Adventures in Health Careers Education

The purpose of the study was to interest students in health occupations and to provide information concerning personal qualifications, education, licensing, remuneration, career mobility and where more information could be obtained. To accomplish this, health workers were invited to the school during the noon hour to speak to students who were interested. Interest was promoted by means of a prominently placed, permanent bulletin kept up-to-date with a year-schedule and a current-meeting announcement attached. Intercommunication system announcements were made the day prior to and the morning of each meeting. In addition, by means of a sign-up sheet to note attendance, a minimal extra credit was granted to students in biology and health education classes. The speaker was provided with a mimeographed sheet listing the things students wanted to know. Speakers responded with enthusiasm when they learned the meeting was only from 12:25 until 12:50 and there was flexibility in date arrangement. In addition to a hand written note of appreciation to the speaker, an item was sent to the local newspaper the following day. One aspect of this type of career education program. has been that the student had no commitment of time which had to span a whole semester or a year. The meetings had been optional, of short duration, at a time when usually there is not much to do, and yet had yielded a small amount of class credit just for attendance. If the student had cane only for the reason of the extra credit for a class, he still was exposed to the information. A second aspect has been the enthusiastic response of the speakers. This had been fostered in several ways. The time commitment of about twenty-five minutes was during the noon hour. A format was provided so that they knew what information was desired but left opportunity for them to add a personal touch. They were assured that a sudden postponement was perfectly acceptable. In addition, the letter of appreciation was sent the following day. The small item published in the local newspaper was good public relations for them and their place of work. A third aspect has been a marked increase in rapport among the health care professionals of the community, the students, the school and the parents. A capstone aspect has been the minimal cost in time, money and personnel to implement an introductory career education program. The implications of this adventure in health occupations education was that it could easily be adapted to any area of vocational interest. It could be adapted to business education -- by inviting a legal secretary or a court reporter to speak. It could be adapted to mathematics education -- by inviting a grocery check out clerk or a certified public accountant to speak. It could be adapted to home economics -- by inviting a buyer from a clothing store or a restaurateur to speak. The possibilities are limited only by the imagination. This type of career education could be recommended to any dynamic teacher or enthusiastic guidance counselor who wanted to take students on a career adventure

Adventures in Health Careers Education

The purpose of the study was to interest students in health occupations and to provide information concerning personal qualifications, education, licensing, remuneration, career mobility and where more information could be obtained. To accomplish this, health workers were invited to the school during the noon hour to speak to students who were interested. Interest was promoted by means of a prominently placed, permanent bulletin kept up-to-date with a year-schedule and a current-meeting announcement attached. Intercommunication system announcements were made the day prior to and the morning of each meeting. In addition, by means of a sign-up sheet to note attendance, a minimal extra credit was granted to students in biology and health education classes. The speaker was provided with a mimeographed sheet listing the things students wanted to know. Speakers responded with enthusiasm when they learned the meeting was only from 12:25 until 12:50 and there was flexibility in date arrangement. In addition to a hand written note of appreciation to the speaker, an item was sent to the local newspaper the following day. One aspect of this type of career education program. has been that the student had no commitment of time which had to span a whole semester or a year. The meetings had been optional, of short duration, at a time when usually there is not much to do, and yet had yielded a small amount of class credit just for attendance. If the student had cane only for the reason of the extra credit for a class, he still was exposed to the information. A second aspect has been the enthusiastic response of the speakers. This had been fostered in several ways. The time commitment of about twenty-five minutes was during the noon hour. A format was provided so that they knew what information was desired but left opportunity for them to add a personal touch. They were assured that a sudden postponement was perfectly acceptable. In addition, the letter of appreciation was sent the following day. The small item published in the local newspaper was good public relations for them and their place of work. A third aspect has been a marked increase in rapport among the health care professionals of the community, the students, the school and the parents. A capstone aspect has been the minimal cost in time, money and personnel to implement an introductory career education program. The implications of this adventure in health occupations education was that it could easily be adapted to any area of vocational interest. It could be adapted to business education -- by inviting a legal secretary or a court reporter to speak. It could be adapted to mathematics education -- by inviting a grocery check out clerk or a certified public accountant to speak. It could be adapted to home economics -- by inviting a buyer from a clothing store or a restaurateur to speak. The possibilities are limited only by the imagination. This type of career education could be recommended to any dynamic teacher or enthusiastic guidance counselor who wanted to take students on a career adventure

The Development of a Substitute Teacher Handbook for Paris High School, Paris, Illinois

The purpose of this study was to devise a handbook for the substitute teachers of Paris High School, Paris, Illinois. The handbook was designed to aid the substitute teacher in carrying out the duties necessary for the continuity of the educational process during the absence of the regular teacher. A data base was formed from several sources. Valuable, but limited, information was derived from professional journals. Input was received from the substitute teachers of Paris through a questionnaire; from the superintendent, the principal and the faculty through interviews; from the Paris Union School District No. 95 Policy Manual; and from two east central Illinois school district substitute teacher handbooks to comprise the remainder of the data base. This study revealed that the basic problem experienced by the substitute teachers was a lack of communication regarding school rules, expectations of the administrators, expectations of the regular teachers and a lack of information regarding procedures to be followed at Paris High School. The Substitute Teacher Handbook developed as a result of this study should provide a guide and a reference for the substitute teachers at Paris High School. Of equal importance to the guidance contained in the Handbook is the reference source provided by the handbook for unusual conditions which require a rapid and decisive response by the substitute teacher. The Substitute Teacher Handbook contains the following areas of information: Substitute Teacher Legal Requirements General Information and Instructions Classroom Management Roles of the Principal and the Regular Teacher in Relation to the Substitute Teacher Grades and Records Special Conditions: Illness, Injury, Building Evacuation and Storm Alert The Substitute Teacher Handbook for Paris High School is designed to serve equally well the one-day substitute teacher or the several-day substitute teacher who may be confronted with evaluating and recording student work. The Handbook contains important day-to-day classroom management reminders as well as procedures indigenous to Paris High School. The Handbook contains referenced instructions for unusual situations when moments may be of critical importance for the safety of the students. While this handbook is prepared for use at Paris High School, the information is readily adaptable as a base upon which any school may develop a handbook for substitute teachers

On Nucleon Electromagnetic Form Factors

A Poincare' covariant Faddeev equation, which describes baryons as composites of confined-quarks and -nonpointlike-diquarks, is solved to obtain masses and Faddeev amplitudes for the nucleon and Delta. The amplitudes are a component of a nucleon-photon vertex that automatically fulfills the Ward-Takahashi identity for on-shell nucleons. These elements are sufficient for the calculation of a quark core contribution to the nucleons' electromagnetic form factors. An accurate description of the static properties is not possible with the core alone but the error is uniformly reduced by the incorporation of meson-loop contributions. Such contributions to form factors are noticeable for Q^2 < ~2 GeV^2 but vanish with increasing momentum transfer. Hence, larger Q^2 experiments probe the quark core. The calculated behaviour of G_E^p(Q^2)/G_M^p(Q^2) on Q^2 \in [2,6] GeV^2 agrees with that inferred from polarisation transfer data. Moreover, \sqrt{Q^2} F_2(Q^2)/F_1(Q^2) is approximately constant on this domain. These outcomes result from correlations in the proton's amplitude.Comment: 31 pages, 7 figures, 5 table

Aspects of the confinement mechanism in Coulomb-gauge QCD

Phenomenological consequences of the infrared singular, instantaneous part of the gluon propagator in Coulomb gauge are investigated. The corresponding quark Dyson-Schwinger equation is solved, neglecting retardation and transverse gluons and regulating the resulting infrared singularities. While the quark propagator vanishes as the infrared regulator goes to zero, the frequency integral over the quark propagator stays finite and well-defined. Solutions of the homogeneous Bethe-Salpeter equation for the pseudoscalar and vector mesons as well as for scalar and axial-vector diquarks are obtained. In the limit of a vanishing infrared regulator the diquark masses diverge, while meson properties and diquark radii remain finite and well-defined. These features are interpreted with respect to the resulting aspects of confinement for colored quark-quark correlations.Comment: 4 pages, 6 figure

On Nucleon Electromagnetic Form Factors: A Pre'cis

Electron scattering at large Q^2 probes a nucleon's quark core. This core's contribution to electromagnetic form factors may be calculated using Poincare' covariant Faddeev amplitudes combined with a nucleon-photon vertex that automatically fulfills a Ward-Takahashi identity for on-shell nucleons. The calculated behaviour of G_E^p(Q^2)/G_M^p(Q^2) on 2<Q^2(GeV^2)<6 agrees with that inferred from polarisation transfer data, and exhibits a zero at Q^2\approx 6.5 GeV^2. There is some evidence that F_2(Q^2)/F_1(Q^2) \propto [\ln(Q^2/\Lambda^2)]^2/Q^2 for Q^2>6 GeV^2.Comment: Contribution to the proceedings of "Baryons 04," the 10th International Conference on the Structure of Baryons, 25-29/Oct./04, Ecole Polytechnique, Palaiseau; 5 pages, 3 figure

Introducing DASC-PM: A Data Science Process Model

Data-driven disciplines like data mining and knowledge management already provide process-based frameworks for data analysis projects, such as the well-known cross-industry standard process for data mining (CRISP-DM) or knowledge discovery in databases (KDD). Although the domain of data science addresses a much broader problem space, i.e., also considers economic, social, and ecological impacts of data-driven projects, a corresponding domain-specific process model is still missing. Consequently, based on a total of four identified meta requirements and 17 corresponding requirements that were collected from experts of theory and practice, this contribution proposes the empirically grounded data science process model (DASC-PM)—a framework that maps a data science project as a four-step process model and contextualizes it among scientific procedures, various areas of application, IT infrastructures, and impacts. To illustrate the phase-oriented specification capabilities of the DASCPM, we exemplarily present competence and role profiles for the analysis phase of a data science project

Stakeholder alliances are essential to reduce the scourge of plastic pollution

Progress to reduce plastic pollution has been painfully slow and the consequent damage to the natural environment and to human health is likely to increase further. This has been because the views and ways of working of four distinct stakeholder communities are not sufficiently well integrated. (1) Scientists, (2) industry, (3) society at large and (4) those making policy and legislation must in future find ways to work together