Instructional renovation : integrating a "good idea" in undergraduate classes

The integration of an instructional “good idea” in undergraduate classes through the natural and evolutionary process of instruction renovation was the focus of this study. More specifically, the question “What personal, contextual, and innovation-related forces act on the integration of active learning into the traditional signature pedagogies of university tenured faculty?” was addressed in an extensive research agenda spanning seven years. In the mixed methods study central to this research portfolio, self-nominating faculty who were proponents of active learning at the University of Saskatchewan shared their stories and perceptions about integrating active learning in their undergraduate classes through written data, surveys, questionnaires, focus group meetings, and individual interviews. The study revealed that the integration of active learning, and the development of unique personal signature pedagogies, took place naturally in a benignly neutral environment, when desire met with combinations of perceived needs and timely, resonating active learning solutions. Rather than “change,” instructional methods were gently “renovated” as participants experimented with solutions to address student learning needs. Active learning was fit together with personal and professional beliefs about student capabilities and effective instruction, and college signature pedagogies. Participants indicated that supportive faculty development, student enthusiasm and engagement, policy that neither encouraged nor discouraged active learning, and the benefits of active learning were driving forces. Restraining forces included unsupportive or negative students and peers, a lack of alignment between stated organizational values and enacted values regarding rewards, and time. Active learning was thought to be effective, but was also perceived to be complex, difficult to try and assess, and too dissimilar from other instructional methods to integrate easily. Findings from the central study and experiences associated larger doctoral research agenda activities suggest that faculty development could be expanded to provide coaching and suggest instructional methods which are clearly linked with signature pedagogies and instructional problems, and that small manageable ways in which active learning can be easily and comfortably integrated in undergraduate classes are showcased. In addition, students could be encouraged to interact with faculty as often as possible, that student stories of engaging instructional activities be prominently profiled, and that stated organizational values be clearly aligned with enacted values and the formal reward structure. Future studies might focus on the effects of “planting” highly-regarded teaching enthusiasts, the relationship between student and faculty enthusiasm and engagement, the effects of external rewards on the inclusion of active learning, the role of collegial support in the integration of active learning, and the process of integrating other “good ideas.” Research might also be conducted on removing identified barriers and increasing driving forces identified in this study. An extension and elaboration of this study might create communities of practice on campus and encourage positive conversations about teaching as well as reveal additional driving and restraining forces that act on the integration of “good ideas” in undergraduate classes

Plato on Well-Being

Plato's dialogues use several terms for the concept of well-being, which concept plays a central ethical role as the ultimate goal for action and a central political role as the proper aim for states. But the dialogues also reveal sharp debate about what human well-being is. I argue that they endorse a Socratic conception of well-being as virtuous activity, by considering and rejecting several alternatives, including an ordinary conception that lists a variety of goods, a Protagorean conception that identifies one's well-being with what appears one to be one's well-being, and hedonistic conceptions

Untersuchungen von Beugesehnennähten mittels Bildsequenzanalyse im Experiment

Im Rahmen dieser Arbeit werden die Ergebnisse aus Zugversuchen an Schweinesehnen, die mit verschiedenen Nahtmaterialien und den gängigen Nahttechniken für Beugesehnen der Hand genäht wurden, vorgestellt. Schwerpunkt der Untersuchungen ist die Ermittlung und Dokumentation der Reißfestigkeit der Naht und die Spaltbildung an der Kontaktstelle der genähten Sehnenstümpfe mittels biomechanischer Versuche. Das Eintreten der Spaltbildung und des Nahtrisses wird durch videotechnische Aufzeichnungen, die den eigentlichen Messvorgang an der Universalprüfmaschine begleiten, exakt dokumentiert (Bildsequenzanalyse). Die Bildsequenzanalyse stellt gegenüber den in der Literatur dokumentierten Methoden eine wesentliche Fort- bzw. Neuentwicklung zur Ermittlung der Spaltstabilität und der Reißfestigkeit von genähten Sehnen dar. Die Auswertung der Versuche mittels Bildsequenzanalyse wurde für 12 verschiedene Nahttechnik/Nahtmaterial-Kombinationen durchgeführt. Nach Entwicklung und Anfertigung einer neuen Einspannvorrichtung für die Sehnen, die eine optimale Festhaltung der Sehnenstümpfe gewährleistete, erfolgte die systematische Durchführung von Bildsequenzanalysen für gängige Sehnennaht-Techniken mit verschiedenen Fäden. Auf Grundlage der biomechanischen Versuche und der Weiterentwicklung bisheriger Kenntnisse zur Beugesehnennaht konnte im Rahmen dieser Arbeit eine optimierte bzw. eine neue Nahttechnik entwickelt werden (Marburger Sehnennaht I und II), die eine frühe postoperative Mobilisierung durch entsprechende Nahtfestigkeiten ermöglicht, eine gute Gleitfunktion aufweist sowie durch Erhaltung der Gefäßversorgung der Sehne einen sicheren Heilungsprozess gewährleistet. Die Ergebnisse der biomechanischen Versuche mit der Marburger Sehnennaht I und II sind in dieser Arbeit detailliert dokumentiert. Der Vergleich mit den gängigen Sehnennaht-Techniken zeigt, dass die Marburger Sehnennaht eine hohe Reißfestigkeit und die beste Spaltstabilität besitzt

Cooperative learning in the first year of undergraduate medical education

<p>Abstract</p> <p>Background</p> <p>Despite extensive research data indicating that cooperative learning promotes higher achievement, the creation of positive relationships, and greater psychological health for students at all levels in their education, cooperative learning as a teaching strategy is still underutilized in undergraduate medical education.</p> <p>Methods</p> <p>A cooperative learning task was introduced as part of the mandatory first Year undergraduate Pathology course. The task was to create an 8.5" × 11" poster summary of pre-assigned content in self-chosen groups of four or five students. On the designated "Poster Day," the posters were displayed and evaluated by the students using a group product evaluation. Students also completed an individual group process reflection survey. An objective evaluation of their understanding was gauged at the midterm examination by specific content-related questions.</p> <p>Results</p> <p>Majority (91–96%) of students judged the group products to be relevant, effective, easy-to-understand, and clearly communicated. The majority of the students (90–100%) agreed that their group process skills of time management, task collaboration, decision-making and task execution were effective in completing this exercise. This activity created a dynamic learning environment as was reflected in the students' positive, professional discussion, and evaluation of their posters. The content-related questions on the midterm examination were answered correctly by 70–92% of the students. This was a mutually enriching experience for the instructor and students.</p> <p>Conclusion</p> <p>These findings demonstrate that cooperative learning as a teaching strategy can be effectively incorporated to address both content <it>and </it>interpersonal skill development in the early years of undergraduate medical education.</p

Genomics:GTL Bioenergy Research Centers White Paper

In his Advanced Energy Initiative announced in January 2006, President George W. Bush committed the nation to new efforts to develop alternative sources of energy to replace imported oil and fossil fuels. Developing cost-effective and energy-efficient methods of producing renewable alternative fuels such as cellulosic ethanol from biomass and solar-derived biofuels will require transformational breakthroughs in science and technology. Incremental improvements in current bioenergy production methods will not suffice. The Genomics:GTL Bioenergy Research Centers will be dedicated to fundamental research on microbe and plant systems with the goal of developing knowledge that will advance biotechnology-based strategies for biofuels production. The aim is to spur substantial progress toward cost-effective production of biologically based renewable energy sources. This document describes the rationale for the establishment of the centers and their objectives in light of the U.S. Department of Energy's mission and goals. Developing energy-efficient and cost-effective methods of producing alternative fuels such as cellulosic ethanol from biomass will require transformational breakthroughs in science and technology. Incremental improvements in current bioenergy-production methods will not suffice. The focus on microbes (for cellular mechanisms) and plants (for source biomass) fundamentally exploits capabilities well known to exist in the microbial world. Thus 'proof of concept' is not required, but considerable basic research into these capabilities remains an urgent priority. Several developments have converged in recent years to suggest that systems biology research into microbes and plants promises solutions that will overcome critical roadblocks on the path to cost-effective, large-scale production of cellulosic ethanol and other renewable energy from biomass. The ability to rapidly sequence the DNA of any organism is a critical part of these new capabilities, but it is only a first step. Other advances include the growing number of high-throughput techniques for protein production and characterization; a range of new instrumentation for observing proteins and other cell constituents; the rapid growth of commercially available reagents for protein production; a new generation of high-intensity light sources that provide precision imaging on the nanoscale and allow observation of molecular interactions in ultrafast time intervals; major advances in computational capability; and the continually increasing numbers of these instruments and technologies within the national laboratory infrastructure, at universities, and in private industry. All these developments expand our ability to elucidate mechanisms present in living cells, but much more remains to be done. The Centers are designed to accomplish GTL program objectives more rapidly, more effectively, and at reduced cost by concentrating appropriate technologies and scientific expertise, from genome sequence to an integrated systems understanding of the pathways and internal structures of microbes and plants most relevant to developing bioenergy compounds. The Centers will seek to understand the principles underlying the structural and functional design of selected microbial, plant, and molecular systems. This will be accomplished by building technological pathways linking the genome-determined components in an organism with bioenergy-relevant cellular systems that can be characterized sufficiently to generate realistic options for biofuel development. In addition, especially in addressing what are believed to be nearer-term approaches to renewable energy (e.g., producing cellulosic ethanol cost-effectively and energy-efficiently), the Center research team must understand in depth the current industrial-level roadblocks and bottlenecks (see section, GTL's Vision for Biological Energy Alternatives, below). For the Centers, and indeed the entire BER effort, to be successful, Center research must be integrated with individual investigator research, and coordination of activities, from DNA sequencing to high-throughput protein development and characterization

Taking reincarnation seriously: Critical discussion of some central ideas from John Hick

Reincarnation has not been entirely neglected in the philosophy of religion but it has not always been taken seriously or carefully discussed in relation to its role in believers’ lives. John Hick is exceptional insofar as he gave sustained attention to the belief, at least as it features in the philosophies of Vedānta and Buddhism. While acknowledging the value of Hick’s recognition of the variety of reincarnation beliefs, this article critically engages with certain aspects of his approach. It argues that Hick’s search for a ‘criterion’ of reincarnation is misguided, and that his distinction between ‘factual’ and ‘mythic’ forms of the doctrine is over-simplifying

Effect of angiotensin-converting enzyme inhibitor and angiotensin receptor blocker initiation on organ support-free days in patients hospitalized with COVID-19

IMPORTANCE Overactivation of the renin-angiotensin system (RAS) may contribute to poor clinical outcomes in patients with COVID-19. Objective To determine whether angiotensin-converting enzyme (ACE) inhibitor or angiotensin receptor blocker (ARB) initiation improves outcomes in patients hospitalized for COVID-19. DESIGN, SETTING, AND PARTICIPANTS In an ongoing, adaptive platform randomized clinical trial, 721 critically ill and 58 non–critically ill hospitalized adults were randomized to receive an RAS inhibitor or control between March 16, 2021, and February 25, 2022, at 69 sites in 7 countries (final follow-up on June 1, 2022). INTERVENTIONS Patients were randomized to receive open-label initiation of an ACE inhibitor (n = 257), ARB (n = 248), ARB in combination with DMX-200 (a chemokine receptor-2 inhibitor; n = 10), or no RAS inhibitor (control; n = 264) for up to 10 days. MAIN OUTCOMES AND MEASURES The primary outcome was organ support–free days, a composite of hospital survival and days alive without cardiovascular or respiratory organ support through 21 days. The primary analysis was a bayesian cumulative logistic model. Odds ratios (ORs) greater than 1 represent improved outcomes. RESULTS On February 25, 2022, enrollment was discontinued due to safety concerns. Among 679 critically ill patients with available primary outcome data, the median age was 56 years and 239 participants (35.2%) were women. Median (IQR) organ support–free days among critically ill patients was 10 (–1 to 16) in the ACE inhibitor group (n = 231), 8 (–1 to 17) in the ARB group (n = 217), and 12 (0 to 17) in the control group (n = 231) (median adjusted odds ratios of 0.77 [95% bayesian credible interval, 0.58-1.06] for improvement for ACE inhibitor and 0.76 [95% credible interval, 0.56-1.05] for ARB compared with control). The posterior probabilities that ACE inhibitors and ARBs worsened organ support–free days compared with control were 94.9% and 95.4%, respectively. Hospital survival occurred in 166 of 231 critically ill participants (71.9%) in the ACE inhibitor group, 152 of 217 (70.0%) in the ARB group, and 182 of 231 (78.8%) in the control group (posterior probabilities that ACE inhibitor and ARB worsened hospital survival compared with control were 95.3% and 98.1%, respectively). CONCLUSIONS AND RELEVANCE In this trial, among critically ill adults with COVID-19, initiation of an ACE inhibitor or ARB did not improve, and likely worsened, clinical outcomes. TRIAL REGISTRATION ClinicalTrials.gov Identifier: NCT0273570

Cooperative learning in the first year of undergraduate medical education-0

<p><b>Copyright information:</b></p><p>Taken from "Cooperative learning in the first year of undergraduate medical education"</p><p>http://www.wjso.com/content/5/1/136</p><p>World Journal of Surgical Oncology 2007;5():136-136.</p><p>Published online 28 Nov 2007</p><p>PMCID:PMC2217551.</p><p></p>stions asked on the group product evaluation tool

Engaging First-year University Students in Research: Promise, Potentials, and Pitfalls

In 2014, the Undergraduate Research Initiative at the University of Saskatchewan implemented a pilot project to organize, support, and promote curriculum-based research experience as an integral aspect of participating first-year courses. The framework for the course-based initiative was the research arc; usually in groups, students in these classes would develop a research question, investigate it using discipline-appropriate methodologies, and disseminate the results. Nine classes (Agriculture, Animal Bioscience, Environmental Science, Women’s and Gender Studies, Psychology, Kinesiology, and Interdisciplinary Studies) participated in this program pilot. There were four key agents in the program: faculty instructors, research coaches, students in participating first-year classes, and university administrative staff. This preliminary evaluation of the pilot suggests that first-year undergraduate research experiences have potential to benefit the undergraduate student participants as well as the faculty and research coaches involved. The primary benefits that faculty reported experiencing included an increased interest in ways to engage learners, reexamination of and reflection on their teaching strategies, the pragmatic support of a research coach helping with their work load, and an invigoration of their research. The primary benefits to research coaches included enhancement of their professional skills, experience in lesson planning and facilitation, CV building, and an ideology shift in how to best facilitate learning for undergraduate students. The most prominent benefits for undergraduate students appeared to be that they gained a better idea about how researchers think and work, that they increased their understanding of how research works, and that their own research and professional skills had improved. Early, bottom-up evaluation identified characteristics of implementation that appear to best facilitate achievement of the initiative’s outcomes and identified the potential pitfall of imposing outcomes, from related but distinct initiatives, that may not be achievable or optimal in in the setting of first-year classes. The results of this evaluation suggest that rather than gaining clarity or focus, first-year students in course-based research experiences might gain awareness of their personal potential, of the potential of research, and of their career/educational options. En 2014, l’Université de la Saskatchewan a mis en oeuvre un projet pilote, la Undergraduate Research Initiative (Initiative de recherche pour étudiants de premier cycle) dont l’objectif était d’organiser, de soutenir et de promouvoir l’expérience de recherche basée sur le programme de cours et faisant directement partie des cours de première année participants. Le cadre de cette initiative basée sur les cours était l’arc de recherche; habituellement divisés en groupes, les étudiants inscrits dans ces cours ont élaboré une question de recherche, l’ont examinée par le biais de méthodologies appropriées à la discipline et en ont diffusé les résultats. Neuf cours (agriculture, sciences biologiques animales, sciences de l’environnement, études sur les femmes et le genre, psychologie, kinésiologie et études interdisciplinaires) ont participé à ce programme pilote. Il y avait quatre agents clés dans le programme : les professeurs, les accompagnateurs de recherche, les étudiants inscrits dans les cours de première année participants et le personnel administratif de l’université. Cette évaluation préliminaire du projet pilote suggère que les expériences de recherche en première année d’un programme de premier cycle peuvent potentiellement offrir des avantages aux étudiants de premier cycle qui y participent ainsi qu’aux professeurs et aux accompagnateurs de recherche. Les avantages principaux, selon les professeurs qui ont fait un rapport sur leur expérience, comprennent un plus grand intérêt dans les manières d’engager les apprenants, le réexamen d’une réflexion sur leurs stratégies d’enseignement, le soutien pragmatique des accompagnateurs de recherche qui les aident avec leur charge de travail et une revitalisation de leur recherche. Les avantages principaux pour les accompagnateurs de recherche comprennent une amélioration de leurs compétences professionnelles, une expérience dans la planification et la facilitation des leçons, des expériences à ajouter à leur curriculum vitae et un changement idéologique concernant la meilleure manière de faciliter l’apprentissage des étudiants de premier cycle. Les avantages les plus importants pour les étudiants de premier cycle semblent être qu’ils ont acquis une meilleure compréhension de la manière dont les chercheurs pensent et travaillent et de la manière dont la recherche fonctionne, et que leurs propres recherches et leurs propres compétences professionnelles ont été améliorées. L’évaluation préliminaire participative a identifié des caractéristiques de mise en oeuvre qui semblent faciliter au mieux l’atteinte des résultats de l’initiative et a identifié l’écueil potentiel d’imposer des résultats, à partir d’initiatives différentes mais connexes, qui risquent de ne pas être réalisables ou optimales dans le cadre de cours de première année. Les résultats de cette évaluation suggèrent que, plutôt que de gagner en clarté ou en focus, les étudiants de première année qui participent à des expériences de recherche basées sur les cours pourraient prendre conscience de leur potentiel personnel, du potentiel de la recherche et de leurs options de carrière ou scolaires