Evaluating teaching effectiveness in nursing education:An Iranian perspective

BACKGROUND: The main objective of this study was to determine the perceptions of Iranian nurse educators and students regarding the evaluation of teaching effectiveness in university-based programs. METHODS: An exploratory descriptive design was employed. 143 nurse educators in nursing faculties from the three universities in Tehran, 40 undergraduate, and 30 graduate students from Tehran University composed the study sample. In addition, deans from the three nursing faculties were interviewed. A researcher-developed questionnaire was used to determine the perceptions of both faculty and students about evaluating the teaching effectiveness of nurse educators, and an interview guide was employed to elicit the views of deans of faculties of nursing regarding evaluation policies and procedures. Data were analyzed using parametric and nonparametric statistics to identify similarities and differences in perceptions within the Iranian nurse educator group and the student group, and between these two groups of respondents. RESULTS: While faculty evaluation has always been a major part of university based nursing programs, faculty evaluation must be approached more analytically, objectively, and comprehensively to ensure that all nursing educators receive the fairest treatment possible and that the teaching-learning process is enhanced. CONCLUSION: Educators and students stressed that systematic and continuous evaluation as well as staff development should be the primary goals for the faculty evaluation process. The ultimate goals is the improvement of teaching by nurse educators

Monocyte tissue factor in malignancy

SIGLEAvailable from British Library Document Supply Centre-DSC:DX190510 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Developing Intelligent Tutoring Systems for Mathematics

This work presents Protema, an environment for accessing and/or constructing intelligent tutoring systems for mathematics.  It uses a general representation model for mathematical knowledge and it proposes a system architecture for intelligent tutoring systems in any mathematical subdomain (Arqtema) as well as an authoring environment (Tootema) for constructing Arqtema-based tutoring systems in a chosen subdomain. The general representation model maps any mathematical theory into a complex relationship among concepts, results and examples. Arqtema extends this model by including a bug catalog with the most common students misconceptions as well as a set of related exercises, which all together constitute the domain module

Nova espécie de Vriesea Lindl. (Bromeliaceae, Tillandsioideae) da Serra da Canastra, MG, Brasil

A new species of Vriesea Lindl. belonging to section Xiphion (E. Morren) E. Morren ex Mez. - V. sanfranciscana Versieux & Wand.- is described and illustrated. The species is only known to occur in the Serra da Canastra National Park, located in the southwestern Minas Gerais, Brazil, and is morphologically related to V. atropurpurea Silveira from serra do Cipo, Espinhaco range.Uma nova espécie de Vriesea Lindl. pertencente à seção Xiphion (E. Morren) E. Morren ex Mez –V. sanfranciscana Versieux & Wand. – é descrita e ilustrada. A espécie só é conhecida do Parque Nacional da Serra da Canastra, localizado no sudoeste de Minas Gerais, Brasil, e relaciona-se morfologicamente com V. atropurpurea Silveira, da serra do Cipó, serra do Espinhaço.Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq

As origens da exclusão (origins of exclusion)

This paper reports on exclusion, a phenomenon demonstrated when a participant views an array of comparison stimuli, all but one of which has been defined in relation to a spoken sample stimulus (most often a dictated name). When a new undefined sample is spoken, participants immediately select the undefined comparison item without explicit training to do so. Exclusion has attracted interest from behavior analysts interested in analyzing emergent behavior and/or exploiting the potential of the procedure for teaching new behavior to persons with severe mental retardation. The importance of the research area has grown in recent years, as the phenomenon has been recognized also by researchers interested in the development of child language and comparative cognition. Since the first studies of exclusion, in the mid-1970s, we have learned much about the populations in which it appears, the types of stimuli that can enter into exclusion, and the contexts that affect performances. Yet a fundamental question remains unanswered: What is the origin of exclusion performance? Why do virtually all individuals demonstrate exclusion on the very first opportunity? A research group from the Shriver Center for Mental Retardation (USA) have recently developed a series of methodologically intricate, sometimes interconnected single-subject designs to answer these questions. This paper will describe work that has been completed thus far with individuals with severe mental retardation and a comparison group of typically developing children