Letteratura scientifica selezionata sul tema "University of Maryland, College Park. School of Dentistry"

The author, Professor Emeritus of Geography, University of Maryland, College Park, holds four degrees from the University of Chicago and is the recipient of the University's Distinguished Alumnus award. A close associate of Jean Gottmann, he co-edited two volumes - Metropolis on the Move and Since Megalopolis with him. Harper's urban interest primarily concerns cities as central places and city networks. He also edited Modern Metropolitan Systems with Charles Christian. He has keen interest in geographic education. He is past president of the National Council for Geographic Education and recipient of their George J. Miller Award. He has written world geography texts for students from elementary school to college. He has been a visiting professor at the University of Manchester, University of Sydney, University of Durban-Westville, and Peking University.

The author of Managing Copyright in Higher Education is uniquely qualified to tackle this topic. With a Doctor of Jurisprudence (JD) degree from Suffolk University Law School in Boston and a Master of Library Science (MLS) degree from University of Maryland College Park, Ms. Ferullo is the Director of the University Copyright Office at Purdue University, where she advises the University on copyright compliance issues. This book demonstrates Ms. Ferullo’s mastery of the legal and library science aspects of copyright; the book’s organization also shows her extensive knowledge of her audience and their copyright information needs. The text begins with an “introduction to intellectual property” and “copyright basics;” “the university culture;” followed by chapters on the role and establishment of a copyright office within the university; and concludes with chapters focusing on copyright services to librarians, faculty, administration and staff, and students. The organization of the book provides a logical progression of copyright issues in higher education in a straightforward style that can be readily understood by the novice and appreciated by the expert.

The story of Latinas/os in higher education in the United States is often one of exclusion and erasure. In this essay, Arelis Hernandez argues that, from grade school to college, there is rarely an occasion for Latinas/os to learn their history and to produce scholarship based on their communities. Instead, they are pressured to subscribe to a homogenizing paradigm of history that stresses assimilation and a negation of their particular stories. The author describes the movement initiated at the University of Maryland at College Park in the spring of 2008 for the institutionalization of a U.S. Latina/o studies minor. After the administration refused to recognize the legitimacy of Latina/o studies, students used insights from historical efforts to fight for equity to leverage the creation of a Latina/o studies program. A student leader of this movement, Hernandez examines the collaboration among faculty, staff, and allies to transform their campus. In the process, she explores her own transformation.

In June of 2018, the Society for Public Health Education partnered with The George Washington University Milken Institute School of Public Health, University of Maryland School of Public Health at College Park, and the Public Good Projects to convene the inaugural Digital Health Promotion Executive Leadership Summit in Washington, D.C. We launched the 2018 Summit for several reasons. First, because of the ubiquity of digital technology and reach of social media, it had become apparent to us that the time was right to bring greater focus to the promise that digital technology and social media hold for improving the public’s health. Second, while other forums were discussing uses of mHealth and eHealth, it was clear the public and private sectors were talking within siloes; thus we believed that more needed to be done to catalyze a dialogue among the academic, industry, and government sectors to share their efforts and to examine the opportunities—and challenges—of forging collaborative partnerships in developing and evaluating the next generation of digital information and health communication technologies. And third, we hoped to facilitate a conversation among leaders from each of these sectors that would result in a consensus on a “Common Agenda” for future actions to advance digital health promotion efforts.

A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities (NCREL, 2005). Ten years of substantial investments have vastly improved this picture. According to the Secretary's Fourth Annual Report on Teacher Quality, virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES) (Parsad & Jones, 2005). The Office of Technology Assessment report to Congress in 1995 stated that "Technology is not central to the teacher preparation experience in most colleges of education. most new teachers graduate from teacher preparation institutions with limited knowledge of the ways technology can be used in their professional practice" (Office of Technology Assessment, 1995). The report, in which this statement appeared, titled Teachers and Technology: Making the Connection, was a wake-up call, and over the past years, much remunerative progress has been made. Many states are attempting to address educators technology skills through the creation of teacher or administrator standards that include technology; as of 2003, 40 states and the District of Columbia have such standards (Ansell & Park, 2003). A number of states have adopted technology requirements for initial licensure. For example, 13 states require teachers and/or administrators to complete technology-related coursework, and nine require them to pass technology-related assessments. In addition, a number of states have implemented policies to improve veteran teachers technological skills (Ansell &Park, 2003). Addressing the issues of technology integration into the curriculum, the Maryland State Department of Educations (MSDE) PT3 consortium infused technology into the state's teacher education programs in three ways. First, the consortium used the Maryland Teacher Technology Standards to redesign both arts and sciences and education courses so they incorporate technology-related knowledge and skills. The Maryland Teacher Technology Standards included learning outcomes and, core learning goals and skills for success; it also specifies what students in pre-kindergarten through 12th grade need to know and be able to do in English/Language Arts, mathematics, science, and social studies. The Maryland State Department of Education (1999) provided expectations for how technology can and should be used to support student learning and instruction. Second, the group developed performance assessments in order to measure the technological competence of teacher candidates. Third, the consortium developed a system for electronic portfolios that incorporates a student teacher's technology performance assessment. These portfolios can be made available to future employers to demonstrate technology-related proficiency. The consortium is statewide and diverse, including several public universities and two communities. According to a report titled, Tech-Savvy: Educating Girls in the New Computer Age (AAUW, 2000), Washington, DC; as violent electronic games and dull programming classes turn off increasing numbers of adolescent girls, the way information technology is used, applied, and taught in the nations classrooms must change. Furthermore, commensurate with rapid changes in technology, a remarkably consistent picture emerges: more boys than girls experience an early, passionate attachment to computers, whereas for most girls attachment is subdued. Margolis and Fisher (2002) reported that computing is claimed as male territory very early in life: from early childhood through college, computing is both actively claimed as guy stuff by boys and men and passively ceded by girls and women. Society and culture have linked interest and success with computers to boys and men. In the words of Margolis and Fisher (2002), curriculum, teachers expectations, and culture reflect boys pathways into computing, accepting both assumptions of male excellence and womens deficiencies in the field (p. 4). Social expectations towards educational leadership in academic and economics terms depend on the integration of technology in every facet of society. The American family survival depends on the abilities and incomes of all adults. The type of technical skills needed to be creative and to survive in the job market escalates daily. Educational leaders must be aware that gender equity among middle school students with respect to the use of computer technology should be grounded in the development of programs that not only address the educational aspect of schools, but also allow students to develop their appreciation for, and understanding of the interrelationship among computer usage, careers, and values. With the implementation of such programs, schools could operate as equalizers for the sexes regarding computer competency and attitudes. Educational leaders have the ability to direct resources to show how computer technology may release the creative impulse in children and allow them to think and learn. Educators need to link the curriculum and technology with student interests. Both male and female students use computer applications that can be linked to the educational setting, such as word processing, Internet, completing homework, reports, and projects, as well as communication through email, self-expression, and personal interest. Educators who are developing these programs must understand how girls lose interest in technology and recognize the different learning styles of each gender. The role of training district school teachers to effectively utilize computer technology within the classroom is important if strides are to be made in supporting girls and women in choosing computer-related careers and using computers as a medium of expression. Institutions of higher education would provide opportunities and hold the responsibility of reviewing the technical construction of each teachers plan. Educational leaders will meet frequently with university representatives to review, discuss, record experiences, develop, modify, and evaluate plans and performances to ensure that teachers receive the training necessary to instruct all students utilizing appropriate computer technology. Degree attainment, certification, and re-certification should be linked to the variation of experiences, the structure, depth, detail, and impact of the program developed by the practitioner in consultation with representatives from higher education and the school district. Partnerships with local school districts and institutions of higher learner should be established to develop programs, which incorporate many of the tenets discussed above.

Rita Colwell is a Distinguished University Professor at the University of Maryland at College Park and at Johns Hopkins University Bloomberg School of Public Health, senior advisor and chairman emeritus at Canon US Life Sciences, Inc., founder and chairman of CosmosID, Inc., and president of the Rosalind Franklin Society. She has authored or co-authored 20 books and more than 800 scientific publications, and throughout her career has focused on improving health outcomes across the world and highlighting the impacts of infectious diseases in drinking/bathing water. We recently spoke to Rita about her career and her thoughts about the future for women in science.

Andrew Clark of Paris School of Economics reviews “The Pursuit of Happiness: An Economy of Well-Being” by Carol Graham. The EconLit abstract of the reviewed work begins: Explores the benefits and drawbacks of delving into the policy realm with happiness research and indicators, focusing on whether policy should be concerned with the issue of happiness. Discusses happiness -- a new science; what we mean by happiness -- a ““““theory'' of agency and well-being; happiness around the world -- what we know; adaptation and other puzzles; and gross national happiness versus gross national product. Graham is a senior fellow in Global Economy and Development and Charles Robinson Chair in Foreign Policy at the Brookings Institution and College Park Professor in the School of Public Policy at the University of Maryland. Index.

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