Leadership in Physical Therapist Education: Instructional Strategies and Assessment Methods Used Among U.S. Capte Accredited Programs

The physical therapy profession has recently placed greater significance on leadership education and research at all levels of professional development. Excellence and innovation in physical therapy practice must address leadership development beginning in professional education. This call for reform has been adopted broadly, including from an accreditation standpoint. The challenge now becomes to determine the most effective ways for preparing student physical therapists to lead in today’s fluid healthcare environment. This study examined leadership content among U.S. CAPTE accredited physical therapist education programs and, specifically, the instructional strategies and assessment methods frequently used to develop emerging leaders. An online survey was sent to all program directors of fully accredited programs that operate in a primarily in-person, traditional learning format. The sample consisted of 38 programs distributed among all CAPTE geographical regions. Descriptive statistics were used to analyze the data. The results suggest that group projects, business plan development, service learning, and class or small group discussion are the primary instructional strategies used in physical therapist education leadership development. The most frequently used assessment strategies include group projects/presentations, portfolios, individual leadership development plans and term papers. Physical therapist educators use discussion, analysis, and experiential teaching methods to grow leadership capacity. This sample tended to more frequently use discussion-based strategies and emphasize team-learning activities. Assessment strategies often used by participating programs were primarily reflective of self-leadership competency. These findings provide additional evidence for how leadership content can be incorporated into physical therapist education and may serve as a guide for curricular design

Present state of knowledge of the upper atmosphere 1988: An assessment report

This document was issued in response to the Clean Air Act Amendments of 1977, Public Law 95-95, mandating that NASA and other key agencies submit biennial reports to Congress and EPA. NASA is to report on the state of our knowledge of the upper atmosphere, particularly the stratosphere. This is the sixth ozone assessment report submitted to Congress and the concerned regulatory agencies. Part 1 contains an outline of the NASA Upper Atmosphere Research Program and summaries of the research efforts supported during the last two years. An assessment is presented of the state of knowledge as of March 15, 1988 when the Ozone Trends Panel, organized by NASA and co-sponsored by the World Meteorological Organization, NOAA, FAA and the United Nations Environment Program released an executive summary of its findings from a critical in-depth study involving over 100 scientists from 12 countries. Chapter summaries of the International Ozone Trends Panel Report form the major part of this report. Two other sections are Model Predictions of Future Ozone Change and Chemical Kinetics and Photochemical Data for Use in Stratospheric Modeling. Each of these sections and the report in its entirety were peer reviewed

The atmospheric effects of stratospheric aircraft: A topical review

In the late 1960s the aircraft industry became interested in developing a fleet of supersonic transports (SSTs). Between 1972 and 1975, the Climatic Impact Assessment Program (CIAP) studied the possible environmental impact of SSTs. For environmental and economic reasons, the fleet of SSTs was not developed. The Upper Atmosphere Research Program (UARP) has recently undertaken the responsibility of directing scientific research needed to assess the atmospheric impact of supersonic transports. The UARP and the High-Speed Research Program asked Harold Johnston to review the current understanding of aircraft emissions and their effect on the stratosphere. Johnston and his colleagues have recently re-examined the SST problem using current models for stratospheric ozone chemistry. A unique view is given here of the current scientific issues and the lessons learned since the beginning of CIAP, and it links the current research program with the assessment process that began two years ago

Present state of knowledge of the upper atmosphere 1990: An assessment report

NASA is charged with the responsibility to report on the state of the knowledge of the Earth's upper atmosphere, particularly the stratosphere. Part 1 of this report, issued earlier this year, summarized the objectives, status, and accomplishments of the research tasks supported under NASA's Upper Atmosphere Research Program during the last two years. New findings since the last report to Congress was issued in 1988 are presented. Several scientific assessments of the current understanding of the chemical composition and physical structure of the stratosphere are included, in particular how the abundance and distribution of ozone is predicted to change in the future. These reviews include: a summary of the most recent international assessment of stratospheric ozone; a study of future chlorine and bromine loading of the atmosphere; a review of the photochemical and chemical kinetics data that are used as input parameters for the atmospheric models; a new assessment of the impact of Space Shuttle launches on the stratosphere; a summary of the environmental issues and needed research to evaluate the impact of the newly re-proposed fleet of stratospheric supersonic civil aircraft; and a list of the contributors to this report and the science assessments which have formed our present state of knowledge of the upper atmosphere and ozone depletion

A Case Study of Using Metacognitive Reflections to Enhance Writing Skills and Strategies in an Agricultural Media Writing Course

Writing is a foundational skill in agricultural communications, and metacognition the learning and understanding of such skill. Integrating reflection into a writing course is one way to enhance students’ metacognition and metacognitive awareness as reflection provides writers an opportunity to become a critic of their writing experiences. However, what happens when students reflect on their metacognitive awareness during and throughout the writing process? Using a qualitative and quantitative content analysis, we interpreted 16 students’ metacognitive writing reflections at four points in an advanced media writing course. We identified and analyzed emergent themes from the reflections and measured the frequency of each theme over the duration of the course. Three major themes emerged: a) metacognitive awareness of writing skills, b) metacognitive awareness of writing strategies, and c) metacognitive awareness of knowledge transfer. A total of 13 sub-themes were identified further characterizing the themes. Interviewing (a writing skill) emerged more in the third reflection than any other time, and revision (a writing strategy) emerged more at the beginning and end of the course than in the middle. Additionally, participants reflected less about outcomes (a component of knowledge transfer) at the end of the course and more about their plans for the future. Findings support the value of metacognitive reflections as a transformational instruction tool. Practitioners and writing instructors in agricultural communications should be cognizant of skills, strategies, and knowledge transfer as they plan and implement writing education and be adaptive and flexible to meet students’ changing metacognitive awareness

The no-SCAR (Scarless Cas9 Assisted Recombineering) system for genome editing in Escherichia coli

Genome engineering methods in E. coli allow for easy to perform manipulations of the chromosome in vivo with the assistance of the λ-Red recombinase system. These methods generally rely on the insertion of an antibiotic resistance cassette followed by removal of the same cassette, resulting in a two-step procedure for genomic manipulations. Here we describe a method and plasmid system that can edit the genome of E. coli without chromosomal markers. This system, known as Scarless Cas9 Assisted Recombineering (no-SCAR), uses λ-Red to facilitate genomic integration of donor DNA and double stranded DNA cleavage by Cas9 to counterselect against wild-type cells. We show that point mutations, gene deletions, and short sequence insertions were efficiently performed in several genomic loci in a single-step with regards to the chromosome and did not leave behind scar sites. The single-guide RNA encoding plasmid can be easily cured due to its temperature sensitive origin of replication, allowing for iterative chromosomal manipulations of the same strain, as is often required in metabolic engineering. In addition, we demonstrate the ability to efficiently cure the second plasmid in the system by targeting with Cas9, leaving the cells plasmid-free.Shell Global Solutions (US)National Institute of Food and Agriculture (U.S.) (Postdoctoral Fellowship 2013-67012-21022

Missouri mail-in record farms 1964 to 1973 : investments, productions, costs and returns

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