A comparative study of teaching forensics at a university degree level

Computer forensics is a relatively young University discipline which has developed strongly in the United States and the United Kingdom but is still in its infancy in continental Europe. The national programmes and courses offered therefore differ in many ways. We report on two recently established degree programmes from two European countries: Great Britain and Germany. We present and compare the design of both programmes and conclude that they cover two complementary and orthogonal aspects of computer forensics education: (a) rigorous practical skills and (b) competence for fundamental research discoveries

A Nation Deceived: How Schools Hold Back America's Brightest Students, Volume II

Provides a comprehensive review of research on the academic acceleration of gifted students

Scientific Illiteracy: Causes, Costs and Cures

[Excerpt] This article examines the causes of the learning deficits in science, math and technology, evaluates their social costs and then recommends policy measures for remedying the problems identified. Following the American Association for the Advancement of Science\u27s Science for All Americans report, I define the domain of science very broadly to include mathematics and technology along with the natural sciences. To avoid confusing readers accustomed to the narrower definition of science, broadly defined science is referred to as science, mathematics and technology

What\u27s Wrong With American Secondary Schools: Can State and Federal Governments Fix it?

[Excerpt] The poor performance of American students is sometimes blamed on the nation\u27s diversity . Many affluent parents apparently believe that their children are doing acceptably by international standards. This is not the case. In Stevenson, Lee and Stigler\u27s (1986) study of 5th grade math achievement, the best of the 20 classrooms sampled in Minneapolis was outstripped by every single classroom studied in Sendai, Japan and by 19 of the 20 classrooms studied in Taipeh, Taiwan. The nation\u27s top high school students rank far behind much less elite samples of students in other countries. In mathematics the gap between Japanese and Finnish high school seniors and their white American counterparts is about twice the size of the two to three grade level equivalent gap between blacks and whites in the US (NAEP 1988b; IAEEA 1987). The learning deficit is pervasive

Implant Treatment in the Predoctoral Clinic: A Retrospective Database Study of 1091 Patients

Purpose: This retrospective study was conducted at the Marquette University School of Dentistry to (1) characterize the implant patient population in a predoctoral clinic, (2) describe the implants inserted, and (3) provide information on implant failures. Materials and Methods: The study cohort included 1091 patients who received 1918 dental implants between 2004 and 2012, and had their implants restored by a crown or a fixed dental prosthesis. Data were collected from patient records, entered in a database, and summarized in tables and figures. Contingency tables were prepared and analyzed by a chi-squared test. The cumulative survival probability of implants was described using a Kaplan-Meier survival curve. Univariate and multivariate frailty Cox regression models for clustered observations were computed to identify factors associated with implant failure. Results: Mean patient age (±1 SD) at implantation was 59.7 ± 15.3 years; 53.9% of patients were females, 73.5% were Caucasians. Noble Biocare was the most frequently used implant brand (65.0%). Most implants had a regular-size diameter (59.3%). More implants were inserted in posterior (79.0%) than in anterior jaw regions. Mandibular posterior was the most frequently restored site (43%); 87.8% of implants were restored using single implant crowns. The overall implant-based cumulative survival rate was 96.4%. The patient-based implant survival rate was 94.6%. Implant failure risk was greater among patients than within patients (p \u3c 0.05). Age (\u3e65 years; hazard ratio [HR] = 3.2, p = 0.02), implant staging (two-stage; HR = 4.0, p \u3c 0.001), and implant diameter (wide; HR = 0.4, p = 0.04) were statistically associated with implant failure. Conclusions: Treatment with dental implants in a supervised predoctoral clinic environment resulted in survival rates similar to published results obtained in private practice or research clinics. Older age and implant staging increased failure risk, while the selection of a wide implant diameter was associated with a lower failure risk

Can the University of Maine afford to concede to its regional competitors? A 21st century road map for postsecondary language education

The University of Maine Flagship Match program is designed to recruit students from neighboring states and offset enrollment declines. However, language faculty retrenchment at the university a decade ago, combined with the effective double-degree programs with languages, STEM, and other subjects that other regional flagships offer and recent changes in New England’s K–12 graduation options, makes it harder for UMaine to attract high-performing students. If the university wants to compete with others in New England and attract students who focus on global professional issues, it has an opportunity it cannot afford to miss. Adapting one of the language education models other universities have successfully implemented may be the way to move forward in the twenty-first century, making the University of Maine an important regional player.Accepted manuscrip

The Impact of Curriculum-Based Examinations on Learning in Canadian Secondary Schools

Externally set curriculum-based examinations at the end of high school apparently have pervasive backwash effects on middle school students, their parents, teachers and school administrators. Holding the social class background of students constant, students from Canadian provinces with examination systems were substantially (23 percent of a standard deviation) better prepared in mathematics and 18 percent of a standard deviation better prepared in science than students from provinces lacking such exams. The effect of an exam system on mathematics achievement of 13 year olds is larger in a standard deviation metric than the decline in math SAT scores between 1969 and 1980 that has been such a focus of public concern. Other natural experiments yield similar findings. When adjustments are made for ethnicity, gender and social class of SAT test takers, New York State ranks higher on the SAT than any of the other 38 states where the test is taken by large numbers of students. The mathematics and science achievement of Swedish high school seniors declined in the years following the elimination of high/medium stakes curriculum-based exams. The analysis also found that examination systems had pervasive effects on school administrators, teachers and parents. In the provinces with external exams, schools were more likely to: -- employ specialist teachers of mathematics and science -- employ teachers who had studied the subject in college, -- have high quality science laboratories -- schedule extra hours of math and science instruction -- assign more homework in math, in science and in other subjects -- have students do or watch experiments in science class and -- schedule frequent tests in math and science class. At home students watch less TV, spend more time reading for fun, and are more likely to report their parents want them to do well in math and science. In addition, parents are more likely to talk to their child about what they are learning at school

Graduate Catalog, 2002-2003

https://scholar.valpo.edu/gradcatalogs/1029/thumbnail.jp

Learning requirements engineering within an engineering ethos

An interest in educating software developers within an engineering ethos may not align well with the characteristics of the discipline, nor address the underlying concerns of software practitioners. Education for software development needs to focus on creativity, adaptability and the ability to transfer knowledge. A change in the way learning is undertaken in a core Software Engineering unit within a university's engineering program demonstrates one attempt to provide students with a solid foundation in subject matter while at the same time exposing them to these real-world characteristics. It provides students with a process to deal with problems within a metacognitive-rich framework that makes complexity apparent and lets students deal with it adaptively. The results indicate that, while the approach is appropriate, student-learning characteristics need to be investigated further, so that the two aspects of learning may be aligned more closely