Wie Goethe seine schönsten Jugendgedichte behandelte.

Sin resume

PRE-SERVICE TO IN-SERVICE: A THREE-YEAR CASE STUDY OF PRIMARY LITERACY TEACHERS

ABSTRACT The purpose of this emic collective case study was to investigate the transitions of three effective teachers of literacy from pre-service to in-service teaching. As their university supervisor, I selected these students out of a group of pre-service teachers assigned to me for supervision during their eight-week student teaching requirement, based upon a number of criteria. Among the criteria was their demonstrated skill at teaching literacy to their students according to best practice in their assigned classrooms. This was demonstrated during my formal observations of them, required by the School of Education at State University (a pseudonym) for satisfactory completion of their student teaching. In addition, the three case study participants were also assigned to me for supervision the following semester for their 14-week internships. During this assignment, I continued to supervise and documents the practices evident in their teaching, retaining all artifacts associated with our professional meetings and conferences, as well as any extraneous communications. Upon their acceptance of my invitation to take part in the research, I began collecting all documents and artifacts, along with field notes that I acquired as their university supervisor. I held interviews with them regularly, and encouraged their open communication and dialogue regarding their experiences. I was interested in documenting the characteristics of their individual transitions from student teaching to internship, to their first-year as in-service teachers, and then to their second year as in-service teachers, as evidenced in the data obtained. Each of the participants has experienced marked successes, as well as significant challenges, in their efforts to teach literacy according to best practice to their students, despite a variety of assessment-related issues they have encountered. My research questions posed were the following: How do novice teachers handle the disparities between best practice taught in teacher preparation and the realities of the classroom as they transition from pre-service to in-service? What can universities do to assist future teachers of literacy as they transition from pre-service to in-service? Within the vast amounts of data collected from the participants over a three-year period, unique and important insights have emerged to inform these questions. The participants' demonstrated growth, development, and expertise in literacy instruction provide important information regarding the nature of novice teachers' entry into the workforce in an assessment-driven school reform climate. The research discussed in the literature review aligns with the goals for best practice in literacy instruction, and the strategies demonstrated within that practice which the participants have exemplified in their classrooms. In addition, the participants' recommendations for support mechanisms for future literacy teachers are further substantiated in data reported. This study contributes to literacy research, largely because the information is presented from the perspective of novice teachers. The participants' clearly convey the scope of the knowledge they have acquired in their coursework and field experiences, the teaching and processes that they most value, as well as their insightful recommendations for equipping novice teachers with what they need most to survive their first two years in the workforce. The participants reveal their important findings that the teaching environments and the concurrent demands placed upon them have held a number of surprises

Improving Confidence in ACLS among UMKC Internal Medicine Residents

"The American Board of Internal Medicine requires all residents to have their certification in basic life support (BLS) and advanced cardiovascular life support (ACLS) renewed every two years. However, there is concern that residents do not retain the confidence and the medical knowledge gained during this course throughout the two years that follow. The goal of our quality improvement project was to add a training workshop to improve resident confidence in performing ACLS."Ray Segebrecht, Anweshan Samanta, Laith Derbas, Alison Scharber, Ahmed Elkaryoni, Annapoorna Singh, Rahul Myadam, Adnan Choudhury, David Wooldridge, Ashraf Gohar, and Julie Banderas (Department of Internal Medicine, School of Medicine, University of Missouri-Kansas City)Includes bibliographical reference

VarFish - Collaborative and comprehensive variant analysis for diagnosis and research

VarFish is a user-friendly web application for the quality control, filtering, prioritization, analysis, and user-based annotation of panel and exome variant data for rare disease genetics. It is capable of processing variant call files with single or multiple samples. The variants are automatically annotated with population frequencies, molecular impact, and presence in databases such as ClinVar. Further, it provides support for pathogenicity scores including CADD, MutationTaster, and phenotypic similarity scores. Users can filter variants based on these annotations and presumed inheritance pattern and sort the results by these scores. Filtered variants are listed with their annotations and many useful link-outs to genome browsers, other gene/variant data portals, and external tools for variant assessment. VarFish allows user to create their own annotations including support for variant assessment following ACMG-AMP guidelines. In close collaboration with medical practitioners, VarFish was designed for variant analysis and prioritization in diagnostic and research settings as described in the software’s extensive manual. The user interface has been optimized for supporting these protocols. Users can install VarFish on their own in-house servers where it provides additional lab notebook features for collaborative analysis and allows re-analysis of cases, e.g., after update of genotype or phenotype databases

VarFish: comprehensive DNA variant analysis for diagnostics and research

VarFish is a user-friendly web application for the quality control, filtering, prioritization, analysis, and user-based annotation of DNA variant data with a focus on rare disease genetics. It is capable of processing variant call files with single or multiple samples. The variants are automatically annotated with population frequencies, molecular impact, and presence in databases such as ClinVar. Further, it provides support for pathogenicity scores including CADD, MutationTaster, and phenotypic similarity scores. Users can filter variants based on these annotations and presumed inheritance pattern and sort the results by these scores. Variants passing the filter are listed with their annotations and many useful link-outs to genome browsers, other gene/variant data portals, and external tools for variant assessment. VarFish allows users to create their own annotations including support for variant assessment following ACMG-AMP guidelines. In close collaboration with medical practitioners, VarFish was designed for variant analysis and prioritization in diagnostic and research settings as described in the software's extensive manual. The user interface has been optimized for supporting these protocols. Users can install VarFish on their own in-house servers where it provides additional lab notebook features for collaborative analysis and allows re-analysis of cases, e.g. after update of genotype or phenotype databases

Dreißig Jahre Fakultät Sprach- und Literaturwissenschaften an der Otto-Friedrich-Universität Bamberg (1977 bis 2007)

Anlass zur Vorlage der Festschrift ist das dreißigjährige Bestehen der Fakultät Sprach- und Literaturwissenschaften (SpLit) der Otto-Friedrich-Universität Bamberg (1977–2007). Sie soll die Entwicklung, die die Fakultät seit ihrer Gründung genommen hat, möglichst knapp und sachlich dokumentieren. Sie hat daher den Charakter einer Leistungsbilanz, sie bietet streckenweise Materialien zu einer Chronik der Fakultät, sie verschweigt aber auch nicht ihre „Geburtsfehler“ in Gestalt mangelnder Ressourcen. In einer Zeit des Umbruchs, nämlich der bevorstehenden Verschmelzung mit der Fakultät Geschichts- und Geowissenschaften (GGeo) zu einer Fakultät Geistes- und Kulturwissenschaften (GuK), soll diese Selbstdarstellung der Fakultät ihr Profil und ihre Identität bis zu ihrer zum 1.10.2007 zu Ende gegangenen selbständigen Existenz erkennbar machen. Die Druckauflage wurde vom Dekanat der Fakultät herausgegeben