; however, severity of asthma was commonly used in asthma documentation.
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Zhou, Yuxin. "Integrated Group Study with Lecture in Teaching Sensory and Motor Pathways in Cross‐sectional Anatomy." FASEB Journal 34, S1 (April 2020): 1. http://dx.doi.org/10.1096/fasebj.2020.34.s1.05809.
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Widjaja, Wanty, and Colleen Vale. "COUNTEREXAMPLES: CHALLENGES FACED BY ELEMENTARY STUDENTS WHEN TESTING A CONJECTURE ABOUT THE RELATIONSHIP BETWEEN PERIMETER AND AREA." Journal on Mathematics Education 12, no. 3 (September 4, 2021): 487–506. http://dx.doi.org/10.22342/jme.12.3.14526.487-506.
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One pedagogical approach to challenge a persistent misconception is to get students to test a conjecture whereby they are confronted with the misconception. A common misconception about a ‘direct linear relationship’ between area and perimeter is well-documented. In this study, Year 4-6 students were presented with a conjecture that a rectangle with a larger perimeter will always have a larger area. Eighty-two (82) students’ written responses from three elementary schools in Victoria, Australia were analyzed. The findings revealed that Year 4-6 students could find multiple examples to support the conjecture but they struggled to find counterexamples to refute the conjecture. The findings underscored the importance of developing elementary school students’ capacity to construct counterexamples and recognize that it is sufficient to offer one counterexample in refuting a conjecture about all cases. Implications for teaching practice to support investigating and testing a conjecture are discussed.
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Peck, Blake, Andrew Smith, Daniel Terry, and Joanne E. Porter. "Self-Regulation for and of Learning: Student Insights for Online Success in a Bachelor of Nursing Program in Regional Australia." Nursing Reports 11, no. 2 (May 20, 2021): 364–72. http://dx.doi.org/10.3390/nursrep11020035.
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The blended online digital (BOLD) approach to teaching is popular within many universities. Despite this popularity, our understanding of the experiences of students making the transition to online learning is limited, specifically an examination of those elements associated with success. The aim of this study is to explore the experiences of students transitioning from a traditional mode of delivery to a more online approach in an inaugural BOLD Bachelor of Nursing program at a regional multi-campus institution in Victoria, Australia. Fifteen students across two regional campuses participated in one of four focus groups. This qualitative exploration of students’ experience contributes to contemporary insights into how we might begin to develop programs of study that help students develop self-regulation. A modified method of thematic analysis of phenomenological data was employed to analyse the focus group interview data to identify themes that represent the meaning of the transition experience for students. This qualitative exploration of students’ experience contributes to contemporary insights into how we might begin to develop programs of study that help students develop self-regulation.
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Chikha, Anis Ben, Aymen Hawani, and Ghazwa Ben Maouia. "Effects of Orienteering Game on Directional Relationships and Inhibitory Control in Children 7-8 Aged." Journal of Sports Research 8, no. 2 (September 8, 2021): 64–74. http://dx.doi.org/10.18488/journal.90.2021.82.64.74.
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The spatial orientation, ability is very important for the child, for the development of its executive functions such as inhibitory control and directional skills. In fact, the role of play as a locomotive for learning and motivation is very imperative in this age group. Our methodological choice consists of offering a teaching program around the orientation game (OG) that takes place in the school playground. The aim of this study was to examine the effect of OG on directional skills and inhibitory control. The assessment was respectively conducted by Topological and Directional Relation (RTD) and Stroop Color-Word Test -Victoria version (SCWT). Primary school students (N = 40; 7.3 years) participated in this study. They were divided into two groups: an experimental group (20 students) and a control group (20 students). The first group followed a 12-week orienteering game (OG) program with 3 sessions of 40 minutes per week and the second a regular physical education program. The results of the experimental group show a clear improvement in most of the study variables.
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Denniston, Charlotte, Elizabeth K. Molloy, Chee Yan Ting, Qi Fei Lin, and Charlotte E. Rees. "Healthcare professionals’ perceptions of learning communication in the healthcare workplace: an Australian interview study." BMJ Open 9, no. 2 (February 2019): e025445. http://dx.doi.org/10.1136/bmjopen-2018-025445.
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ObjectivesThe literature focuses on teaching communication skills in the ‘classroom’, with less focus on how such skills are informally learnt in the healthcare workplace. We grouped healthcare work based on the cure:care continuum to explore communication approaches based on work activities. This study asks: 1) How do healthcare professionals believe they learn communication in the workplace? 2) What are the differences (if any) across the ‘type of work’ as represented by the cure:care continuum?DesignThis qualitative study used semi-structured individual interviews.SettingCommunity care and acute hospitals in Australia (Victoria and New South Wales).ParticipantsTwenty qualified healthcare professionals (medicine n=4, nursing n=3, allied health n=13) from various clinical specialties (eg, acute, rehabilitation, surgery, palliative care) participated.MethodsData were analysed using framework analysis, which involved the development of a thematic coding framework. Findings were mapped to participants’ descriptions of work using the cure:care continuum.ResultsThree themes were identified that varied across the cure:care continuum: professional discourse—tying communication approaches to work activities; personal identities—the influence of personal identities on healthcare communication and role modelling—the influence of others in the socially bound context of healthcare work.ConclusionsThis study highlights the influence of professional, personal and social factors on the learning of healthcare communication in the workplace. Our study illuminates differences in communication practice related to work activities, as conceptualised by the cure:care continuum. The results call for further examination of the ‘nature’ of work activities and the concomitant influence on developing healthcare communication.
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Zhang, Jiaxin, and Wei Fang. "Study on the Role of College Sports Games and Taekwondo Teaching Based on Information Health." Applied Bionics and Biomechanics 2022 (April 4, 2022): 1–6. http://dx.doi.org/10.1155/2022/2873759.
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Sports games and taekwondo have hitherto been core facets in colleges and university physical education curricula. This owes to the significant benefits derived from the duo, especially with the increase in sedentary lifestyles, resulting in dreaded repercussions when strenuous exercise is not brought into play. Taekwondo is a type of martial art known to have originated from Korea but has now gained popularity internationally. Some of the known benefits of taekwondo are reducing stress and improving cardiovascular system (CVS) physiology. On the other hand, sports games also help immensely in the physiological and mental health of college and university students. For instance, outdoor games are essential in the pulmonary system as indoor games are for mental health. The purpose of this study is to investigate the role of sports games and taekwondo teaching in colleges and universities. The prospective study was conducted on a sample of 195 students. Both qualitative and quantitative data were collected by random means. The data collected was then analyzed to find the type of distribution. The results indicated a normal distribution with a resultant bell curve. The central tendency and dispersion were calculated. A high level of decision-making, confidence, and fitness was noted in students practicing these activities in their colleges and universities vis-à-vis those who do not. Sports and taekwondo increase the level of training, which enhances the skeletal system to take up and utilize lipids. This process reduces the level of plasma lipids, thus preventing chronic health conditions like obesity and diabetes. In conclusion, sports and taekwondo are essential in maintaining a healthy standard and should always be incorporated into the college and university curriculum.
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Hadley, Fay, and Elizabeth Rouse. "The family–centre partnership disconnect: Creating reciprocity." Contemporary Issues in Early Childhood 19, no. 1 (March 2018): 48–62. http://dx.doi.org/10.1177/1463949118762148.
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The purpose of this article is to examine the disconnect happening in relation to family–centre partnerships. Developing partnerships with families is hotly debated and provides challenges for educators teaching in the early childhood sector. Using a comparative case study analysis, several research studies conducted in the states of New South Wales and Victoria, Australia, are examined to illustrate these disconnects. These issues are examined within Belonging, Being and Becoming: The Early Years Learning Framework for Australia, a national framework that is common to all programs across Australia, which identifies practice, principles and learning outcomes for young children. This disconnect is related to the language that is used by the early childhood staff and misunderstood by the parents, the ways communication occurs and its ineffectiveness. The article argues that there is a need to move beyond the current rhetoric of engaging in partnerships with families to a space that allows for transparency, reciprocity and new language.
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Yang, Ye, Li Yan Li, Lin Wei Sang, Bin Yong Yang, Ping Ya Zhu, Lei Dai, Wei Bao, Wei Liu, and Fang Su Wu. "An Observation of a Resident-as-Teacher Combined with Tutor Guided Hysteroscopy Teaching Program for Standardized Residency Training (SRT) in Obstetrics and Gynecology." Journal of Healthcare Engineering 2020 (July 30, 2020): 1–10. http://dx.doi.org/10.1155/2020/8855099.
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Objectives. The standardized residency training (SRT) program in China is an important link for continuing education and clinical work training for graduate students. The purpose of our study was to enable educators to maintain the effectiveness of hysteroscopy teaching techniques and make the standardized residency training students well experienced in surgery, thus demonstrating that higher efficiency of teaching can lead to better proficiency for surgery. Methods. We generated resident-as-teacher teaching round and tutor guided hysteroscopic surgery as well as a questionnaire based on the mastery degree of the basic theoretical knowledge and operational skills of hysteroscopy among seven junior residents and five senior residents of the Obstetrics and Gynecology Department, including four attending gynecologic surgeons of a hysteroscopy teaching program. Results. Senior residents felt confident to teach, while junior residents learned effectively through the teaching round. There were statistically significant differences in the whole operation time and the volume of distension fluid used between junior and senior residents (p<0.05). Conclusions. This study acknowledges the need for new approaches to medical education for better characterization of the link between the use of teaching rounds through problem-based learning (PBL) discussion dominated by the residents themselves and overall surgical skills of teaching and learning.
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Wang, Bolong. "College Calisthenics Teaching Based on Information Technology." Applied Bionics and Biomechanics 2022 (April 14, 2022): 1–5. http://dx.doi.org/10.1155/2022/3369743.
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Under the background of national fitness, aerobics has become a popular sport. Aerobics has a good fitness effect and is one of the compulsory courses of physical education. But it also puts forward higher requirements for College Aerobics Teaching. The traditional teaching method is no longer applicable. In order to improve the teaching effect of aerobics, this paper puts forward the research of College Aerobics Teaching Method. In this paper, the traditional Aerobics Teaching Methods and the current popular information teaching mode are analyzed in detail. Through the comparison, the traditional aerobics teaching process is too boring to stimulate students’ interest. But after the use of information technology teaching, students’ self-learning ability has been improved. In the study of the effect of traditional teaching mode and information-based teaching mode, this paper makes relevant experimental investigation. The physical fitness of the experimental group was P > 0.05 . There were significant differences in basic physical qualities such as push-ups, rope skipping, and flexibility between the two groups ( P < 0.05 ).The experimental data show that the use of information-based teaching mode is more conducive to students’ accurate grasp of action points, and because of the retrospectivity, students can consolidate knowledge and practice themselves more conveniently. The research of this paper promotes the innovation of traditional education, complements and promotes each other with traditional education, and creates greater learning and exploration space for students, in order to contribute to the construction of aerobics courses in colleges and universities.
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Agustina, Dwi Kameluh. "MENINGKATKAN HASIL BELAJAR KOGNITIF SISWA DAN AKTIVITAS GURU PADA MATERI BIOTEKNOLOGI PANGAN KELAS IX MTs MELALUI MODEL PEMBELAJARAN BERBASIS MASALAH." Konstruktivisme: Jurnal Pendidikan & Pembelajaran 7, no. 2 (July 15, 2015): 107–18. http://dx.doi.org/10.30957/konstruk.v7i2.15.
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This study is aimed at seeing improvement of studnets cognitive learning achievement and teacher activities in food biotechnology subject. The study used Classroom Action Research with two cycles and assigned 30 students of the IX grade of MTs Sunan Ampel, Siman Kepung in 2014/2015. Data were colledted using test and observation. The study found that teaching model using problem-based learning improves teachers’ classroom activities. Cycle I found students activity 62.5% (fair) increasing to 69.7% (good) in cycle II. Learning mastery increased from 52% in cycle I into 85% in cycle II. Students supplied positive responses on the implementation of problem-based learning model in teaching food biotechnology.
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Kukanur, F. Sneha, G. Naveen, N. Ashwin Chitrabanu, B. M. Prashant, R. Meghana, and V. N. Venkatesh. "Magnitude, Seasonal-variation, Serological and Hematological Profile of Dengue in a Tertiary Teaching Hospital, Karwar, India." Journal of Pure and Applied Microbiology 15, no. 4 (September 30, 2021): 1892–97. http://dx.doi.org/10.22207/jpam.15.4.10.
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Dengue viral infection is the most widely spread arbo-viral disease in Indian subcontinent. High index of clinical suspicion especially during its peak season can be rewarding in diagnosing as well as early case management of anticipated DHF and DSS cases. To estimate the magnitude, seasonal-variation, serological as well as hematological aspects of dengue cases. This was a prospective observational study held in Microbiology and Hematology laboratories of our hospital for duration of one year from July-2019 to June-2020. All the suspected dengue cases were subjected to NS1-antigen, IgM and IgG antibody detection. The samples were also tested for platelet count, total count, haematocrit as well as hemoglobin estimation. All 1,550 dengue suspected cases were subjected to serological testing, among which 157 (10.1%) were positive. The most affected populations were the adult male. As the study was conducted for one year, we could observe the seasonal trend which peaked during post-monsoon. Out of 157 cases, 81.5%, 0.6% and 17.8% were determined as primary, secondary and old dengue cases respectively. There was a significant association between NS1 antigen and fever of </= 5 days duration with ‘p’ value< 0.00001. Thrombocytopenia, leucopenia and increased haematocrit were witnessed in 15.9%, 28.6% and 35% respectively. Our study shows that we had a high magnitude of primary cases that are prone to secondary dengue infection which might have a catastrophic effect giving rise to DHF, DSS or SD.
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Chauhan, Sapna, and Surender. "Clinico-Mycological Profile of Otomycosis in Chronic Suppurative Otitis Media Patients Attending a Tertiary Care Teaching Hospital." Journal of Pure and Applied Microbiology 15, no. 2 (May 28, 2021): 813–18. http://dx.doi.org/10.22207/jpam.15.2.35.
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Chronic Suppurative Otitis Media (CSOM) is commonly encountered chronic inflammation of middle ear as well as the mastoid cavity due to dysfunction of Eustachian tube followed by microbial infection. Fungal infection in CSOM is now a major otolarynological problem in India not only in children but in adults too. Excessive use of steroids, antibiotics, cytotoxic chemotherapies and immunosuppressive diseases has increased the incidence of otomycosis in recent years. To define the aetiology of clinically diagnosed otomycosis. To isolate and identify fungal agents and their association with different factors(age, sex, predisposing factors). A total of 100 clinically diagnosed patients of CSOM with suspicion of otomycosis were included in the study. Patients where passing swab is difficult as with canal stenosis were excluded. Samples were taken using sterile swabs and studied for microbial profile. Male to female ratio in study was 1.6:1. The most common fungi isolated in CSOM cases was Aspergillus fumigatus followed by Aspergillus niger. Other fungus isolated were Aspergillus flavus, Penicillium species, Mucor species and Candida species. 04 samples showed mixed growth of Aspergillus species and Candida species. In our study we concluded that Aspergillus complex was most commonly isolated fungi in CSOM cases.
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Lewis, Jennifer R., Mark S. Kotur, Omar Butt, Sumant Kulcarni, Alyssa A. Riley, Nick Ferrell, Kathryn D. Sullivan, and Mauro Ferrari. "Biotechnology Apprenticeship for Secondary-Level Students: Teaching Advanced Cell Culture Techniques for Research." Cell Biology Education 1, no. 1 (March 2002): 26–42. http://dx.doi.org/10.1187/cbe.02-02-0003.
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The purpose of this article is to discuss small-group apprenticeships (SGAs) as a method to instruct cell culture techniques to high school participants. The study aimed to teach cell culture practices and to introduce advanced imaging techniques to solve various biomedical engineering problems. Participants designed and completed experiments using both flow cytometry and laser scanning cytometry during the 1-month summer apprenticeship. In addition to effectively and efficiently teaching cell biology laboratory techniques, this course design provided an opportunity for research training, career exploration, and mentoring. Students participated in active research projects, working with a skilled interdisciplinary team of researchers in a large research institution with access to state-of-the-art instrumentation. The instructors, composed of graduate students, laboratory managers, and principal investigators, worked well together to present a real and worthwhile research experience. The students enjoyed learning cell culture techniques while contributing to active research projects. The institution's researchers were equally enthusiastic to instruct and serve as mentors. In this article, we clarify and illuminate the value of small-group laboratory apprenticeships to the institution and the students by presenting the results and experiences of seven middle and high school participants and their instructors.
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Thompson, Sandra C., and Maureen Norris. "Hepatitis B Vaccination of Personnel Employed in Victorian Hospitals: Are Those at Risk Adequately Protected?" Infection Control & Hospital Epidemiology 20, no. 01 (January 1999): 51–54. http://dx.doi.org/10.1086/501552.
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AbstractObjective:To examine the policies and practices in hospitals within the state of Victoria, Australia, with respect to vaccination of staff against hepatitis B infection.Design:A written self-administered questionnaire to be completed by the infection control officer (or designated officer for hepatitis B vaccination) within each hospital.Setting:Public (teaching and nonteaching) and private hospitals, including metropolitan and rural institutions in Victoria.Participants:A random sample of 30% of Victorian hospitals were asked to participate in the survey. Of 78 eligible institutions, 69 (88%) completed and returned questionnaires.Results:There was no consistent hepatitis B prevention policy in place across Victoria. Of the 69 responding hospitals, 63 (91%) offered hepatitis B vaccination to staff, and 58 (84%) of these also paid all costs of vaccination. Of the 63 hospitals offering vaccination to staff, 39 offered vaccination to all staff, 23 offered vaccination based on job title, and one offered vaccination based on anticipated exposure. In many institutions, postexposure protocols were recalled more readily than preexposure vaccination guidelines. Numerous respondents indicated a need for clear guidelines on policy and clarification on practical matters of management, such as acceptable immune levels, management of nonresponders to the primary series, and the need for, and timing of, booster doses of vaccine. Eleven (18%) of the 63 hospitals offering hepatitis B vaccination to staff undertook routine prevaccination screening, a practice not generally regarded as cost-effective in Australia. Fifty-five of these hospitals (91%) also undertook postvaccination screening.Conclusions:It is evident from this study that a considerable number of potentially susceptible healthcare personnel in Victorian hospitals remain unprotected against hepatitis B infection. A more reliable and consistent approach to preexposure hepatitis B vaccination is recommended
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Angus, Jocelyn. "Leadership: a central tenet for postgraduate dementia services curricula development in Australia." International Psychogeriatrics 21, S1 (April 2009): S16—S24. http://dx.doi.org/10.1017/s1041610209008825.
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ABSTRACTBackground: In the next decades of the twenty-first century, the global aging of populations will challenge every nation's ability to provide leadership by qualified health professionals to reshape and improve health care delivery systems. The challenge for educators is to design and deliver courses that will give students the knowledge and skills they need to fill that leadership role confidently in dementia care services. This paper explores the ways in which a curriculum can develop graduates who are ready to become leaders in shaping their industry.Method: The Master of Health Science – Aged Services (MHSAS) program at Victoria University, Melbourne, Australia is applied as a case study to describe the process by which the concept of leadership is applied as the key driver in curriculum development, teaching practices and learning outcomes.Results: Evaluation instruments employed in a variety of purposes including teaching, curriculum planning and unit appraisal are discussed. Challenges for the future are proposed including the need for postgraduate programs in dementia to seek stronger national and international benchmarks and associations with other educational institutions to promote leadership and a vision of what is possible and desirable in dementia care provision.Conclusions: In the twenty-first century, effective service provision in the aged health care sector will require postgraduate curricula that equip students for dementia care leadership. The MHSAS program provides an established template for such curricula.