Just-in-Time Teaching (JiTT) applied to Pathology Residency Training

JiTT is an active teaching and learning strategy that combines web-based assignments with classroom learning. JiTT sessions can be limited to one-hour; each learning activity is an event by itself and it can be used in small groups composed of learners with heterogeneous backgrounds previously exposed to the material. The main strengths of JiTT are the ability to make student thinking visible, help develop expert-like thinking processes, improve transfer of knowledge and promote reflective learning. We demonstrate our experience in applying this learning strategy to Pathology resident teaching

The Governance of Genomic Information: Will It Come of Age?

The completion of the Human Genome Project has opened up unprecedented possibilities in healthcare, but also ethical and social dilemmas in terms of how these can be achieved. Genomic information can be seen as a 'global public good' (GPG), in that it is represented by knowledge in the public domain and across national boundaries. Lack of investment, infrastructure and expertise in developing countries means that they are unable to take advantage of these GPG characteristics to address their health needs, fuelling fears of a growing 'genomics divide'. Some have suggested an international knowledge sharing and capacity building network, a Global Genomics Initiative, as a means to harness the potential of genomics to reduce inequalities in health between North and South. Three UNESCO declarations also call for cooperation between developed and developing countries in genomics research and science and technology in general. Using international relations theories around global governance and networks as a conceptual framework, this paper examines whether these initiatives are likely to succeed in providing effective governance of genomics

A technique for detecting wait-notify deadlocks in Java

Deadlock analysis of object-oriented programs that dynamically create threads and objects is complex, because these programs may have an infinite number of states. In this thesis, I analyze the correctness of wait - notify patterns (e.g. deadlock freedom) by using a newly introduced technique that consists in an analysis model that is a basic concurrent language with a formal semantic. I detect deadlocks by associating a Petri Net graph to each process of the input program. This model allows to check if a deadlock occur by analysing the reachability tree. The technique presented is a basic step of a more complex and complete project, since in my work I only consider programs with one object

Names and Histories / Nom et histoires

This is the last issue of the CHA’s newsletter to bear the title The Bulletin. As of 2018, this quarterly exercise in communication and community will go under the title of Intersections. This title was put forward by Don Wright of the University of New Brunswick, someone who has worn many hats at the CHA/SHC and is also a historian of the discipline in Canada.Ceci est le dernier numéro du bulletin d’information de la SHC/ CHA qui portera le titre de Bulletin. À partir de 2018, cette activité trimestrielle de communication et communautaire portera le titre d’Intersections. Ce titre a été proposé par Don Wright de l’Université du Nouveau-Brunswick, quelqu’un qui a occupé de nombreuses fonctions au sein de la SHC et qui est aussi historien de la discipline au Canada

Library and Information Science Students

published or submitted for publicatio

Evaluative criteria for spelling

Thesis (Ed.M.)--Boston UniversityThe purpose of this study is to develop a set of criteria to evaluate the spelling area of an elementary school. The criteria consists of specific statements indicating desirable conditions and procedures in certain areas of the elementary school program. SUch statements should furnish a means for teachers to examine and evaluate the effectiveness of their own work. The Evaluative Criteria, an instrument by which a secondary school can be evaluated through making a self-evaluation, was developed by the Cooperative Study of Secondary-School Standards in 19~0 and revised in 1950. These criteria have been used extensively and successfully throughout the United States. Because it has been proved through use of the instrument that self-evaluation leads to improvement, it seemed pertinent to develop similar instrument by which an elementary school can be evaluated

Critical factors in the teaching of Japanese in New Zealand at years 7 and 8 : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Second Language Teaching at Massey University

Current literature about the teaching of Japanese in New Zealand has raised a number of issues. However, there has been no attempt made to rank these issues either in terms of priority or in terms of how they may be addressed. In addition, in the existing literature, the writers have not provided any solutions or recommendations themselves. This research identifies and ranks issues in Japanese language teaching programmes at Years 7 and 8 in the New Zealand school setting. Two professional groups (teachers and principals) were approached to provide the data. Discussions were held in focus groups with teachers of Japanese from around New Zealand. Issues which either constrain or facilitate the implementation of a Japanese language teaching programme were elicited from participating teachers. These issues have been termed "factors" to avoid any negative connotations. Professional responses to the most critical factors were also sought from the teachers. The critical factors generated by teachers were grouped into four broad categories and the focus groups then contributed professional responses to these. Initial results showed that teachers identified "commitment from principal", "pressure and time" and "availability of resources" as being important. Questionnaires were then developed and sent to principals in schools offering Japanese at these levels. Principals identified "commitment from principal", "availability of resources" and "confidence of teachers" as being important. The results of this study are discussed with reference to the current literature and a number of implications for teaching programmes are proposed. These suggestions are intended to guide schools contemplating the introduction of Japanese or another international language at these levels. The model developed for group discussions could be used in further research when trying to determine critical factors in the teaching of either other languages or indeed other curriculum areas

Job Mobility in Ireland

This paper investigates the factors that determine job-to-job mobility in Ireland over the period 1995 to 2001. It finds that labour market experience, working in the public sector, human capital, whether a person is overskilled and the sector they work in are important determinants of job change. In addition, the paper finds the rate of job mobility in Ireland practically doubled over the period. The sample is divided into two time periods and a decomposition technique is applied to ascertain how much of the increase in mobility is attributable to compositional changes and how much is due to other factorsJob Mobility