119,603 research outputs found
The Constitutionality of Mandates to Purchase Health Insurance
Health insurance mandates have been a component of many recent health care reform proposals. Because a federal requirement that individuals transfer money to a private party is unprecedented, a number of legal issues must be examined.
This paper analyzes whether Congress can legislate a health insurance mandate and the potential legal challenges that might arise, given such a mandate. The analysis of legal challenges to health insurance mandates applies to federal individual mandates, but can also apply to a federal mandate requiring employers to purchase health insurance for their employees. There are no Constitutional barriers for Congress to legislate a health insurance mandate as long as the mandate is properly designed and executed, as discussed below.
This paper also considers the likelihood of any change in the current judicial approach to these legal questions
The e-revolution and post-compulsory education: using e-business models to deliver quality education
The best practices of e-business are revolutionising not just technology itself but the whole process through which services are provided; and from which important lessons can be learnt by post-compulsory educational institutions. This book aims to move debates about ICT and higher education beyond a simple focus on e-learning by considering the provision of post-compulsory education as a whole. It considers what we mean by e-business, why e-business approaches are relevant to universities and colleges and the key issues this raises for post-secondary education
ePortfolios: models and implementation
This paper explores the use of ePortfolio tools to support teaching, learning and the personal and professional development of postgraduate students at the Institute of
Education, University of London (IOE). The needs of tutors and students are considered alongside the affordances and limitations of specific tools in relation to these
needs. The study involved five areas of postgraduate study at the IOE, one at PhD level, two at Masters level (MA in ICT in Education and MTeach) and two PGCE courses
(PGCE in ICT and Post-Compulsory PGCE). Preliminary discussions with IOE staff revealed five common themes relating to the perceived purpose of an ePortfolio:
model, ownership, collaboration, accessibility and support. The first theme relates to the definition of the ePortfolio, whilst the remaining themes address questions
relating to ownership, control, use and user needs/development. In this paper, each of the themes and the questions raised within those areas are addressed in
detail and a cross-comparative table of responses across each of five teaching scenarios is provided with levels of importance measured on a scale of 1 (low) to
4 (high)
Evaluation of the North Lanarkshire curriculum flexibility project
This report highlights some of the very good practice about effective use of flexibility in the curriculum that is emerging. It describes how staff have engaged in innovative use of time in ways which have given pupils increased motivation to learn and encouraged them to become more independent learners and more effective collaborative workers. The important role of school managers in monitoring the impact of innovations in the curriculum is exemplified. This report also acts as a call to action for schools which still often adhere too rigidly to inflexible programmes of study. There remains a need for more imaginative leadership and further professional development of staff at all levels to ensure that full and appropriate use of the opportunities offered by Curriculum for Excellence are realised
The Bellagio Global Dialogues on Intellectual Property
Reviews Rockefeller's conference series on intellectual property and its efforts to promote policies and institutional capacities that better serve the poor, with a focus on food security and public health. Discusses global policy, development, and trade
Integrating mobile robotics and vision with undergraduate computer science
This paper describes the integration of robotics education into an undergraduate Computer Science curriculum. The proposed approach delivers mobile robotics as well as covering the closely related field of Computer Vision, and is directly linked to the research conducted at the authorsâ institution. The paper describes the most relevant details of the module content and assessment strategy, paying particular attention to the practical sessions using Rovio mobile robots. The specific choices are discussed that were made with regard to the mobile platform, software libraries and lab environment. The paper also presents a detailed qualitative and quantitative analysis of student results, including the correlation between student engagement and performance, and discusses the outcomes of this experience
Report on argumentation and teacher education in Europe
This document will ultimately form part of a comprehensive package of materials for teacher education and professional development in argumentation. The initial deliverable from Kaunas University of Technology described the rhetorical basis of argumentation theory for preâ and inâservice teachers, whilst this state of the art report sets out the current and rather unsatisfactory status of argumentation in curricula, initial teacher training/education and teacher professional development, across the fifteen SâTEAM partner countries. We believe that this is a representative sample and that the report can be taken as a reliable snapshot of the situation in Europe generally
An IMS-Learning Design Editor for a Higher Education Blended Learning Scenario
The IMS-Learning Design has been developed to
support the creation of reusable and pedagogically
neutral learning scenarios and content. Although it is
especially suitable for eLearning, there is a lot of
interest on using it in higher education blended
learning scenarios. However there are some related
key issues which must be managed such as cultural
bias and the need for expensive human resources to
design and develop specification compliant units of
learning. They can be addressed by the design of
ad-hoc editors supporting concrete learning design
units of learning. We suggest some solutions to
overcome these limitations, based on our experience
designing the user interface of an IMS-LD compliant
editor, GDUS+. We also explain our user centering
approach, and give some conclusions about the
benefits of using IMS-LD
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