National Catholic School Standards: Focus on Governance and Leadership

The recently published National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools (NSBECS) (Ozar & Weitzel-O’Neill, 2012) provides Catholic school educators and stakeholders with research-based criteria for operating a mission-driven, program-effective, well-managed, responsibly governed Catholic school. The standards serve as the framework within which discussion of Catholic school governance and leadership must now take place

Notificación enfermera en proyectos de investigación

La Farmacovigilancia tiene como objetivo lograr la máxima seguridad en el uso de medicamentos; para ello, resulta fundamental la notificación de las reacciones adversas medicamentosas (RAM). Se ha llevado a cabo una revisión de los datos registrados en el Estudio Ícaro con la finalidad de analizar, en forma de frecuencias y porcentajes, las RAM notificadas por la enfermera-monitora durante los 6 meses de seguimiento de una cohorte de 137 pacientes en tratamiento antipsicótico. Los resultados del estudio determinan que 49 pacientes presentaron al menos un efecto adverso, siendo menor la frecuencia de RAM en los mayores de 55 años (22,5%); en relación al sexo, no se pueden establecer diferencias. El patrón de tratamiento preferente ha sido: risperidona (46,7%), quetiapina (21,9%) y olanzapina (18,2%). El antipsicótico con mayor número de RAM fue risperidona (46,2%), mientras que al comparar la frecuencia de notificaciones de cada fármaco con su uso, el que presentó mayor porcentaje fue olanzapina (64%). Los principales efectos adversos producidos por los antipsicóticos son los trastornos metabólicos, destacando el aumento de peso (43%), seguido por los trastornos del sistema nervioso y los psicológicos. En conclusión, el uso de antipsicóticos atípicos ha incrementado en los últimos años, aumentando el número de RAM. Para una mayor detección y tratamiento de éstas, es necesario formar a Enfermería en materia de notificación de RAM en la práctica clínica y en la monitorización de proyectos de investigación,además de fomentar la educación para la salud como prevención de las alteraciones producidas por los antipsicóticos.Grado en Enfermerí

Catholic Schools as Schools of Academic Excellence: A Summary of the Third Catholic Higher Education Collaborative Conference Proceedings

This article summarizes the content and outcomes of the third Catholic Higher Education Collaborative Conference (CHEC), cosponsored by the Roche Center for Catholic Education at Boston College and the Center for Catholic School Leadership at Fordham University. The conference focused on how Catholic higher education can assist in developing and supporting essential components necessary for achieving academic excellence in Pre-K-12 Catholic schools. This working conference featured guest speakers who provided substantive content that invited participants to examine critically and reflect upon focus questions related to academic excellence. A summary of the presentations and table conversations, along with the final recommendations from the participants and follow-up steps that have taken place as a result, are reported

Concurrent panel session 1: Environmental sustainability and Las Vegas

Moderator: Dr. Stan Smith, UNLV School of Life Sciences Scribe: Crystal Jackson, UNLV Department of Sociology Conference white paper & Full summary of panel session, 6 page

Imprints, [Vol. 5]

This 1989 edition includes winners of the T. E. Ferguson writing Contest, two honorable mentions, and a number of other entries that we felt deserved to be published. I would like to give special thanks to all the judges of the Ferguson Writing Contest who helped make this publication possible, and especially to Dr. Patricia Russell, who one again proved to be an invaluable asset. Her dedication and love for the organization and all it stands for has made this one of the most successful years ever.https://scholarworks.sfasu.edu/imprints/1000/thumbnail.jp

Imprints, Vol. 5

This 1989 edition includes winners of the T. E. Ferguson writing Contest, two honorable mentions, and a number of other entries that we felt deserved to be published. I would like to give special thanks to all the judges of the Ferguson Writing Contest who helped make this publication possible, and especially to Dr. Patricia Russell, who one again proved to be an invaluable asset. Her dedication and love for the organization and all it stands for has made this one of the most successful years ever

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Peer-Assisted Tutoring in a Chemical Engineering Curriculum: Tutee and Tutor Experiences

Peer-Assisted Tutorials (PATs), a form of Peer-Assisted Learning (PAL), were introduced to a conventional 4-year honours degree programme in Chemical Engineering. PATs were designed to support students in becoming more self-directed in their learning, to develop student confidence in tackling Chemical Engineering problems and to promote effective group work. They were implemented as part of a core undergraduate module (Unit Operations). For each PAT, 3rd Year students (Tutees) worked together in groups of 5-6, led by a trained Peer Tutor, a 4th Year student who had previously taken and passed the Unit Operations modules. PATs were well-structured, with each session involving two parts: (i) review of a previously assigned homework problem and (ii) introduction and group discussion of a new homework problem. PATs were evaluated on the basis of feedback from both Tutees and Tutors. PATs attracted high participation rates and yielded high levels of Tutee and Tutor satisfaction, in terms of student perceptions of their understanding of relevant material and enhancement of professionally relevant transferable skills. Although developed for Chemical Engineering, PATs are an effective teaching and learning tool, which could be adapted for any cognate discipline