14 research outputs found
Students\u27 Perceptions Of Learning Through Multiple Intelligences
The theory of multiple intelligences -- that individuals are smart in multiple ways -- is slowly being infused into the educational realm. A review of current literature indicates that the multiple intelligence theory is being incorporated into some schools. However, there is very little research at this time which identifies the results of incorporating multiple intelligences within education. The purpose of this research was to identify any change in students\u27 perceptions of their intelligence strengths by teaching with the multiple intelligences in a thematic science and language arts unit. Three sixth grade students were chosen as case studies for the research. Data included field observation notes, interviews, journals, and student projects. The findings were mixed with two of the case studies showing increase in their perceptions of their intelligence strengths. The results from the third case student were inconclusive with no identifiable patterns discernable from the data. The findings suggest that incorporating multiple intelligence theory in education has possible positive implications and that further research needs to be done
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Not Another Boring Resident Didactic Conference
BackgroundThe Accreditation Council for Graduate Medical Education (ACGME) requires that residency programs in emergency medicine plan at least 5 hours of didactic experiences per week. Instructional methods should include smallâ group techniques, problemâ based learning, or computerâ based instruction. Despite recommendations from the ACGME, many programsâ conference didactics continue to include primarily lectureâ based instruction.MethodsThe authors describe instructional methods that promote active learning and may be superior to traditional lectureâ based education.ResultsThese methods include varying instructional methods, caseâ based learning, teamâ based learning and the flipped classroom, audience response systems, simulation, â wars,â oral boards, escape rooms and scavenger hunts, expert panel discussions, debates, clinical pathologic cases, and leaderboards. The authors discuss how these methods can be implemented to make emergency medicine didactic conferences more varied and interactive for learners.ConclusionsWhile there is minimal research on the efficacy of these methods in graduate medical education, many have shown to improvement engagement of learners and to be effective in undergraduate medical education. Further research will be needed to determine if longâ term learning outcomes can be improved with these strategies.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/154330/1/aet210367_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/154330/2/aet210367.pd
A comparison of serum and plasma cytokine values using a multiplexed assay in cats
Degenerative joint disease (DJD) is highly prevalent in cats, and pain contributes to morbidity. In humans, alterations of cytokine concentrations have been associated with joint deterioration and pain. Similar changes have not been investigated in cats. Cytokine concentrations can be measured using multiplex technology with small samples of serum or plasma, however, serum and plasma are not interchangeable for most bioassays. Correlations for cytokine concentrations between serum and plasma have not been evaluated in cats
Genomics of perivascular space burden unravels early mechanisms of cerebral small vessel disease
Perivascular space (PVS) burden is an emerging, poorly understood, magnetic resonance imaging marker of cerebral small vessel disease, a leading cause of stroke and dementia. Genome-wide association studies in up to 40,095 participants (18 population-based cohorts, 66.3 ± 8.6 yr, 96.9% European ancestry) revealed 24 genome-wide significant PVS risk loci, mainly in the white matter. These were associated with white matter PVS already in young adults (N = 1,748; 22.1 ± 2.3 yr) and were enriched in early-onset leukodystrophy genes and genes expressed in fetal brain endothelial cells, suggesting early-life mechanisms. In total, 53% of white matter PVS risk loci showed nominally significant associations (27% after multiple-testing correction) in a Japanese population-based cohort (N = 2,862; 68.3 ± 5.3 yr). Mendelian randomization supported causal associations of high blood pressure with basal ganglia and hippocampal PVS, and of basal ganglia PVS and hippocampal PVS with stroke, accounting for blood pressure. Our findings provide insight into the biology of PVS and cerebral small vessel disease, pointing to pathways involving extracellular matrix, membrane transport and developmental processes, and the potential for genetically informed prioritization of drug targets.Etude de cohorte sur la santé des étudiantsStopping cognitive decline and dementia by fighting covert cerebral small vessel diseaseStudy on Environmental and GenomeWide predictors of early structural brain Alterations in Young student
Choice of probe tone and classification of trace patterns in tympanometry undertaken in early infancy
Descobrindo o contemporâneo no tradicional: reavaliação do impacto das pedagogias indígena maia e ocidental moderna sobre a identidade e oSelf
Resumo Este trabalho compara o que é ensinado e aprendido – e não o que se pretende – em diferentes cenários educativos e dois momentos históricos. Considerando estudos etnográficos realizados nos Estados Unidos e na Guatemala, compara o “currículo oculto” (KOHLBERG, 1975) da escolarização ocidental formal – normas, valores e práticas transmitidos pelo conteúdo de conhecimento ensinado, e os padrões de interação, procedimentos de avaliação e estruturas de participação utilizados (PHILLIPS, 1983) - com estruturas similares em uma comunidade indígena maia da Guatemala. Analisa o que as crianças aprendem, o impacto sobre suas identidades e como esse aprendizado se conecta com os destinos sociais e ocupacionais futuros. Os cenários educacionais diferem quanto aos tipos de aprendizagem e de ensino que mantêm; produzem tipos diferentes de educandos com resultantes identidades e metas diversas. Tem sido afirmado que a escolarização moderna realmente interfere nos valores e práticas das assim chamadas culturas tradicionais, levando ao abandono das línguas, práticas e crenças tradicionais. Esse tipo de argumento ignora a flexibilidade das culturas tradicionais, relegando-as a um “presente” estático que não é característico das identidades dinâmicas que de fato se constroem no século XXI. Nós afirmamos o contrário: que as pedagogias tradicionais podem proteger a durabilidade da identidade cultural (SPINDLER, G; SPINDELER, L, 2000) e levar a uma acomodação mais bem-sucedida à modernidade (RUDOLPH, L; RUDOLPH, S, 1984). Ligamos esse argumento às pesquisas que estudam mitos a respeito do que a escolarização pode e não pode fazer para alcançar a mobilidade social e condições sociais melhores